Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education - Respress, William (1997)
PERCEPTIONS OF AFRICAN-AMERICAN MALES REGARDING FACTORS SUPPORTING DOCTORAL COMPLETION IN COLLEGES OF EDUCATION by William Respress The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges (PWIs) and Historically Black Colleges and Universities (HBCUs) throughout the United States in Colleges of Education. One hundred sixty-four scholars responded representing a return rate of 96%. The African-American Male Doctoral Scholar Survey was employed to collect data. Analyses of the data included ANOVA, independent sample t-tests, analysis of frequencies, percentages of responses, and Tukey’s Post-hoc analysis. Responses to open-ended questions were analyzed and cited from comments written by scholars. There were six major findings. Factors affecting scholars’ decision to persist unto graduation at PWIs differed from those who attended HBCUs when considering mentoring, social adjustment, race relations, and institutional climate. No significant differences were discovered between age groups upon the decision of scholars to persist. Employment classification affected persistence of scholars at both types of institutions. Institutional geographical location affected the decision of scholars to persist. Scholars’ classification status did not affect persistence at either type of institution. The number of scholars within the department significantly influenced persistence unto graduation. Recommendations were made for replication of the study and refinement of the instrument. A 13-point institutional plan of action was developed toward improving the persistence rate of scholars. A 12-point plan was developed to assist scholars in achieving a successful doctoral experience.
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The Teaching of Afrocentric Values by African American Parents. - Richards, Harriet (Western journal of black studies, 1997)
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Secondary teacher education in Ethiopia: ancient traditions and modern tensions - Ridley, Barbara; Bridges, David (1997)
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Final report: groundwater management in drought-prone areas of Africa - Robins, N.S.; Calow, Roger; MacDonald, Alan; Macdonald, David; Gibbs, B.R.; Orpen, W. R. G.; Mtembezeka, P.; Andrews, Anita; Appiah, Samson Obed; Banda, Kawawa (1997)
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African American College Students' Attitudes Toward Identity, Culture, and Curriculum - Rochon, Ronald (1997)
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Perceptions of nontraditional African American baccalaureate nursing students of their persistence in or departure from an urban nursing program - Rodebaugh, Linda S. (1997)
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Innovative Second Language Education in Southern Africa - Rodseth, J. Victor (1997)
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Magnitude of schistosoma mansoni and intestinal helminthic infections among school children in Wondo-Genet Zuria, southern Ethiopia - Roma, Belay; Worku, Solomon (Ethiopian Journal of Health Development, 1997)
Abstract: A cross-sectional study was conducted in April, 1994 to determine the prevalence of S. mansoni and other intestinal helminths among students of Wondo-Genet Zuria Elementary and Junior Secondary Schools, Sidama Zone, Southern Ethiopia. A questionnaire was used to list each of the study subjects and Formol-ether concentration method was used to analyze stool samples collected. From a total of 520 students examined 465 (89.4%) were positive for different intestinal helminthiasis while 157 (30.2%) were positive for S. mansoni. The infection rate among the study group is discussed and possible recommendation is made for future action. [Ethiop. J. Health Dev. 1997;11(2):125-129]
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The SADC (Southern African Development Community) Regional Early Warning System: Experiences Gained and Some Lessons Learned from the 1991-92 Southern African Drought - Rook, John M. (Journal of African Studies, 1997)
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Education in the Development of Tanzania 1919-1990 - Roy-Campbell, Zaline M.; Buchert, Lene (International Journal of African Historical Studies, 1997)
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Language crisis in Tanzania : the myth of English versus education - Roy-Campbell, Zaline M.; Qorro, Martha (1997)
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Disconnecting education: language as a determinant of the quality of education in Tanzania - Rubagumya, Casmir M. (Journal of Linguistics and Language in Education, 1997)
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Requiem for the Sudan: War, Drought, and Disaster Relief on the Nile - Rue, George Michael La; Burr, James; Collins, Robert O. (International Journal of African Historical Studies, 1997)
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Mapping (geomatics) related education trends and needs in Africa - Ruether, H. (1997)
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Trends in reproductive health knowledge following a health education intervention among adolescents in Zimbabwe. - Rusakaniko, S; Mbizvo, Michael T.; Kasule, J.; Gupta, Vikram; Kinoti, S.N.; Mpanju-Shumbushu, W; Sebina-Zziwa, J; Mwateba, R; Padayachy, Jude (PubMed, 1997)
Unwanted teenage pregnancy, sexually transmitted infections and the attendant morbidity and mortality necessitate the need for understanding factors influencing adolescent sexuality and the implementation of programmes designed to improve their knowledge, reproductive behaviour, sexual and reproductive health.To determine the impact of an intervention package on knowledge levels of various reproductive health issues through trend analysis.Randomized controlled trial of a health education intervention in schools stratified for representativeness.Rural and urban secondary schools in Zimbabwe.1,689 students recruited from 11 secondary schools in Mashonaland Central.Knowledge level before and after intervention.The demographic characteristics of the pupils at baseline, five months and nine months were comparable between the two groups. There was an overall increase in knowledge on menstruation. Students from the intervention schools were more likely to have correct knowledge over time on aspects of reproductive biology. A significant linear trend (p = 0.017) was observed in the area of family planning and contraception. A linear decreasing trend (p = 0.001) was observed on pregnancy risk. Though not significantly linear, the general trend of knowledge levels in all the areas of reproductive health, pregnancy risk, STDs and HIV/AIDS showed an upward trend, from 20% to 96%. Worth noting was that in all the areas the intervention group had knowledge above that in the control group.The reproductive health education intervention had an impact on aspects of reproductive biology and contraception as measured by the increased scoring at follow up when comparing intervention and control schools. The overall findings point to the need for early school based reproductive health education programmes incooperating correct information on reproductive biology and the prevention of subsequent reproductive morbidity by imparting information on non-risk behaviour during the early developmental years.Evaluation of a secondary school-based reproductive health education intervention in Zimbabwe indicated that such a program should be introduced at the primary school level to have maximum impact. A total of 1689 rural and urban students (mean age, 13.5 years) from 11 secondary schools completed a baseline questionnaire. 1159 (68.7%) were randomly allocated to the intervention schools and 530 (31.3%) to control schools; evaluations were conducted after 5 and 9 months. At baseline, few students in either group had correct information on when a girl was likely to get pregnant during the menstrual cycle. Although follow-up revealed improved knowledge in this area, the intervention effect was significant only among the youngest students. Students in the intervention schools were more likely than controls to know that menarche is associated with the ability to become pregnant, but fewer were knowledgeable about the association between wet dreams in boys and the capability of making a girl pregnant. Attendance at family life education lectures had the most significant positive impact on both knowledge and use of contraception. Knowledge increases in other areas of reproductive health, sexually transmitted diseases, and AIDS increased to a greater extent among exposed than non-exposed youth (20-96% gains), but the trend was not significantly linear. The provision of information on reproductive biology and pregnancy prevention during an earlier developmental stage is recommended.
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Primary school textbooks in Zimbabwe : an analysis in social context - Ryf, Andrea (1997)
This thesis is based on an examination of some of the variables that affect schooling in Zimbabwe, a Southern African country. The study consisted mainly of a content analysis of selected primary textbooks for language and gender related matters. It addressed the following questions: (1) Is the material presented as if the learners were first language speakers of English, the language of instruction? (2) How are girls and women portrayed verbally and pictorially? The selected grades 1, 4 and 7 English and science textbooks were first examined broadly for overall features such as visual readability and order of content. Subsequently, all textbooks and the corresponding syllabi were examined for awareness of and directions regarding preparation for the language needs of the science curriculum. A focus on science vocabulary and the portrayal of males and females in the science texts concluded the content analysis. Additional data on the actual use of texts and possible gender bias of teachers in the classroom were gathered through collaboration with graduate students at the University of Zimbabwe. Teachers' views on science education, the science texts, and boys and girls' abilities and performance were obtained. The results point to the existence of a good potential for improved access to the curriculum by coordinating the language needs of English and other subjects. Furthermore, more work needs to be done in Zimbabwe, as elsewhere, to portray males and females in less stereotypical roles.
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The impact of intestinal parasitic infections on the nutritional status of primary school children in Alexandria, Egypt. - Sahn, F. F. El; Deghedi, B. M.; Mahdy, Nehad; Sahn, A. El (1997)
In order to investigate the relationship between intestinal parasitism and nutritional status, stool specimens obtained from 1674 school children aged 6-13 years, enrolled in primary governmental schools in the Eastern zone of Alexandria, Egypt were examined for helminth and protozoan parasites. The findings were collated with anthropometric data (weight and height) on the same children. The prevalence of parasitic infections was found to be 31.5%. The most common infections were found to be with Giardia lamblia (15.4%) and Ascaris lumbricoides (10.2%). Children infected with both helminths and protozoa showed an increased but insignificant risk of underweight relative to those without infections. The risk of stunting was found among all types of parasites as compared to children with no parasites. Also there was a higher non significant risk of wasting among those with protozoal infection especially Giardia lamblia. Children infected with three species or more of intestinal parasitic infections were significantly underweight than non infected children (OR = 4.68, 95% confidence limit = 1.04-18.03). Using stepwise logistic regression analysis, number of parasites appeared to be the most effective variable of the nutritional status of children indicated by weight for age Z score, followed by education of the mother.
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Grazing Land Conservation and the Potential Role of Drought Insurance in the Sahel--Evidence from Burkina Faso - Sakurai, Takeshi (1997)
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[The development of public health education: the Mauritius experience]. - Salamon, Roger; Lanièce, Christophe; Daby, Geeta; Lanièce, Isabelle; Mohith, Jagdish C.; Drevet, D; Julvez, J; Fareed, D.; Austin, Isabelle; Ducrey, Thomas; Beylot, J (PubMed, 1997)
A public course has been initiated in 1990 in Mauritius for covering the national growing needs of public health specialists. This training course was organized jointly by the Ministry of Health, the University of Bordeaux II and the French Cooperation. After 3 sessions dedicated specifically to the Mauritian physicians, the course has been re-designed for the needs of the other countries of the region. A feasibility study performed in 1994 in the countries of the Indian ocean region showed that during the past decade, the district level had become the focus point to integrate the health programs. This process has progressively transferred a wider and stronger part of the responsibilities from the central level to the district level and the survey showed that most of the health district managers were physicians that did not have the proper background for carrying such responsibilities. According to these results, a course curriculum was created by the Mauritian Ministry of Health and the University of Bordeaux II and submitted to various organisms supporting health program development in the region. This proposal was strongly supported by several agencies (the french Cooperation, Unicef, WHO, World Bank...) who agreed to sponsor candidates for that training course. The first session was organized in 1995, a second one in 1996. This training course is targeted to the medical doctors who are in charge of the management of health services at the district level. It is divided in two parts: A six-weeks intensive training course performed in Mauritius that include formal teaching and practical exercises in small groups for a total of 210 hours. The curriculum is mainly targeted on the various aspects of management as the management of health information (biostatistics epidemiology and computing), the management of human resources, financial resources and material resources. In addition to these main topics, there is an introduction to pedagogy, communication skills and applied research methodology. Following this six-weeks, training the students come back to work in their country and have 8 months to perform a thesis supervised by a local public health specialist. The subject of the thesis has to be closely related with one of the topic taught and should provide an obvious improvement for the public health situation in the district where this physician is acting. In 1995, 22 candidates attend to the course (13 from Madagascar, 4 from Mauritius, 3 from Comoros, 1 from Angola, 1 from Equatorial Guinea and 1 from Tchad), 19 had successively completed all the modules and got the diploma of public health delivered by the University of Bordeaux II. This diploma has been recognized as an equivalent to a master in public health in Mauritius. The evaluation of the courses-performed by the students, the teachers and the financial agencies gave a very positive results although the workload was considered as too important for a six-weeks training course. The recommendations of the 1995 session were included in the 1996 programs which is still on going for 23 candidates. The 97 session will probably extend the number of students up to 40, divided in 4 subgroups for practical exercises. In parallel to the course, a quarterly bulletin will be created and sent to the present and past candidates of this course in order to support a continuous medical education training program targeted to the district physicians.
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The development of Public Health Training : experiences in Mauritius - Salamon, Roger; Lanièce, Christophe; Daby, Geeta; Lanièce, Isabelle; Mohith, Jagdish C.; Drevet, D; Julvez, J; Fareed, D.; Austin, Isabelle; Ducrey, Thomas; Beylot, J (Cahiers d'études et de recherches francophones / Santé, 1997)
A public course has been initiated in 1990 in Mauritius for covering the national growing needs of public health specialists. This training course was organized jointly by the Ministry of Health, the University of Bordeaux II and the French Cooperation. After 3 sessions dedicated specifically to the Mauritian physicians, the course has been re-designed for the needs of the other countries of the region. A feasibility study performed in 1994 in the countries of the Indian ocean region showed that during the past decade, the district level had become the focus point to integrate the health programs. This process has progressively transferred a wider and stronger part of the responsabilities from the central level to the district level and the survey showed that most of the health district managers were physicians that did not have the proper backgruund for carrying such responsabilities. According to these results, a course curriculum was created by the Mauritian Ministry of Health and the University of Bordeaux II and submitted to various organisms supporting health program development in the region. The proposal was strongly supported by several agencies (the french Cooperation, Unicef, WHO, World Bank...) who agreed to sponsor candidates for that training course. The first session was organized in 1995, a second one in 1996. This training course is targeted to the medical doctors who are in charge of the management of health services at the district level. It is divided in two parts : - A six-weeks intensive training course performed in Mauritius that include formal, teaching and practical exercises in small groups for a total of 210 hours. The curriculum is mainly targeted on the various aspects of management as the management of health information (biostatistics, epidemiology and computing), the management of human resources, financial resources and material resources. In addition to these main topics, there is an introduction to pedagogy, communication skills and applied research methodology. - Following this six-weeks training the students come back to work in their country and have 8 months to performe a thesis supervised by a local public health specialist. The subject of the thesis has to be closely related with one of the topic taught and should provide an obvious improvement for the public health situation in the district where this physician is acting. In 1995, 22 candidates attend to this course (13 from Madagascar, 4 font Mauritius, 3 from Comoros, 1 from Angola, 1 from Equatorial Guinea and l from Tchad). 19 had successively completed all the modules and got the diploma of public health delivered by the University of Bordeaux II. The diploma has been recognized as an equivalent to a master in public health in Mauritius. The evaluation of the courses performed by the students, the teachers and the financial agencies gave a very positive results although the workload was considered as too important for a six-weeks training course. The recommendation of the 1995 session were included in the 1996 programs which is still on going for 23 candidates. The 97 session will probably extend the number of students up to 40, divides in 4 subgroups for practical exercises. In parallel to the course, a quaterly bulletin will be created and sent to the present and past candidates of this course in order to support a continuous medical education training program targeted to the district physicians.
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The Potential Role of Democratic Political Education in the African Context - Salih, M. A. Mohamed (Eastern Africa Social Science Research Review, 1997)
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ALCOHOL USE, ETHNICITY, AND DISABILITY: A COMPARISON OF AFRICAN-AMERICAN AND CAUCASIAN GROUPS - Sample, Eddie B.; Li, Li; Moore, Dennis (Social Behavior and Personality, 1997)
Previous research has consistently reported that alcohol consumption among the general population varies across cultural groups. However, studies investigating risk factors and drinking patterns of African-Americans and Caucasians with disabilities have been limited. The current study explored the factors of alcohol use among African-Americans and Caucasians with disabilities who were seeking rehabilitation services in three mid-western states of the USA. Multivariate data analysis revealed that African-Americans were more likely to use alcohol than their Caucasian counterparts when other demographic and disability variables were controlled. Additionally, separate multiple-regression models differentiated patterns between African-Americans and Caucasians in selected variables on alcohol use. Cultural issues and implications for rehabilitation services are discussed.
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Racial Identity Attitudes and School Performance among African American High School Students: An Exploratory Study. - Sandoval, Steve R.; Gutkin, Terry B.; Naumann, Wendy C. (Research in the Schools, 1997)
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Training and policy guidelines for artisanal quarrying: report on field study research in the Nairobi region of Kenya. (ADD031). - Savery, S.P.A. (1997)
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IMPROVING ROAD SAFETY EDUCATION IN DEVELOPING COUNTRIES; GHANA - Sayer, I A; Palmer, Colin J.; Murray, Gardner; Guy, Jon (1997)
Few schools in the developing world include Road Safety Education in their timetable, despite the fact that children represent a vulnerable group of road users. Two reasons for this were identified: a lack of teaching resources, and a lack of knowledge by teachers of how to teach road safety and what should be taught. This report discusses the design and evaluation of a Road Safety Education resource designed for teachers of 10 and 11 year old children and the development of good practice guidelines. The central educational theme of the resource, called 'Safe Ways', is that children learn best by active participation. 'Safe Ways' includes five lessons, each covering a different aspect of road safety. The evaluation took place in Ghana. An interviewer-administered questionaire was used to test 10 and 11 year old children's knowledge of three areas of pedestrian safety: knowledge of safe behaviour, knowledge of unsafe behaviour and knowledge of crossing behaviour. The groups of children who were exposed to the resource showed a significant increase in each of these three areas, compared with a control group. The report also includes a full copy of the 'Safe Ways' resource, and the Teacher Training notes which accompany it. (A)
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Improving Road Safety Education in Developing Countries; Ghana. TRL Report 265. - Sayer, I A; Palmer, Colin J.; Murray, Gardner; Guy, Jon (1997)
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Foreign education and indigenous reaction in late Ottoman Lebanon : students and teachers at the Syrian Protestant College in Beirut - Scholz, Norbert (1997)
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Training Requirements in Agricultural Mechanisation and Machinery for Rural Women: An Empirical Study from Egypt - Schotte-Pfuhl, Jutta (Der Tropenlandwirt - Journal of Agriculture in the Tropics and Subtropics, 1997)
Training Requirements in Agricultural Mechanisation and Machinery for Rural Women: An Empirical Study from Egypt
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Issues of inequity, health and water: reflections on the schools water action programmes in post-apartheid South Africa - Schreuder, Danie (Health Education Research, 1997)
This paper gives an account of some of the major developments in the field of low-cost educational water quality monitoring in South Africa as an approach to environmental education. The wide acceptance of this approach to education in schools as well as non-formal settings may be an indication of the many complex problems in a country plagued by problems regarding the availability of reliable supplies of clean, fresh water and sanitation. It reflects critically on some of the serious problems that have developed as a result of the non-availability of sufficient supplies of fresh, clean water to many disadvantaged communities. The non-availability of fresh running water and water-borne sanitation are causing serious health problems in many disadvantaged communities. The origin of many of these problems can be traced back to inadequate and inequitable legislation of the past. The problems facing the post-apartheid Government structures now are vast and challenging. Education, especially initiatives like the Schools Water Action Programme, is increasingly being looked upon to help develop wider understanding for the need for the sustainable and responsible utilization of our fresh-water resources, as well as the basic needs and rights of all people.
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Link between the granitic and volcanic rocks of the Bushveld Complex, South Africa - Schweitzer, J. K.; Hatton, C. J.; Waal, S. A. de (Journal of African Earth Sciences, 1997)
Until recently, it was proposed that the Bushveld Complex, consisting of the extrusive Rooiberg Group and the intrusive Rashoop Granophyre, Rustenburg Layered and Lebowa Granite Suites, evolved over a long period of time, possibly exceeding 100 Ma. Most workers therefore considered that the various intrusive and extrusive episodes were unrelated. Recent findings suggest that the intrusive, mafic Rustenburg Layered Suite, siliceous Rashoop Granophyre Suite and the volcanic Rooiberg Group were synchronous, implying that the Bushveld igneous event was short-lived. Accepting the short-lived nature of the complex, the hypothesis that the granites are genetically unrelated to the other events of the Bushveld Complex can be reconsidered. Re-examination of the potential Rooiberg Group/Lebowa Granite Suite relationship suggests that the granites form part of the Bushveld event. Rhyolite lava, granite and granophyre melts originated from a source similar in composition to upper crustal rocks. This source is interpreted to have been melted by a thermal input associated with a mantle plume. Granite intruded after extrusion of the last Rooiberg rhyolite, or possibly overlapped in time with the formation of the youngest volcanic flows. Jusque récemment, il était proposé que le Complexe du Bushveld, comprenant le Groupe de Rooiberg extrusif ainsi qua les Suites intrusives du Granophyre de Rashoop, du Complexe Lité de Rustenburg et du Granite de Lebowa, s'est formé au cours d'une longue période de temps ayant pu durer plus de 100 Ma. Pour cette raison, la plupart des chercheurs considŕaient que les épisodes intrusifs divers et extrusif ne présentaient pas de relation entre eux. Des données récentes suggèrent que la Suite Litée de Rustenburg, intrusive et mafique, est synchrone de la Suite saturée du Granophyre de Rashoop et du Groupe volcanique de Rooiberg, impliquant que la mise en place de l'ensemble du Complexe du Bushveld s'est opérée en un bref laps de temps. Sur cette base, l'hypothèse des granites ne présentant pas de relation génétique avec les autres termes du Complexe du Bushveld doit être revue. La ré-examination des relations potentielles entre le Groupe de Rooiberg et la Suite des Granites de Lebowa suggère que ceux-ci appartiennent au Complexe du Bushveld. Pour les liquides des laves rhyolitiques, granites et granophyres, une source de composition similaire à celle de la croûte supérieure peut être envisagée. La fusion de celle-ci résulte du réchauffement attribués à un panache du manteau. Les granites se sont intrudés après ('extrusion des dernières rhyolites de Rooiberg ou éventuellement sont contemporains des coulées volcaniques terminales.
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Empowering African-American males in special education to succeed: an exploratory study - Scott-Bowles, Leslie (1997)
SCHOOL OF SOCIAL WORK SCOTT-BOWLES, LESLIE B.S. SOUTHERN ILLINOIS UNIVERSITY -EDWARDSVILLE, 1995 EMPOWERING AFRICAN-AMERICAN MALES IN SPECIAL EDUCATION TO SUCCEED: AN EXPLORATORY STUDY Advisor: Melvin Williams, Ph.D. Thesis dated May 1997 This study explored the use of culture-based empowerment curricula in empowering a group of African-American male special education students to succeed. The Generalized Expectancy to Succeed Scale was used to measure the generalized expectancy to succeed among 8 severely emotionally disturbed adolescent males. The program outcomes assessed included increases and decreases in expectancy to succeed. The findings revealed that the students studied did not have a high expectancy to succeed and that the culture-based curriculum did not have an impact on their expectancy to succeed. Social work implications related to empowering African-American males are
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Liberating the teaching of literature in a democratic South Africa: A pedagogy of reconstruction - Selepe, Thapelo (South African Journal of African Languages, 1997)
Literary study, like any other social process, is affected in one way or another by other related social processes. This article therefore investigates the possibilities of helping literary practice to remain in tune with other social processes.
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Cultural Identity in an African Context: Indigenous Education and Curriculum in East Africa - Semali, Ladislaus M.; Stambach, Amy (1997)
[A]t present our pupils learn to despise even their own parents because they are old-fashioned and ignorant; there is nothing in our existing educational system which suggests to the pupil that he [she] can leam important things about farming from his [her] elders. The result is that he [she] absorbs beliefs about witchcraft before he [she] goes to school, but does not learn the properties of local grasses; he [she] absorbs the taboos from his [her] family but does not leam the methods of making nutritious traditional foods. And from school he [she] acquires knowledge unrelated to agricultural life. He [she] gets the worst of both systems! -Julius Nyerere, first president of Tanzania (1968:278)
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Policy recommendations for a multicultural curriculum for all elementary schools in the Republic of South Africa - Setlhako, Motladi Angeline (1997)
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An Assessment of the School Library Literature in Nigeria, with Emphasis on the Impact of School Libraries on Educational Performance. - Shaibu, Samaila (1997)
The school/library resource centre was popularized as an integral component of pre-tertiary education, particularly from the turn of the twentieth century. Many librarians and educators have conducted investigations into the relevance of the school library and the relationship between such an institution and learning generally. Most of these studies, however, were conducted in the developed countries. In Nigeria, few studies have investigated the place of the school library in education. This paper reiterates the invaluable educational role of the school library, and reviews the various attempts made to uncover the wide-ranging effects of the provision and use of collections of school learning resources. Only the literature considered highly significant has been reviewed.
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A survey of Kenyan physical education teachers' understanding of heat illness and management of heat stress in athletes - Shehu, Jimoh; Wamukoya, Edwin K. (1997)
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Directory of adult and nonformal education in Ethiopia. - Shenkut, M. K. (1997)
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Government in Islam for Nigerian students - Sherif, Abu (1997)
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Public Policy National Training Policy: The Case of Zimbabwe - Shora, Robinson M. (African Administrative Studies, 1997)
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Beginning teachers' perceptions of a learner centered approach to teaching in Namibia - Sibuku, Cecilia Mwaka. (1997)
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Education for democracy and human rights in African schools - Sifuna, Daniel N. (1997)
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Performance of health workers after training in integrated management of childhood illness in Gondar, Ethiopia. - Simões, Eric A F; Desta, Teshome; Tessema, Tsegaw Muche; Gerbresellassie, T.; Dagnew, Mulat; Gove, Sandy (PubMed, 1997)
The performance of six primary health workers was evaluated after following a 9-day training course on integrated management of childhood illness (IMCI). The participants were selected from three primary health centres in the Gondar District, Ethiopia, and the course was focused on assessment, classification, and treatment of sick children (aged 2 months to 5 years) and on counselling of their mothers. Immediately following this training, a 3-week study was conducted in the primary health centres to determine how well these workers performed in assessing, classifying and treating the children and in counselling the mothers. A total of 449 sick children who presented at the three primary health centres during the study period were evaluated. Most of the complaints (87%) volunteered by the mothers (fever, cough, diarrhoea, and ear problems) were covered by the IMCI charts. The assessment of commonly seen signs (tachypnoea or ear pain) or easily identifiable signs (slow return after skin pinch, wasting, or pedal oedema) was good, with sensitivities of 67-91%, whereas the assessment of uncommonly seen signs (dry mouth, corneal clouding) or less easily quantifiable signs (eyelid pallor, absence of tears) had a fair or poor sensitivity of 20-45%. The classification of pneumonia, diarrhoea with signs of dehydration, and malnutrition showed sensitivities of 88%, 76%, and 85% and specificities of 87%, 98%, and 96%, respectively. However, the classification of febrile illnesses had a sensitivity of only 39% due to problems in using the draft algorithm in areas with a mixture of high, low, and no malaria risk, and due to confusion between axillary and rectal temperature thresholds. Of 39 children classified as having severe disease, 9 were misclassified, mostly by one nurse. Treatment of patients improved over the three weeks of observation, their completeness increasing from 69% to 88%. Health workers usually communicated appropriate advice to the mother. They learned to use checking questions but failed to adequately solve problems in the majority of cases. The mother's counselling card, which summarized recommendations on feeding and home fluids, and advice on when to return, was widely used to aid communication. The time taken to perform the complete management of children did not change significantly (20 to 19 minutes) during the study. Lessons from our findings have been incorporated into an improved version of the IMCI charts.6 outpatient clinic nurses selected from 3 primary health centers in the Gondar District of Ethiopia were trained over the course of 9 days in the integrated management of childhood illnesses (IMCI), after which their performance was evaluated. The training course focused upon the assessment, classification, and treatment of sick children aged 2 months to 5 years, and upon the counselling of their mothers. Immediately following the training, the trainees were observed working in the health centers for a 3-week period to determine how well they assessed, classified, and treated children, and counseled mothers. 449 children who presented at the centers during the study period were evaluated. 87% of the complaints noted by the mothers on fever, cough, diarrhea, and ear problems were covered by the IMCI charts. There was good assessment of commonly seen signs such as tachypnoea and ear pain, as well as of readily identifiable signs such as a slow return after skin pinch, wasting, and pedal oedema; sensitivities were 67-91%. However, sensitivities were only 20-45% for rarely seen signs such as dry mouth and corneal clouding and the more difficult to recognize signs of eyelid pallor and the absence of tears. The classification of pneumonia, diarrhea with signs of dehydration, and malnutrition had sensitivities of 88%, 76%, and 85%, and specificities of 87%, 98%, and 96%, respectively. The classification of febrile illnesses was 39% sensitive. 9 of 39 children with severe disease were misclassified, mostly by one nurse. Patient treatment improved over the 3 weeks of observation and health workers usually communicated appropriate advice to mothers.
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The school improvement project of the Aga Khan Education Service, Uganda - Siraj‐Blatchford, Iram; Odada, Matthew; Omagor, Martin (1997)
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Community Participation In Project Planning In ASAL, Areas Of Kenya, Emergency Drought Recovery Programme - Sitonik, W.K.; Biamah, E.K; Muketha, J.K (1997)
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Implementing a new training approach: pilot test of ModCal in Zimbabwe. FCA-28. - Sj, Brechin; Hudspeth, L; Lacoste, M; Sullivan, Richard (1997)
Modified computer-assisted learning (ModCal [TM]) is JHPIEGOs newest option for implementing competency-based training in reproductive health. In May 1996 JHPIEGO an affiliate of Johns Hopkins University conducted a pilot test of ModCal at the Mpilo School of Midwifery in Bulawayo Zimbabwe to assess how participants with no prior computer experience responded to computer-based learning about IUDs. 38 participants (midwifery students tutors and practicing nurses) completed a 5-module prototype for IUD training. A comparison of pre- and post-test scores showed a significant increase (mean change = 24%; t = 13.9 p < 0.0001) in post-test scores. This successful pilot test helped alleviate doubts about the applicability of computer-assisted learning (CAL) in Africa. Prior computer use was not a factor in learning the content or in being able to maneuver through the program and participants praised the programs self-paced aspect--largely because they felt they controlled the pace of their learning and could pause or review sections or modules at any time. Key representatives from a variety of stakeholder organizations acknowledged that this pilot test succeeded in implementing CAL and in demonstrating that knowledge can be transferred using the CAL approach. By using computer technology to maximize training efficiency trainers can redirect their training time--which is scarce--to areas (such as skills practice) that depend upon intensive trainer-learner interaction. In a relatively sophisticated country like Zimbabwe the potential for institutionalizing ModCal is great.
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Research and the training of physical science teachers in South Africa - Smit, Jan (AIP Conference Proceedings, 1997)
Physics departments in the RSA make serious attempts to improve the quality of physical science teaching. One of the most burning problems is the lack of well-qualified, experienced physical science teachers in the country. Physics department-based projects address this problem through research and development linked to the research. This paper gives an overview of the physics education research conducted in the RSA during the past few years. The focus is on research in the North West Province. Research findings on students’, prospective physical science teachers’ and practicing physical science teachers’ perceptions of time, space and models in physics will be dealt with. The research indicates that lack of development plays a more significant role than culture in students’ problems with time and space related concepts. Alternative conceptions on models restrict understanding of physics. The results of a study on the phenomenon of rote learning will be referred to. Insufficient attention to visualization proves to be a major cause of rote learning in physics. The future role of physics departments in research on problems with physical science teaching and the implementation of research results will in conclusion be indicated.
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Language Policy and Education in South Africa - Smit, Ute (1997)
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Environmental Pollution, dispute resolution and access to justice in Nigeria: Which way forward? - Smith, Ian (1997)
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Knowledge of, attitudes toward, and barriers to cancer control and screening among primary care physicians in Egypt: the need for postgraduate medical education. - Soliman, Amr S.; Raouf, Ahmed A.; Chamberlain, Robert M. (PubMed, 1997)
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Transformation and Outcomes-Based Education in South Africa: Opportunities and Challenges - Soudien, Crain; Baxen, Jean (Journal of Negro Education, 1997)
The difficulties of reconstruction and social renewal, as citizens of the Republic of South Africa are learning in their new democracy, are great and demand levels of commitment that challenge deep-seated and entrenched sensibilities about the nature of the world and its organization. During apartheid, education was used not only to achieve social separation but, insofar as it was built around a social philosophy, it was also the legitimating arena for White supremacy and for the complex system of racial and cultural ordering that evolved around it. Within the old order's traditional educational institutions, the hidden and explicit curricula were configured to produce, reproduce, and validate racial separation and hierarchy. Presumptions of European superiority and African inferiority within this canon were commonplace-indeed, they were established as modern truths about human progress and development. These truths provided the ideological foundations upon which apartheid education was built. According to Lotz (1996), within South African schools,
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An exploration of youth offenders' subjective experiences of the rehabilitation programme at a South African reform school - Southgate, Benita (1997)
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Type A behaviour and hostility in final-year South African students - Spangenberg, Judora J.; Shuda, Suzanne; Robbertze, U C (1997)
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1946 and all that: the emergence of the University of South Africa as a teaching university - SPIES, S. B. (Kleio, 1997)
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Private education in South Africa : the legal status and management of private schools - Squelch, Joan M (1997)
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Preschool Education for Black South African Children: A Descriptive Study of 32 Educare Centers - Stevens, Floraline I. (Journal of Negro Education, 1997)
The education of young African children in South Africa was ignored during apartheid. In response, groups of African women, many lacking formal education or knowledge of early childhood education (ECE) practices, established private preschools called Educare centers in urban areas, townships, and rural homelands. In 1995, nongovernment organizations with assistance from USAID began training Educare teachers. An evaluation of 32 Educare facilities was conducted to assess the relationship of this training to improved ECE practices. Overall, the training was found to improve Educare teachers' ability to provide a healthy, safe environment and appropriate learning experiences for children. This article reports on that study, describing the deprived conditions found at most centers but also highlighting the incredible dedication of Educare teachers and staff. In most industrialized nations, the care and welfare of young children is seen as a basic social right (Lubeck, 1991). Throughout the industrialized world, preschool services are provided in a variety of settings including home-based care, public and private child care centers, worksite centers, and public schools. In new or developing nations, however, early childhood education-indeed, education generally-typically is provided to only a privileged few, not the masses. According to Pollitt (1984), explicit literacy-nurturing activities are not part of the early childhood experience of most poor children in developing countries. As these nations move toward more widespread empowerment of their populations, they usually experience the need to become more inclusive in their educational policies. At that point, policymakers in these nations, and the nations that support them, require information on how best, given limited resources, to implement and sustain educational programs for citizens ranging from the youngest toddlers to the oldest adult learners. One major educational policy issue facing new and developing nations involves early childhood education (ECE). As these nations move to establish stable social and economic environments, their policymakers must consider the impact of ECE on national progress. In effect, they must determine the educational as well as societal and economic benefits for the nation when very young children are afforded meaningful learning experiences. Myers (1991) cautions that the schools, families, and social institutions in nonindustrialized, Third World countries differ from those in industrialized, Western nations in significant ways. The causal mechanisms that seem to work in the United States or Europe, he notes, may or may not work in nations where large classes, an inadequate number of school places, scanty instructional resources, and minimally trained teachers are the norm. Nonetheless, research indicates that the quality of early schooling has a significant effect on poor children's primary school progress and performance (Haddad, 1979; Heyneman & Loxey, 1983; Schiefelbein & Farrell, 1978). For example, McKey, Condelli, Ganson, McConkey, and Plantz (1985) and Schweinhart, Barnes, and Weikert (1993) report that children attending Head Start, an ECE program for poor children in the United States, showed both immediate and continual improvement in their intellectual and socioemotional performance and health. Zill, Collins, West, and Hausken's (1995) research links attending Head Start, prekindergarten, or other centerbased preschool programs to higher emerging literacy scores. They further contend that the benefit of preschool attendance accrues to children from both high-risk and low-risk family backgrounds. Reporting empirical evidence about the effects of the School Readiness Language Development Program (SRLDP) for four-year-old African American and Hispanic children, Champagne (1987, 1988, 1989, 1990) notes that these preschool students' performance improved significantly on all subtests of the Cooperative Primary Preschool Inventory. …
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The Comprehensive Role of Student Affairs in African-American Student Retention. - Stewart, Gregory; Russell, Ruth B.; Wright, Dianne Brown (Journal of College Admission, 1997)
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Not out of Africa. How Afrocentrism Became an Excuse to Teach Myth as HistoryBlack Athena Revisited - Stray, Christopher; Lefkowitz, Mary R.; Rogers, Guy Mac Lean (1997)
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Impact of Telikom Training Centre on economic development of Papua New Guinea - Sukthankar, Subhash (1997)
The UNESCO UNEVOC Regional Conference was held at the Royal Melbourne Institute of Technology from 11-14 November 1996. The theme of the conference was 'Policy development and implementation of technical and vocational education for economic development in Asia and the Pacific'. Delegates from almost all UNEVOC countries attended the conference. This paper outlines the two phases of the project and shows how the objectives of the project have been largely achieved.
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Situated Math Skills Learning: 'Tiekie-Dice' Amongst Street Children in South Africa - Swart-Kruger, Jill (Journal of Psychology in Africa, 1997)
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The persistence of difference in networked classrooms: Non-negotiable difference and the African American student body - Taylor, Tomaro (Computers and Composition, 1997)
This essay examines issues of diversity and literacy education primarily in terms of the concept of difference via a new term: non-negotiable difference. It argues that networked classrooms provide writing instructors with unique extra-linguistic cues (body language) that can help teachers and students become more responsive to racial difference. The essay discusses specifically the experiences of three African American students in a technical writing course and, on the basis of those experiences, concludes that scholars and critics should avoid universalizing so-called black experience.
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EDUCATIONAL IMPACTS OF THE TRAINING AND VISIT EXTENSION SYSTEM ON SMALL FARMERS IN THE WEST PROVINCE OF CAMEROON - Tchouamo, Isaac Roger; Steele, Roger (Journal of International Agricultural and Extension Education, 1997)
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The relevance of education to the socioeconomic development needs of rural people: the case of Kenya - Theuri, Emma Wanjiru (1997)
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Music Education in South Africa - Striving for Unity and Diversity - Thorsén, Stig-Magnus (1997)
South Africa now finds itself in a state of dramatic change. Education based on segregation is to be replaced, this time by an implementation of the policy of the Rainbow Nation. To merge traditions from Africa, Europe, North America and Asia into a multicultural music education in a short space of time is indeed a vast and complicated mission.
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Teacher-student ethnicity, suspension/expulsion, and referrals to special education: Implications for African-American males - Thrasher, James Frank (1997)
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[Survey of leprosy disabilities in patients treated with multiple drug therapy in Ivory Coast]. - Tiendrébéogo, Alexandre; Ds, Djakeaux; Assé, Henri; Me, Eba; Sica, A. (PubMed, 1997)
Between 1990 and 1995, twenty thousand cases of leprosy were treated with WHO recommended multiple drug therapy (MDT) in Ivory Coast. A disability survey was conducted in April 1996 with a half-randomized sample of five hundred patients. This survey showed that 28.73% of the patients had got grade two disabilities in WHO scale. 12.9% of the non disabled patients at detection had developed leprosy impairments during or after treatment. Plantar ulcers (12.2% of the patients) appeared very frequent comparatively to the findings of a similar survey in Burkina Faso in 1995 (0.9% of plantar ulcers). With these results, the authors estimated the needs for disabilities care to enable the reinforcement of the prevention of disabilities and physical rehabilitation (POD and PR) in Ivory Coast.
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Assessment of long-term air pollution impacts on soil properties in the vicinity of Arnot power station on the South African highveld - Tienhoven, Van; Mieke, Anne (1997)
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Assessment of long-term air pollution impacts on soil properties in the vicinity of Arnot power station on the South African highveld - Tienhoven, Van; Mieke, Anne (1997)
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Testing a Model of Degree Progress Among African-American Graduate Students - Toliver, Mary F. (1997)
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Proceedings of a conference on Pollution Control and Environment Management in Developing Countries. Sponsored by The Commonwealth. Gaborone, Botswana - Totolo, Otlogetswe; Bogatsu, Yvonne Gotlop; Ekosse, Georges (1997)
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Teaching Urban African American Students with Learning Disabilities in Inclusive Classrooms: Using Study Groups to Facilitate Change. - Trent, Stanley C. (Learning Disabilities Research and Practice, 1997)
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The role of the environment in the sexual activity of school students in Tororo and Pallisa Districts of Uganda. - Twa-Twa, Jeremiahs (PubMed, 1997)
Several models of adolescent sexual activity have previously been published and most of them suggest two basic components, biological and sociological. This article highlights important environmental factors in shaping the sexual behaviour of the school-going youth in Uganda. Students in education levels Senior 1 to 6 participated in the study. Information was collected from self-response structured questionnaires, focus-group discussions, and discussions with teachers. Student respondents were randomly selected.Findings are reported from a cross-sectional study of the sexual behavior of randomly selected secondary school students in Tororo and Pallisa districts of Eastern Uganda. 322 males and 348 females from 14 secondary schools answered structured questionnaires while 50 additional students participated in focus group discussions. The survey respondents were aged 10-24 years, although approximately 70% were aged 15-19 years. 65% of the male and 32% of the female unmarried students reported having sexual experience. The mean ages at first sexual intercourse were 16.1 years for boys and 16.6 years for girls. Of those sexually active, 49% of the males and 25% of females had multiple sex partners. Parental care, peer influence, economic factors, and AIDS education are the main environmental factors which appear to have major influences in determining the nature of students' sexual activity in Uganda.
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A feminist analysis of gender, education and development : the case of South Africa - Ulicki, Theresa (1997)
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From quantum fluctuations to cosmological structures : proceedings of the First Moroccan School of Astrophysics, Casablanca, Morocco, 1-10 December 1996 - Valls–Gabaud, D.; Hendry, M.; Molaro, P.; Chamcham, Khalil (1997)
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A Water Resources Planning Response to Climate Change in the Senegal River Basin - Venema, Henry David; Schiller, Eric J.; Adamowski, Kaz; Thizy, Jean-Michel (Journal of Environmental Management, 1997)
No abstract
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Philosophy of Education in a new South Africa - Venter, Elza (South African journal of higher education, 1997)
In the last few years many changes have taken place in South Afrrca. The creation of a nonracial. non-sexist. democratic South Africa presents a challenge to everybody in the country. The heterogeneous population structure. with a plurality of Value systems. makes teacher educacation and training very qomplex. Teachers are significant change agents in a diverse society. such as South Africa. Teachers need to learn to accommodate different value systems and to place them within a framework of common human values. to educate their own students to respect differences. whilst recognising similarities. South Africa needs an open. critical education philosophy which encourages enquiry. discussion. debate and Iffelong leaming. Philosophy of Education has tha imports'nt role of providing perspective in a complex, demanding world. By critically studying different metatheories. as well 8S several education theo es and by being exposed to divergent ways of thinking, students might be better prepared to accommodate children from different cultures and backgrounds in the practical classroom situation.
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Women at Work: Career Histories of Primary School Teachers in Botswana - Veur, van der; Shirley, Maurice (1997)
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A task–based syllabus for English in South African primary schools - Villiers, De; Uvalde, Suzette (1997)
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Teachers' attitutdes and perceptions towards poetry teaching and learning in Lesotho high schools - Wagana, J. (1997)
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Student financial aid at South African universities and technikons - Wakeford, Jeremy J. (1997)
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Agricultural education at the crossroads: Present dilemmas and possible options for the future in sub-Saharan Africa - Wallace, Ian (International Journal of Educational Development, 1997)
Agricultural Education and Training (AET) in sub-Saharan Africa (SSA) needs to respond to the many changes in the socio-economic and political environments within which it exists. In addition to these, there are marked changes in the concept of ‘agriculture’ itself, which is increasingly seen in terms of broader notions of renewable natural resource management, with increasing emphasis on integrated systems and sustainable production. Traditional forms of AET are also challenged by new ideas about the process of teaching and learning, including soft-systems thinking, participatory rural appraisal and farmer-to-farmer extension; as well as the emergence of new modes of learning (including distance learning). Current moves towards privatisation also mean that there is increasing prominence given to new and more flexible providers such as NGOs, parastatal bodies and agribusinesses. All these factors are leading to calls for adaptation, innovation and diversification in systems which have been marked by their lack of responsiveness in the past. Dilemmas which now face the AET sector include changing patterns of donor support, the emergence of new training needs and new types of audiences. The paper examines a range of issues, including the lack of labour market and training needs identification studies, the need for more relevant and responsive curricula, the key role of staff development in creating ‘learning organisations’, the need for a strategy of developing linkages and learning webs or networks and for far more sustainable donor interventions. Finally there is a lack of a coherent policy framework for AET in most countries in the region. A number of options are discussed, such as rationalisation, including achieving a better balance between public and private sector provision, the adoption of new aims and learning styles at all levels, catering for the needs of new target audiences and enhancing innovation and relevance in curriculum. Some important prerequisites for such changes are highlighted and include political will and commitment, consensus and popular support, entrepreneurial leadership, a balance between responsiveness and stability and the targeting of financial and other forms of support to enable sustainable models of innovation to emerge.
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English as a Language of Learning in South Africa: Whose English? Whose Culture? - Walt, Christa van der (Language Awareness, 1997)
It is commonly accepted that a language reflects a particular culture and that learners should be made aware of the implicit values and beliefs of that culture in contrast to their own. However, in countries where English is used as a language of wider communication the users of English increasingly imbue that language with the accent, lexical items and value systems of their first language, particularly when English is also taught by non‐native speakers. One has to ask to what extent such teachers are aware not only of the cultural aspects of English language teaching, but also of the first‐language cultural values reflected in their teaching and use of English. This paper would like to argue that critical awareness of the role and function of the emergent South African English is dependent upon (1) the acknowledgement of the first languages of learners to prevent loss or down‐grading of first‐language cultures, and (2) the development of techniques by which learners’ first languages can be used more explicitly in classrooms where English is used as a language of learning and instruction.
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Samora Machel School of Veterinary Medicine Library, University of Zambia - Walusiku, Likukela (1997)
The COllection currently stands at approximately 4 000 titles. including a textbook collection. Unfortunately. the book budget has been dwindling through the years to an eltent that we now rely more on dOnaIions than out' own resources. To this extent, the Japanese and British governments have been a great source of suppon through their JICA and aDA programmes. The University of Pretoria has been of great assistance to us and has so far given us two dOtWions tOtalling 112 titles . We are really very grateful at this gesrure .
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Aims and objectives of secondary school, physical education in Kenya - Wamukoya, Edwin K. (1997)
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Capacity building and institutional development in higher education in Kenya - Wandiga, SO (1997)
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The role of physical education in the promotion of sport for all in Kenya - Wasonga, Teresa A. (1997)
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Factors Associated with African American Grandparents' Interest in Grandparent Education - Watson, Jeffrey A. (Journal of Negro Education, 1997)
As educators begin to pioneer various types of grandparent education programs, little is known about what types of grandparents are interested in such training. To help answer this question, 427 grandparents from 15 churches in the Washington, D.C. area completed the Grandparent Strengths and Needs Inventory. A series of statistical comparisons across 23 variables revealed 10 significant differences between grandparents who expressed interest in taking a grandparenting class and those who did not. Greater interest in such courses was found among younger African American grandparents with fewer economic resources, who co-resided with their grandchild(ren), felt strongly about their role as a family teacher, and desired more information about their grandchildren. The implications of these findings are discussed and additional research recommended. INTRODUCTION Since 1900, African Americans have gained more than 30 years in life expectancy, European Americans more than 20 (Kain, 1993). Together, these trends have tripled the proportion of Americans who are 65 years of age or older in the United States (Sprey & Matthews, 1982). With this advantage of expanded longevity, the U.S. presently boasts over 60 million grandparents (Kornhaber, 1996), several million of whom serve as surrogate parents (Kornhaber, 1993; Minkler, Roe, & Driver, 1992; Strom & Strom, 1993b; Woodworth, 1995). Indeed, one of the most central family roles in the African American community is the grandmother, who commonly serves as a source of security and strength for the children of that community (Boyd-Franklin, 1989). The relationship between African American grandparents and their grandchildren often illustrates two of the strengths found in families of color: active networks of extended kin and flexible roles among the generations (Fine, Schwebel, & James-Myers, 1987; Kivett, 1985, 1991, 1993; Lyles & Carter, 1982). In the early history of grandparent research, many studies seemed to suggest that grandparenting was the same for everyone. Accordingly, the grandparent role was often discussed in a one-dimensional way, regardless of potential complexities resulting from the grandparent's gender, race/ ethnicity, class, age, or family involvement (Crawford, 1981). Commonly, after studying middle-class European American grandmothers of any age, some early researchers generalized about grandparents at large (Gladstone, 1988). As a result, several important questions were left unanswered. Among these questions are the following: Do these reports clarify or cloud the role of grandfathers? Are their results relevant for grandparents of color? Do the findings accurately represent lessaffluent grandparents? Do the conclusions drawn by the researchers reliably depict grandparents who enter the role at different ages or stages in life? As grandparent research continued, family scholars discovered that men and women seemed to view grandparenthood differently (Strom, Collinsworth, Strom, Griswold, & Strom, 1992; Strom, Ewing, & Strom, 1996; Strom & Strom, 1989). For instance, after interviewing 70 pairs of middle-class grandparents, Neugarten and Weinstein (1964) found that grandmothers were more likely to define the grandparenting role as significant and more likely to serve as surrogate parents than were grandfathers. Their reported gender differences were similar to those of other investigators, who described grandmothers as being more involved in child care (Bengtson, 1985; Cohler & Grunebaum, 1981; Cunningham-Burley, 1984) and as more satisfied in their grandparenting than grandfathers (Thomas, 1982, 1986a, 1986b). Findings such as these suggest the need to investigate whether a person's interest in attending a grandparent education seminar might be a function of grandparent gender. As the interest in grandparent research grew, other studies identified apparent role differences between grandparents of African heritage and those of European descent (Strom, Collinsworth, Strom, & Griswold, 1992, 1993; Strom, Collinsworth, Strom, Griswold, & Strom, 1992; Strom, Strom, Strom, Collinsworth, & Griswold, 1996). …
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University of Pennsylvania School of Veterinary Medicine Travels to Turkana, Kenya - Weber, Scott (Bellwether Magazine, 1997)
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Geography: Optional Test and Task Materials KS3 Consistency in Teacher Assessment: Unit 4: Comparing Development: Wales and The Gambia - Weeden, Paul; Tidmarsh, C (1997)
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Late Third Millennium Abrupt Climate Change and Social Collapse in West Asia and Egypt - Weiss, Harvey (1997)
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Environmental Priorities for Africa: Linkages between Climate Change and Basic Human Needs - White, Rodney R. (Canadian journal of African studies, 1997)
The changing implications of the use of the term in the context of economic growth and development in Africa and other regions of the Third World is important in understanding current approaches to and development, as used by the United Nations Commission for Environment and Development, for example (World Commission 1987). In the 1970s, it was widely assumed especially among economists that the environment was somehow external or secondary to economic development. In some cases, it was assumed that the preservation of the environment was antithetical to economic development. This attitude was widespread in both the market economies and central planned economies (White 1993). Environmental concerns were dismissed as the preoccupation of special interest groups, such as conservationists, that did not understand the imperatives of the world. Traces of this attitude still linger. However, in the 1980s, more people became aware that neglect of the physical life systems on which we depend the environment, including clean air and water carried very real costs, to both rich people and poor people. Whereas development economists had considered environmental standards as an unaffordable luxury for low-income countries, attitudes began to change by the late 1980s, as the costs of environmental neglect could be seen for the human population and the economy, as well as for the landscape. The energy used by households to boil unclean water became a measurable component of Gross Domestic Product (World Bank 1992, 5). As people became more broadly aware of the significance of these life support systems and the need to maintain them, they also had to come to terms with
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Environmental Priorities for Africa: Linkages between Climate Change and Basic Human Needs - White, Rodney R. (Canadian Journal of African Studies, 1997)
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Career Preferences of Female Students at Ahfad Medical School in Sudan: a Pilot Study - Wiefferink, Carin H.; Essink, J.M.G.; Leeman, Yvonne (Education and Health, 1997)
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Child Mental Handicap: Related Policies In The New South Africa - Wigton, Alyssa; Adnams, Colleen M.; King, Maylene Shung (Southern African journal of child and adolescent mental health, 1997)
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Social Support, Self-Efficacy and Their Relationship to the Academic Performance of African-American Students Attending an Historically Black University - Wilson, Tremika LeShan (1997)
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Villagers as forest managers and governments "learning to let go": the case of Duru-Haitemba & Mgori forests in Tanzania - Wily, Liz Alden (1997)
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"Bible, Bath, and Broom": Nannie Helen Burroughs's National Training School and African-American Racial Uplift - Wolcott, Victoria W. (Journal of Women's History, 1997)
"Bible, Bath, and Broom": Nannie Helen Burroughs's National Training School and African-American Racial Uplift Victoria W. Wolcott In a promotional booklet, "Making Their Mark," school president and founder Nannie H. Burroughs looked back on the accompUshments of the National Training School for Women and Girls by relating the story of former student Bettie B. Reed. When a white famüy hired Reed to accompany them to their summer home in Maine, there was only one bathtub in the home which the famüy refused to let Reed use. Reed would not accept the job unless the family acquiesced and "it became a question as to whether they would give up their prejudice or the prospects of having a trained household assistant during the summer." The family finally agreed to Reed's demands, and when they returned in the fall Burroughs quoted them as saying, "We are begging her to go back with us next season. We want to tell you that she is a great deal cleaner than we are and just as refined. We are sorry we mentioned the bath tub [sic]. Our objection was based on mere hearsay about colored people."1 For Burroughs this anecdote exemplified the work of the National Training School in negating images of African-American working women as "unclean" and "unrefined."2 In the first 4 decades of the twentieth century the National Training School prepared young African-American women both to "uplift the race" and earn a livelihood. By incorporating industrial education with training in morality, religion, and cleanliness, school founder Nannie Helen Burroughs and her staff attempted to resolve a conflict central to the lives of African-American women: their role as wage laborers in ghettoized service occupations, and their role as guardians of the community and models for "the race." Burroughs and her staff combined a variety of ideological strands to resolve this conflict with the overall goal of training female students for service to their race. They focused on economic improvement, religious piety, and community pride—ideas that crossed a domestic ideology of femininity and a racial ideology of African-American autonomy. By adapting a complex set of ideals that resonated with African-American women across the country, the National Training School chaUenged the dominant culture's image of immoral African-American women, trained young AfricanAmerican women to be community activists as well as efficient wage © 1997 JOURNAL OF WOMEN'S HISTORY, VOL. 9 NO. 1 (SPRING) 1997 Victoria W. Wolcott 89 workers, and reinforced the gendered ideals of sexual purity and respectability as central to racial uplift. Some scholars have viewed racial uplift as a middle-class strategy of reform that chaUenged white racism while furthering class stratification within the African-American community.3 Other scholars have viewed uplift ideology as a project of racial advancement based on community consensus and inter-class cooperation.4 As seen in the case of the National Training School particular aspects of racial uplift resonated strongly with working-class women because these values were already part of their worldview. Notions of moratity, respectability, cleanliness, and reUgiosity were not ideological gifts of the middle class handed down to the poor, but rather part of a pre-existing working-class culture. There did exist, however, class-based tensions in the early twentieth century over appropriate wage work for African-American women and the role female migrants would play in new urban African-American communities. These tensions were reflected in the pedagogy of the National Training School, and the interaction of students with Burroughs and her staff. The many letters received by Burroughs from working-class women seeking to place their daughters, nieces, and granddaughters in the school also reveal that efforts to control the sexuality of young African-American women was a priority not only for middle-class women. Thus, the ideology promoted by the National Training School wove together common concerns of African Americans who sought to improve the material Uves of a generation of young women. Racial Uplift Ideology and the National Training School Racial pride, respectabiUty, and the work ethic were central components both in the training offered by the National Training School and racial uplift ideology. Burroughs and...
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El Nino and Drought Early Warning in Ethiopia - Wolde–Georgis, Tsegay (Journal of African Studies, 1997)
El Nino (EN) is the increase in the surface temperatures (SST) in the central and eastern equatorial Pacific Ocean. EN results from changes in the pattern and direction of winds and ocean currents in the region, which have potentially catastrophic effects. Many researchers now believe that the occurrence of various droughts in Africa, especially in Southern Africa and the Horn, are caused by physical processes related to the occurrence of ENSO events thousands of miles away. If valid and reliable information about the linkages between these occurrences becomes available, it could help to forecast Sub-Saharan African droughts. ENSO-based drought early warning could send a wake-up call to governments to prepare for national food shortages. With such information, policies that reduce the impact of drought could be introduced. An early warning with many months of lead time, such as could be provided by ENSO information, would eliminate the excuse of national governments who claim to be unaware of the advent of drought. When drought causes famine, and a reliable drought early warning was available, it becomes a man-made disaster.
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Desiderata in South African higher education studies' window on the outside world - Wolhuter, Charl C. (South African journal of higher education, 1997)
This article is aimed at evaluating the interaction . of South African higher education studies with ... research undertaken abroad. During the past . decade a constant stream of publications dealing . with South African higher education appeared in subject journals in other c~ntries . Likewise. a . steady flow of articles deahng ;ith the ·higher educational experience abroad appeared in local journals. In both instances. however. there is a · lack of a full . comparatiVe perspective. The · following focal points evidenced in higher education . studies abroad are absent in local higher education research: gender issues in higher education; higher education output (i e the graduate in the labour situation); ethical issues with reference to · higher education; a'ca- . demical autonomy. freedom and accountability; and the rectorate.
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Gender Equity in Education: A Report by the Gender Equity Task Team, Department of Education, South Africa - Wolpe, AnnMarie; Quinlan, Orla; Martinez, Lyn (1997)
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The Intercultural Culture of Schools: Problems and Challenges for a Post-Apartheid South Africa - Wyk, Jerome-Alexander Van (Journal of Negro Education, 1997)
To achieve optimal balance between cultural integration, differentiation, equity, and development, this article argues that an culture must be established in South Africa's public schools. This will demand critical awareness of and informed commitment by educators and learners to prevent schools, especially the formerly White schools, from continuing to embody skewed values and practices that, in a new political dispensation, enshrine rather than redress inequity. It will also require stakeholders to summon the political and educational will to transform schools through changing and strengthening their institutional cultures and not viewing efforts to promote as optional add-ons. INTERCULTURALISM AND INSTITUTIONS Institutions are living, breathing entities within which people exchange and share ideas and values as well as ways of acting, seeing, and understanding. Creating an appropriate institutional framework for the transformation of South Africa's schools will be critical, especially insofar as achieving clearer understandings of diversity and among students, teachers, administrators, and parents is concerned. Institutional weakness has been a major factor in failed or delayed attempts at transformation, and unless an effective institutional framework is created, the nation stands in danger of maintaining and strengthening the inequities of the apartheid system of education. The present article posits two questions: What role can accelerated school organizational development play in a post-apartheid transformation program? What kind of institutional redress and development will be needed to increase understanding among all of the stakeholders in South African education? The terms intercultural and interculturalism are preferred to multicultural and multiculturalism because the former seem to more accurately suggest the action of connecting or communicating issues, notions, beliefs, values, and understandings among and between different cultures. In this context, South African White men are seen as often viewing and valuing procedures within organizations differently than do Black men. Similarly, women are perceived as viewing and valuing these aspects differently than do their male counterparts. This article further argues that questions about institutions and organizational development are inseparable from those about the need for transformation and attempts to consciously pursue greater understandings. Several principles guide this perspective: (1) Institutional transformation programs cannot be viewed as optional, extras, or addons. Rather, they must be seen as essential and non-negotiable components of any strategy to promote educational equity and accelerated development. (2) Inequities and negatively perceived differences among constituencies need to be taken into account when developing understandings, which, by design, were ignored during the apartheid era. If this is not done, the inequities will be reproduced in the present era and no sustainable basis for the transformation of institutions will be created. It is also likely that the sociopolitical consequences of large-scale polarization will continue to entrench intolerance throughout the land. (3) Institutional transformation programs cannot be based on the unrealistic expectations of previously excluded and therefore weaker parties. Unless all parties can expect concrete benefits, the political will to sustain transformation will be lacking. (4) Institutional transformation programs must establish both cooperative and integrated efforts aimed at helping South Africans realize the benefits of closer interracial/ interethnic relations. (5) The success of institutional transformation programs depends on their ability to promote negotiation and cooperation among various constituencies to encourage the unlearning of prejudices, and as a result, release resources for the development of democracy, productivity, and diversity. …
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Health education for family planning, schooling as family planning: contrasing perspectives on fertility and girls' education in Niger - Wynd, Shona (1997)
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A survey study on the status of school health service in Ethiopia - Yohannes, Gebremedhin (1997)
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The causes, processes and consequences of student drop-out from Junior Secondary School (JSS) in Ghana: the case of Komenda-Edina-Eguafo-Abrem (K.E.E.A.) district. - Yokozeki, Yumiko (1997)
Despite open access to both primary and junior secondary school (JSS), non-enrolment and dropout have been countrywide problems in Ghana. This thesis investigates the nature of student dropout from JSS in one district in the country, through four main questions. What is the relationship between drop-out rates and school characteristics of JSS in K.E.E.A. district? What are the factors causing students to drop out? What are the processes of dropping out? What are the consequences of dropping out? The thesis investigates the above questions in two phases: the first on a macro level, by means of a school survey of all 39 schools in the district; and the second on a micro level, by means of an in-depth study of drop-outs from four schools. In the school survey, among the school factors included in the current study, few showed significant association with the drop-out rates. (However, in subsequent in-depth study, the school characteristics were found to exert some influence; for example, the schools with low drop-out rates had stronger teacher commitment). In the school survey, drop-out rates were clearly associated with gender. The in-depth study of 32 drop-outs from four schools suggested that the cause of drop-out was predominantly finance for males and pregnancy for females. In a comparison of 32 drop-outs and 32 stay-ins, where age, gender, academic achievement and economic status were matched, few differences were found in family composition and school experience. In the examination of matched pairs, drop-outs tended to display particular characteristics, such as belonging to a minority language/ethnic group, or having a slight physical handicap. Parental divorce was common among both drop-outs and stay-ins. The investigation of the process of leaving school revealed that the problem was more complicated than the surface cause might suggest; there were often multiple causes leading drop-outs to abandon their education. When problems such as parents' divorce, belonging to a minority language/ethnic group, or having a slight physical handicap were coupled with poverty, the combination of these factors could cause students to leave school. Although a cause might not be serious enough to effect drop-out by itself, many students were already on the verge of dropping out; thus very little pressure was necessary to cause them to discontinue their schooling. Girls were more vulnerable than boys. Girls in general showed fewer risk factors yet more girls than boys dropped out. In some cases girls would not have dropped out if they had not become pregnant. After leaving school, most drop-outs engaged in economic activities. Only a few drop-outs wished to go back to school, and almost all wished to undertake an apprenticeship to lead to selfemployment. The occupational skills learned in apprenticeship were gender-specific, and women had fewer choices. Inequality was evident at every step; girls were disadvantaged in enrolment, retention, examination results, and in economic activities after leaving school. Education can be an effective tool for empowering the disadvantaged population. However, schooling in rural Ghana was not always meeting the strategic needs of the disadvantaged. Drop-outs, therefore, searched for other alternatives in which they could be successful, such as self-employment in microenterprises.
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The children of the Nile : the Community Schools Project in Upper Egypt - Zaalouk, Malak (1997)
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Self-Help Secondary Education in Kenya - Zamberia, Agustino M. (1997)
AbstractDiverse viewpoints on the role of education in the development of Third World countries have spawned a variety of theories of Third World education. Some scholars contend that Third World states are too weak and “fragile” to implement development programs for education, health, and other social services. This paper examines secondary education in Kenya with regard to issues of educational inequality and quality of education, emphasizing the role of civil society in the provision of education. The role of the state as a major actor in the provision of education, and additionally as a determinant of who gets the benefits from educational efforts of both the state and the civil society, is also discussed in detail. It is argued that despite the major expansion of secondary education, the overall provision of education remains inadequate in relation to equity considerations. Although impressive quantitative expansion has occurred, access to educational opportunities in Kenya is still not evenly distributed with respect to gender and region. With regard to regional inequalities in the provision of education, it clearly emerges from this analysis that educational benefits are distributed in favor of the economically and politically dominant districts and provinces in the country. It is argued that, despite the state's ceding of most of its influence on the educational arena to the civil society, educational outcomes are still largely determined, directly or indirectly, by structures instituted, or supported, by the state. The paper demonstrates how an intricate interplay of social, political, and economic factors has worked against the efforts of the state and the civil society to improve the quality of education and eradicate inequality in the provision of education in Kenya.
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AIDS Education in Cameroon: Assessing the Impact of "Teach English, Prevent AIDS" - Zibas, Crystal L. (1997)
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Non-Formal Environmental Education: The Utilization of Solar Energy for Cooking in a Rural Area in Sudan. - Zubeir, Z. El (International Journal of Environmental Education and Information, 1997)
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Who benefits from public education spending in Malawi? - Castro-Leal, Florencia (1996)
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Geology and geothermal potential of Alid Volcanic Center, Eritrea, Africa - Clynne, Michael A.; Duffield, Wendell A.; Fournier, Robert O.; Giorgis, Leake W.; Janik, C.J.; Kahsai, Gabreab; Lowenstern, Jacob B.; Mariam, Kidane W.; Smith, J. G.; Tesfai, Theoderos (1996)
Alid volcanic center is a 700-meter-tall mountain in Eritrea, northeast Africa. This mountain straddles the axis of an active crustal-spreading center called the Danakil Depression. Though volcanism associated with this crustal spreading is predominantly basaltic, centers of silicic volcanism, including Alid, are present locally. Silicic centers imply a magma reservoir in the crust and thus a possible potent shallow heat source for a hydrothermal-convection system. Boiling-temperature fumaroles are common on Alid, and their gas compositions indicate a reservoir temperature of at least 250degreesC. Alid is a 7-km x 5-km structural dome. The domed rocks, in decreasing age, are Precambrian schist and granite, a sequence of intercalated sedimentary rocks and basaltic lavas, and a sequence of basaltic and rhyolitic lava flows. Though isotopic ages are not yet determined, the domed volcanic rocks of Alid appear to be late Tertiary and/or Quaternary. Doming was likely caused by intrusion of relatively low density silicic magma into the upper crust. Subsequent to dome formation, a substantial volume of this magma was erupted from a vent near the west end of the summit area of the dome. This eruption produced a blanket of plinian rhyolite pumice over most, if not all, of the dome andmore » fed pyroclastic flows that covered the part of the Danakil Depression around the base of the dome. The pumice deposits contain abundant inclusions of granophyric, miarolitic pyroxene granite, chemically indistinguishable from the pumice. This granite likely represents the uppermost part of the magma reservoir, which crystallized just prior to the pumice eruption.« less
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CHAPTER 5 LEARNING STRATEGIES AND OTHER PREDICTORS OF ESL PROFICIENCY AMONG AFRIKAANS SPEAKERS IN SOUTH AFRICA - Dreyer, Carisma; Oxford, Rebecca L. (1996)
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Second language acquisition by adult immigrants: A multiple case study of Turkish and Moroccan learners of Dutch - Extra, G.; Hout, R.W.N.M. van (1996)
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The Centrality of Women in the Moral Teachings in African Society - Suda, Collette A. (Nordic Journal of African Studies, 1996)
This paper is about the contribution of women to the moral health and uprightness of African society. It begins with a discussion of the role of women as moral teachers in African families and underscores the centrality of women in the moral upbringing of children. As part of their traditional care-giving roles, African women have been in a unique and strategic position not only to produce and sustain life but also to instill socio-religious values and moral standards in the family and society. This moral education includes teaching children personal discipline, how to uphold sexual morality, what is expected of them at various stages of their lives as well as the moral requirements of chastity, marital fidelity and family responsibilities for men, women and children. The discussion next turns to an explanation of the role of women in religion and takes up the twin issues of the role and position of women in African Christian churches and their contribution to community worship life. It is argued that through their healing ministry and pastoral infrastructure, a great number of women in Africa play a key role in bringing love to the continent and a sense of hope and optimism to those who live in despair. This role is closely linked to their involvement in various peace processes and efforts at conflict resolution in and outside Africa, particularly in strife-torn regions of the continent. The author presents some of the subtle and explicit ways in which the dominant male ideology has consistently used female sexuality to reinforce female subordination and devalue women's moral role in African society. The last part of the paper deals with the issues of moral delocalization, social change and modernization in Africa, and how these processes have re-defined the role of women and the overall moral character of African societies. The conclusion stresses that both the empowerment of women and re-assessment of traditional family values and moral standards must be addressed if the moral health of African societies is to be improved.
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Report of a study on agricultural education and training in South Africa - Gebeda, Z.; Nhlapo, A.; Niekerk, Alvin van; Taylor, P. Mark; Underwood, M (1996)
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African American high school graduates who chose higher education: A profile - Abanobi, Kevin Ezewuiro (1996)
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An Assessment of Efforts to Retain African American and Other Minority Students in Business Programs - Anderson, Matthew; Sollenberger, Harold M.; Betts, Ernest S. (Equity & Excellence in Education, 1996)
(1996). An Assessment of Efforts to Retain African American and Other Minority Students in Business Programs. Equity & Excellence in Education: Vol. 29, No. 3, pp. 18-18.
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Majority African American Schools and Social Injustice: The Influence of De Facto Segregation on Academic Achievement - Bankston, Carl L.; Caldas, Stephen J. (Social Forces, 1996)
Journal Article Majority African American Schools and Social Injustice: The Influence of De Facto Segregation on Academic Achievement Get access Carl Bankston, III, Carl Bankston, III University of Southwestern Louisiana Direct all correspondence to Carl L. Bankston III, Department of Sociology, P.O. Box 40198, USL Station, University of Southwestern Louisiana, Lafayette, LA, 70504-0198. Email: Bankston@USL.EDU. Search for other works by this author on: Oxford Academic Google Scholar Stephen J. Caldas Stephen J. Caldas University of Southwestern Louisiana Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 75, Issue 2, December 1996, Pages 535–555, https://doi.org/10.1093/sf/75.2.535 Published: 01 December 1996
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Majority African American Schools and Social Injustice: The Influence of De Facto Segregation on Academic Achievement - Bankston, Carl L.; Caldas, Stephen J. (Social Forces, 1996)
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Health, hygiene and maternal education: Evidence from The Gambia - Barrett, Hazel; Browne, Angela (Social Science & Medicine, 1996)
The paper explores the ways in which women's education influences domestic hygiene practices and use of health care services in a traditional agricultural village in The Gambia. The “environment of health” is one of poverty, high morbidity and low levels of female literacy. A detailed household survey was undertaken in the rainy season when agricultural work is demanding of people's time and energy and morbidity rates are high. Mothers with and without formal education and with at least one child under 5 were included in the study. Small differences were found between the educated and uneducated group in the knowledge and practice of household hygiene. The healthcare services in the village were utilised by all women regardless of whether or not they had been to school, but educated mothers appeared to have a better understanding of health education messages. The case study illustrates the synergy between health, hygiene and maternal education and discusses the implications of the findings.
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Learning, Technical Change and the Trade Regime in the South African Automotive Component Sector - Black, Anthony (1996)
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Parents, Private Schools, and the Politics of an Emerging Civil Society in Cameroon - Boyle, Patrick (The Journal of Modern African Studies, 1996)
While scholarly cautions are needed as regards both simplistic dichotomies and the subtle rhetoric that converts ‘civil society’ into a new sacred depository for ‘a wide range of emancipatory aspirations’, 1 frequently pitted against that ‘predatory species’ we call the state, 2 the view from Yaoundé suggests that questions about social classes are likely to be helpful in any analysis of the complex relationship between state and society in contemporary Africa.
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Barriers to women managers’ advancement in education in Uganda - Brown, Marie (International journal of educational management, 1996)
Attempts to explain women’s lack of achievement in educational management, both in countries in the developed world and in Africa, particularly Uganda. Suggests that women are hindered by both internal and external barriers which keep them from advancing; internally in the main owing to the effects of socialization and sex stereotyping, and externally because organizations so structure the behaviour of their workforce that women limit their performance because they are locked into low‐power, low‐visibility, dead‐end jobs. Points out that these barriers are particularly applicable to women educational managers in Uganda, whose advancement is further impeded by the cultural imperatives of male dominance and suppression. Highlights a number of strategies which can help Ugandan women to overcome these barriers, such as a sensitization programme to alert women to the opportunities available, and affirmative action by the government to put equality of opportunity as a high priority on the Ugandan national agenda.
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Strategies Against Oppression: a case study of the background, upbringing and education of black managers in affirmative action programmes in South Africa - Castle, Jane (British Journal of Sociology of Education, 1996)
Abstract Black managers form the primary target and major context of affirmative action programmes in South Africa‐‐programmes which are inherently educational. As its title suggests, this article investigates the social background, upbringing and educational experience of black managers engaged in large business organizations in Johannesburg. In many respects, the stories of these managers represent a narrow profile of the broader injustices of the apartheid era. However, the managers have risen through the oppressive structures which dominated their youth by seizing opportunities to act as agents of change in their own affairs. In this they were supported by the value orientations of their homes and by the educative influences of the black consciousness movement and trade union activism. Their experience calls into question the strictures of social pathology theory, which holds that an endemic culture of poverty is passed on from one generation to the next.
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Reflections on the Study of Squatter Community Schools in South Africa - Constas, Mark A.; Colyn, Wendy (Anthropology & Education Quarterly, 1996)
The following Reflection from the Field generates more heat than most such pieces that AEQ has published, to the point that we made space for the authors' rejoinder to the response. If read thoughtfully, though, it will generate light as well, especially for brand‐new fieldworkers but also for old hands feeling more comfortable than we ought about fieldwork. I am grateful to authors Mark Constas and Wendy Colyn and respondent Michéle Foster for putting themselves on the line to provoke a discussion about research issues that matter.
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Reflections on the Study of Squatter Community Schools in South Africa - Constas, Mark A.; Colyn, Wendy (Anthropology & Education Quarterly, 1996)
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Emergency Medicine Education Intervention in Rwanda - Erickson, Timothy; VanRooyen, Michael J.; Werbiski, Patricia; Mycyk, Mark B.; Levy, Paul S. (Annals of Emergency Medicine, 1996)
Study objective: To describe the effectiveness of an emergency medical education program in a postwar developing country. Methods: A prospective, nonrandomized interrupted time-series study was conducted in an emergency department at a national referral hospital in Rwanda immediately after the 1994 civil war. Participants included 11 medical personnel staffing the ED comprising physicians, nurses, and medical assistants. International medical relief workers in the ED identified deficiencies by directly observing routine clinical practices. On the basis of this assessment, formal training programs in trauma resuscitation, airway management, wound care, and blood/fluid precautions were conducted. Subjects were then observed 1 week and 2 months after the educational programs and scored on a standardized data-collection form. Scores before and after intervention were compared with the use of Fisher's exact test to determine program effectiveness. Results: Educational interventions with statistically significantly longer term effects included wound management principles and blood/fluid precautions (before versus after intervention, P<.05). Interventions with the least sustained effect included advanced airway interventions and procedures related to trauma resuscitation. Conclusion: Educational seminars proved to have the greatest sustained effect on those behaviors requiring minimal equipment and noncomplex medical decisionmaking. [Erickson TB, VanRooyen MJ, Werbiski P, Mycyk M, Levy P: Emergency medicine education intervention in Rwanda. Ann Emerg Med December 1996;28:648-651.]
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Promoting cognitive and ego development of African–American rural youth: a program of deliberate psychological education - Faubert, Marie; Locke, Don; Sprinthall, Norman A.; Howland, William H. (Journal of Adolescence, 1996)
The purpose of this study was to investigate the effects of a role-taking, action learning program on the cognitive and ego development of African-American rural high school students. The program employed instruction in scientific problem-solving in relation to past and current contributions of African-American scientists. There were two experimental and two comparison groups during the one semester program. The main effects were assessed in two related domains: (1) concrete to abstract thinking (a Piagetian measure); and (2) self-concept development (Loevinger's Ego Stages). The results indicated statistically significant gains in both abstract thinking and ego stage. Implications for school curriculum modification are also detailed.
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The impact of computer literacy on community school teachers in South Africa - Fourie, Erna; Henning, Elizabeth (Computers & Education, 1996)
Abstract The research reported in this article comprises a field experiment in which a group of unlicensed teachers from community schools in an informal settlement were involved. The findings of the investigation, which was conducted with mostly qualitative data, indicate that these teachers' initial experience of computer literacy education is diagnostically important with regard to “bottom-up” construction of instructional theory and professionalization.
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Health personnel education in South Africa - Gumbi, Rachael V; Müller, Marie (Health Sa Gesondheid, 1996)
The education of South African health personnel should be reality-based and therefore focused on the real needs of the country. OpsommingDie opleiding van Suid-Afrikaanse gesondheidspersoneel behoort op die realiteit gebaseer te word en derhalwe op die behoeftes van die land.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Two generations of Birimian (Paleoproterozoic) volcanic belts in northeastern Côte d'Ivoire (West Africa): consequences for the ‘Birimian controversy’ - Hirdes, W.; Davis, Donald W.; Lüdtke, G.; Konan, Georges (Precambrian research, 1996)
UPb ages have been measured on zircon, monazite and titanite from gneiss, granitoids and rhyolite of the Paleoproterozoic Birimian/Eburnean province in the northern Haute Comoé area, northeastern Côte d'Ivoire, West Africa. Dating reveals that two distinct generations of Birimian volcanic belt terranes (Téhini belt in the east, Ouango Fitini belt in the west), separated in age by a 50 m.y. time span, occur proximal to each other in the Haute Comoé North area, at the Ouango Fitini shear zone. This sinistral NNE-trending high-strain zone seemingly represents a regionally important, several hundred kilometers long lineament on the Man shield dividing the Paleoproterozoic Birimian/Eburnean province, seen up to now as a single entity, into an eastern and a western subprovince. The eastern subprovince, which covers Ghana, eastern Côte d'Ivoire and probably many parts of Burkina Faso, typically displays ∼2185-2150 Ma belt volcanism and coeval belt plutonism. Evidence for 2100 Ma extrusive volcanism is absent. The western subprovince (e.g. central Côte d'Ivoire, western Mali, and probably Guinea) is characterized by younger, ∼2105 Ma old volcanic belts and coeval belt plutons. Supracrustal and intrusive rocks of the 2185-2150 Ma time span are at least locally present as various gneisses which previously had been termed ‘Dabakalian’. A granodioritic biotite gneiss in the western gneiss-granitoid terrane of the Haute Comoé area (=western subprovince), resembling ‘Dabakalian’ gneisses further south, gives a crystallization age of 2152 ± 2 Ma, identical to the age of a belt pluton in the Téhini volcanic belt (2152 ± 3 Ma). This suggests that those greenschist-facies supracrustal rocks originally termed ‘Birimian’ in Ghana by Kitson (1918) are coeval with gneisses in Côte d'Ivoire termed ‘Dabakalian’ by Lemoine (1988). Consequently, the invoked ‘Burkinian’ deformation event, which was assumed to separate Dabakalian basement and Birimian supracrustal rocks, cannot exist. Rather, Birimian rocks of the eastern subprovince may be correlative with protoliths of the higher-metamorphic Dabakalian rocks present in the western subprovince. The term ‘Bandamian’ is suggested to refer to the 2105 Ma old suite of supracrustal rocks of the western subprovince, the term ‘Birimian’ being restricted to the 2185-2150 Ma old volcanic/volcaniclastic rock suite of the eastern subprovince (Ghana). If the Birimian/Eburnean province on the Man shield consists of two different-aged subprovinces, the relative scarcity of economic gold deposits in central Côte d'Ivoire, as compared to Ghana, could not only be a function of underexploration of the area, but also of different geological processes having formed the terranes of the (older) eastern and the (younger) western subprovince.
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Two generations of Birimian (Paleoproterozoic) volcanic belts in northeastern Côte d'Ivoire (West Africa): consequences for the ‘Birimian controversy’ - Hirdes, W.; Davis, Donald W.; Lüdtke, G.; Konan, Georges (Precambrian research, 1996)
UPb ages have been measured on zircon, monazite and titanite from gneiss, granitoids and rhyolite of the Paleoproterozoic Birimian/Eburnean province in the northern Haute Comoé area, northeastern Côte d'Ivoire, West Africa. Dating reveals that two distinct generations of Birimian volcanic belt terranes (Téhini belt in the east, Ouango Fitini belt in the west), separated in age by a 50 m.y. time span, occur proximal to each other in the Haute Comoé North area, at the Ouango Fitini shear zone. This sinistral NNE-trending high-strain zone seemingly represents a regionally important, several hundred kilometers long lineament on the Man shield dividing the Paleoproterozoic Birimian/Eburnean province, seen up to now as a single entity, into an eastern and a western subprovince. The eastern subprovince, which covers Ghana, eastern Côte d'Ivoire and probably many parts of Burkina Faso, typically displays ∼2185-2150 Ma belt volcanism and coeval belt plutonism. Evidence for 2100 Ma extrusive volcanism is absent. The western subprovince (e.g. central Côte d'Ivoire, western Mali, and probably Guinea) is characterized by younger, ∼2105 Ma old volcanic belts and coeval belt plutons. Supracrustal and intrusive rocks of the 2185-2150 Ma time span are at least locally present as various gneisses which previously had been termed ‘Dabakalian’. A granodioritic biotite gneiss in the western gneiss-granitoid terrane of the Haute Comoé area (=western subprovince), resembling ‘Dabakalian’ gneisses further south, gives a crystallization age of 2152 ± 2 Ma, identical to the age of a belt pluton in the Téhini volcanic belt (2152 ± 3 Ma). This suggests that those greenschist-facies supracrustal rocks originally termed ‘Birimian’ in Ghana by Kitson (1918) are coeval with gneisses in Côte d'Ivoire termed ‘Dabakalian’ by Lemoine (1988). Consequently, the invoked ‘Burkinian’ deformation event, which was assumed to separate Dabakalian basement and Birimian supracrustal rocks, cannot exist. Rather, Birimian rocks of the eastern subprovince may be correlative with protoliths of the higher-metamorphic Dabakalian rocks present in the western subprovince. The term ‘Bandamian’ is suggested to refer to the 2105 Ma old suite of supracrustal rocks of the western subprovince, the term ‘Birimian’ being restricted to the 2185-2150 Ma old volcanic/volcaniclastic rock suite of the eastern subprovince (Ghana). If the Birimian/Eburnean province on the Man shield consists of two different-aged subprovinces, the relative scarcity of economic gold deposits in central Côte d'Ivoire, as compared to Ghana, could not only be a function of underexploration of the area, but also of different geological processes having formed the terranes of the (older) eastern and the (younger) western subprovince.
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Two generations of Birimian (Paleoproterozoic) volcanic belts in northeastern Côte d'Ivoire (West Africa): consequences for the ‘Birimian controversy’ - Hirdes, W.; Davis, Donald W.; Lüdtke, G.; Konan, Georges (Precambrian research, 1996)
UPb ages have been measured on zircon, monazite and titanite from gneiss, granitoids and rhyolite of the Paleoproterozoic Birimian/Eburnean province in the northern Haute Comoé area, northeastern Côte d'Ivoire, West Africa. Dating reveals that two distinct generations of Birimian volcanic belt terranes (Téhini belt in the east, Ouango Fitini belt in the west), separated in age by a 50 m.y. time span, occur proximal to each other in the Haute Comoé North area, at the Ouango Fitini shear zone. This sinistral NNE-trending high-strain zone seemingly represents a regionally important, several hundred kilometers long lineament on the Man shield dividing the Paleoproterozoic Birimian/Eburnean province, seen up to now as a single entity, into an eastern and a western subprovince. The eastern subprovince, which covers Ghana, eastern Côte d'Ivoire and probably many parts of Burkina Faso, typically displays ∼2185-2150 Ma belt volcanism and coeval belt plutonism. Evidence for 2100 Ma extrusive volcanism is absent. The western subprovince (e.g. central Côte d'Ivoire, western Mali, and probably Guinea) is characterized by younger, ∼2105 Ma old volcanic belts and coeval belt plutons. Supracrustal and intrusive rocks of the 2185-2150 Ma time span are at least locally present as various gneisses which previously had been termed ‘Dabakalian’. A granodioritic biotite gneiss in the western gneiss-granitoid terrane of the Haute Comoé area (=western subprovince), resembling ‘Dabakalian’ gneisses further south, gives a crystallization age of 2152 ± 2 Ma, identical to the age of a belt pluton in the Téhini volcanic belt (2152 ± 3 Ma). This suggests that those greenschist-facies supracrustal rocks originally termed ‘Birimian’ in Ghana by Kitson (1918) are coeval with gneisses in Côte d'Ivoire termed ‘Dabakalian’ by Lemoine (1988). Consequently, the invoked ‘Burkinian’ deformation event, which was assumed to separate Dabakalian basement and Birimian supracrustal rocks, cannot exist. Rather, Birimian rocks of the eastern subprovince may be correlative with protoliths of the higher-metamorphic Dabakalian rocks present in the western subprovince. The term ‘Bandamian’ is suggested to refer to the 2105 Ma old suite of supracrustal rocks of the western subprovince, the term ‘Birimian’ being restricted to the 2185-2150 Ma old volcanic/volcaniclastic rock suite of the eastern subprovince (Ghana). If the Birimian/Eburnean province on the Man shield consists of two different-aged subprovinces, the relative scarcity of economic gold deposits in central Côte d'Ivoire, as compared to Ghana, could not only be a function of underexploration of the area, but also of different geological processes having formed the terranes of the (older) eastern and the (younger) western subprovince.
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Two generations of Birimian (Paleoproterozoic) volcanic belts in northeastern Côte d'Ivoire (West Africa): consequences for the ‘Birimian controversy’ - Hirdes, W.; Davis, Donald W.; Lüdtke, G.; Konan, Georges (Precambrian research, 1996)
UPb ages have been measured on zircon, monazite and titanite from gneiss, granitoids and rhyolite of the Paleoproterozoic Birimian/Eburnean province in the northern Haute Comoé area, northeastern Côte d'Ivoire, West Africa. Dating reveals that two distinct generations of Birimian volcanic belt terranes (Téhini belt in the east, Ouango Fitini belt in the west), separated in age by a 50 m.y. time span, occur proximal to each other in the Haute Comoé North area, at the Ouango Fitini shear zone. This sinistral NNE-trending high-strain zone seemingly represents a regionally important, several hundred kilometers long lineament on the Man shield dividing the Paleoproterozoic Birimian/Eburnean province, seen up to now as a single entity, into an eastern and a western subprovince. The eastern subprovince, which covers Ghana, eastern Côte d'Ivoire and probably many parts of Burkina Faso, typically displays ∼2185-2150 Ma belt volcanism and coeval belt plutonism. Evidence for 2100 Ma extrusive volcanism is absent. The western subprovince (e.g. central Côte d'Ivoire, western Mali, and probably Guinea) is characterized by younger, ∼2105 Ma old volcanic belts and coeval belt plutons. Supracrustal and intrusive rocks of the 2185-2150 Ma time span are at least locally present as various gneisses which previously had been termed ‘Dabakalian’. A granodioritic biotite gneiss in the western gneiss-granitoid terrane of the Haute Comoé area (=western subprovince), resembling ‘Dabakalian’ gneisses further south, gives a crystallization age of 2152 ± 2 Ma, identical to the age of a belt pluton in the Téhini volcanic belt (2152 ± 3 Ma). This suggests that those greenschist-facies supracrustal rocks originally termed ‘Birimian’ in Ghana by Kitson (1918) are coeval with gneisses in Côte d'Ivoire termed ‘Dabakalian’ by Lemoine (1988). Consequently, the invoked ‘Burkinian’ deformation event, which was assumed to separate Dabakalian basement and Birimian supracrustal rocks, cannot exist. Rather, Birimian rocks of the eastern subprovince may be correlative with protoliths of the higher-metamorphic Dabakalian rocks present in the western subprovince. The term ‘Bandamian’ is suggested to refer to the 2105 Ma old suite of supracrustal rocks of the western subprovince, the term ‘Birimian’ being restricted to the 2185-2150 Ma old volcanic/volcaniclastic rock suite of the eastern subprovince (Ghana). If the Birimian/Eburnean province on the Man shield consists of two different-aged subprovinces, the relative scarcity of economic gold deposits in central Côte d'Ivoire, as compared to Ghana, could not only be a function of underexploration of the area, but also of different geological processes having formed the terranes of the (older) eastern and the (younger) western subprovince.
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Two generations of Birimian (Paleoproterozoic) volcanic belts in northeastern Côte d'Ivoire (West Africa): consequences for the ‘Birimian controversy’ - Hirdes, W.; Davis, Donald W.; Lüdtke, G.; Konan, Georges (Precambrian research, 1996)
UPb ages have been measured on zircon, monazite and titanite from gneiss, granitoids and rhyolite of the Paleoproterozoic Birimian/Eburnean province in the northern Haute Comoé area, northeastern Côte d'Ivoire, West Africa. Dating reveals that two distinct generations of Birimian volcanic belt terranes (Téhini belt in the east, Ouango Fitini belt in the west), separated in age by a 50 m.y. time span, occur proximal to each other in the Haute Comoé North area, at the Ouango Fitini shear zone. This sinistral NNE-trending high-strain zone seemingly represents a regionally important, several hundred kilometers long lineament on the Man shield dividing the Paleoproterozoic Birimian/Eburnean province, seen up to now as a single entity, into an eastern and a western subprovince. The eastern subprovince, which covers Ghana, eastern Côte d'Ivoire and probably many parts of Burkina Faso, typically displays ∼2185-2150 Ma belt volcanism and coeval belt plutonism. Evidence for 2100 Ma extrusive volcanism is absent. The western subprovince (e.g. central Côte d'Ivoire, western Mali, and probably Guinea) is characterized by younger, ∼2105 Ma old volcanic belts and coeval belt plutons. Supracrustal and intrusive rocks of the 2185-2150 Ma time span are at least locally present as various gneisses which previously had been termed ‘Dabakalian’. A granodioritic biotite gneiss in the western gneiss-granitoid terrane of the Haute Comoé area (=western subprovince), resembling ‘Dabakalian’ gneisses further south, gives a crystallization age of 2152 ± 2 Ma, identical to the age of a belt pluton in the Téhini volcanic belt (2152 ± 3 Ma). This suggests that those greenschist-facies supracrustal rocks originally termed ‘Birimian’ in Ghana by Kitson (1918) are coeval with gneisses in Côte d'Ivoire termed ‘Dabakalian’ by Lemoine (1988). Consequently, the invoked ‘Burkinian’ deformation event, which was assumed to separate Dabakalian basement and Birimian supracrustal rocks, cannot exist. Rather, Birimian rocks of the eastern subprovince may be correlative with protoliths of the higher-metamorphic Dabakalian rocks present in the western subprovince. The term ‘Bandamian’ is suggested to refer to the 2105 Ma old suite of supracrustal rocks of the western subprovince, the term ‘Birimian’ being restricted to the 2185-2150 Ma old volcanic/volcaniclastic rock suite of the eastern subprovince (Ghana). If the Birimian/Eburnean province on the Man shield consists of two different-aged subprovinces, the relative scarcity of economic gold deposits in central Côte d'Ivoire, as compared to Ghana, could not only be a function of underexploration of the area, but also of different geological processes having formed the terranes of the (older) eastern and the (younger) western subprovince.
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Clinical pattern and outcome in children with acute severe falciparum malaria at Jos University Teaching Hospital, Nigeria. - Ia, Angyo; Sd, Pam; Szlachetka, R (PubMed, 1996)
A prospective study was undertaken to determine the clinical pattern and outcome among children admitted with acute severe malaria into the emergency paediatric unit (EPU) at the Jos University Teaching Hospital (JUTH) over a 15-month period (between August 1991-October 1992). Five hundred and one (25%) children were admitted with acute severe malaria, out of a total of 2008 admissions into the EPU during the study period. Blood smears for malaria parasites were positive in 287 (57.7%) of the children and P. falciparum was the only species identified in the study. Seventy one percent of the children admitted were aged 5 years and below. Febrile convulsions was the commonest manifestation of acute severe malaria, accounting for 49.7% of the cases. Majority (97.8%) of the children responded satisfactorily to chloroquine therapy with clearance of parasitaemia. Associated bacteraemia was documented in 35 (7%) of the 501 children. Sixteen out of the 501 children died, giving a mortality of 3.2%. Cerebral malaria, which accounted for only 17.6% of the admissions, was responsible for 56.3% of all the deaths. Mortality was also associated with hypoglycaemia, severe anaemia, shock and repeated, prolonged seizures.
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Fred Clarke and the politics of vocational education in South Africa, 1911–29 - Kallaway, Peter (History of Education, 1996)
(1996). Fred Clarke and the politics of vocational education in South Africa, 1911–29. History of Education: Vol. 25, No. 4, pp. 353-362.
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The Effects of Television Role Models on the Career Aspirations of African American Junior High School Students - King, Michelle M.; Multon, Karen D. (Journal of Career Development, 1996)
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The effects of television role models on the career aspirations of African American junior high school students - King, Michelle M.; Multon, Karen D. (Journal of Career Development, 1996)
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Reflections on the development of gifted education in Nigeria - Kolo, Ibrahim A. (Roeper Review, 1996)
The article describes the state of gifted education in Nigeria. The genesis of a formal gifted education program in Nigeria is traced from the period of the articulation of a National Policy on Education between 1977 to 1986, through the pioneer magnet school approach used to implement the program, to the establishment of an Academy for gifted children in 1987. Issues and problems besetting gifted education in the country are recounted, ranging from the question of public acceptability of the program, technical inadequacies in identification, the narrow curricular approach utilized, and to the issue of administrative and financial problems. The author believes that once these issues and problems can be conveniently redressed, there exists good prospects for gifted education in Nigeria.
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Letter. Effects of Albendazole on growth of primary school children and the prevalence and intensity of soil-transmitted helminths in Sierra Leone - Koroma, Mohamed; Williams, Roderick; Have, R. De La; Hodges, Mary H. (Journal of tropical pediatrics (1980), 1996)
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Citizenship and productive education in the Central African Republic - Koulaninga, Abel (PROSPECTS, 1996)
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School supply constraints and children's educational outcomes in rural Ghana - Lavy, Victor (Journal of Development Economics, 1996)
Studies of school attainment often fail to acknowledge the possibility that prices for all schooling levels affect the decision to attend any one schooling level. In developing countries the assumption that schooling costs are constant throughout the education cycle is manifestly untrue. This paper concentrates on the empirical implications of introducing schooling costs that increase with schooling level. The results suggest that the cost of advanced levels of education influences decisions at the primary-school level. The relative magnitude of the cross-price elasticities suggests that cross-price effects should not be ignored when designing educational user fees.
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Issues and trends in shaping black perspectives on education in South Africa : a historical-educational survey and appraisal - Legodi, Mapula Rosina (1996)
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Grain-size distribution and cementation of the Cretaceous Mzamba Formation of Eastern Cape, South Africa: a case study of a storm-influenced offshore sequence - Liu, K.W.; Greyling, E. H. (Sedimentary Geology, 1996)
Abstract The Late Cretaceous Mzamba Formation of the Eastern Cape, South Africa, is a storm-influenced succession deposited in an offshore marine environment. The succession is composed of two fundamental lithofacies, very fine sandstone and packstone (shell-bed) lithofacies; the former represents background sedimentation in a relatively deep-water, low-energy offshore environment, whereas the latter represents storm deposits occurring with variable periodicity within the quiet offshore environment. The storm-generated packstone lithofacies shows a bimodal grain-size distribution with two saltation fractions on the cumulative frequency diagrams, together with negative skewness parameters and a relatively wide kurtosis of grain-size distribution. These characteristics are indicative of offshore storm-generated sediments. Initial cementation of the storm-influenced sediments occurred in a marine phreatic environment when isopachous rims of phosphate, isopachous fibrous rims of smectite, and micrite calcite cements were formed; these cementation textures also support the offshore tempestite-origin of the Mzamba sediments. The original marine phreatic diagenetic environment of the Mzamba sediments changed to a meteoric phreatic environment probably at the end of Mesozoic. Following deposition of the overlying Cainozoic sediments, the Mzamba Formation entered a burial diagenetic environment where the sediments were affected by elevated temperature and pressure. Finally, the sediments were entered into a meteoric vadose zone due to tectonic uplift or sea level fall, new dissolution pores and pendant calcite cement were created.
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The Integration of Education and Training in South Africa within the Context of Labour Market Theories and Globalisation. - Mahomed, Nisaar (1996)
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Human Figure Drawings by Schooled and Unschooled Children in Papua New Guinea - Martlew, Margaret; Connolly, Kevin (Child Development, 1996)
Human figure drawings were collected from 287 schooled and unschooled children, aged between 10 and 15 years, living in a remote region of the Western Highlands Province of Papua New Guinea, an area with no tradition of graphic art. A classification and ordinal scoring system was devised which encompassed graphic productions ranging from scribbles to conventional competent human figure drawings. The effects of school experience on drawing, even brief and indirect experience, were found to be significant. All the children attending school drew only conventional human figures, but the whole range of drawings, scribbles, transitional forms, and conventional human figure drawings were found in the unschooled children's attempts. Nonrepresentational scribbles and shapes were largely produced by unschooled children living in remote villages without a school, trade store, or mission. Some children appeared to be able to draw representations of the human figure without going through a scribbling stage. The material is considered in relation to other reports on drawings produced by children from societies with little or no indigenous graphic art. The results are discussed in relation to various theories on the development of drawing and representational abilities.
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Human Figure Drawings by Schooled and Unschooled Children in Papua New Guinea - Martlew, Margaret; Connolly, Kevin (Child Development, 1996)
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Not out of Africa: How Afrocentrism became an Excuse to Teach Myth as History. - Meier, August; Lefkowitz, Mary R. (The Journal of American History, 1996)
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Engaging with the Disability Rights Movement: The experience of community-based rehabilitation in southern Africa - Miles, Susie (Disability & Society, 1996)
This paper argues that unless community-based rehabilitation CBR programmes enter into genuine consultation with the disability rights movement they are in danger of repeating the mistakes of institution-based rehabilitation. Partnership between CBR programmes, and disabled people's and parents' organisations in southern Africa has led to the development of a more consumer focused approach to CBR Where disabled adults and parents have been fully involved in the design and implementation of programmes, CBR workers have a clearer understanding of disability as a development issue. Education, employment and poverty alleviation have been given a higher priority than medical rehabilitation in these programmes. The evolving concept of CBR and its relationship with the disability rights movement has been observed and documented by The Save the Children Fund, and forms the basis of this paper.
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Drought and malaria retreat in the Sahel, West Africa - Mouchet, Jean; Faye, O; Julvez, J; Manguin, Sylvie (The Lancet, 1996)
The Sahel is a belt of dry savanna lining the southern border of the Sahara. Since 1970, rainfall has decreased by nearly 30% in this region with severe droughts in 1972, 1983, and 1991–92. The impact of dryness on malaria, endemic in the Sahelian belt, has been studied in Senegal (the Niayes) and the Niger Republic (Niger Valley, Zinder, Diffa).
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A comparative study of the efficacies of chloroquine and a pyrimethamine‐dapsone combination in clearing Plasmodium falciparum parasitaemia in school children in Tanzania - Mshinda, Hassan; Font, Fidel; Hirt, R.; Mashaka, M.; Ascaso, Carlos; Menéndez, Clara (Tropical Medicine & International Health, 1996)
A randomized study on the in vivo efficacies of chloroquine and a pyrimethamine-dapsone combination (Maloprim) in clearing P. falciparum parasitaemia was carried out in 77 asymptomatic semi-immune schoolchildren in the Kilombero District of Tanzania. Children were randomized to receive either chloroquine at a dose of 25 mg/kg over three days, or Maloprim (6.25 mg pyrimethamine + 50 mg dapsone for children under 10 years, and 12.5 mg pyrimethamine + 100 mg dapsone for children 10 or more years old) as a single dose. Children were followed-up for malaria parasitaemia at days 2, 7 and 14 after screening, randomization and treatment. The slide positivity rate was lower in the Maloprim group at all cross-sectional surveys (23 vs 37% at day 2; 9 vs 20% at day 7; 21 vs 32% at day 14) but none of these differences reached statistical significance. No cases in the Maloprim group showed RII resistance, whereas in the chloroquine group, 2 cases showed RII resistance and a further 2 cases RIII resistance (6%). No major side-effects were reported. The combination of pyrimethamine-dapsone appears to be a better choice than chloroquine as a chemoprophylactic regimen for malaria in this area. Although they need to be confirmed in a larger study, these results may be of interest to the policy-makers as well as researchers.
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A Critical Evaluation of the Religious Education Curriculum for Secondary School Students in Uganda - Musiime, Reuben (1996)
This study documents a critical evaluation of the religious education curriculum used in Uganda's secondary schools. The study focused on goals and objectives, methods, content, and public perception of religious education instruction. The evaluation was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The investigation was guided by a series of research questions that included the following: What are the overall goals and objectives of religious education instruction? What are the attitudes from the community regarding religious education? What are the roles of religious leaders during implementation of this curriculum? How does the curriculum prepare students for the pluralistic nature of the society? What qualifications and training do the teachers have? What are the politics involved in curriculum implementation? What is the philosophy of religious education instruction as defined by policy makers and how is it implemented?
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Racial Integration of Public Schools in South Africa: A Study of Practices, Attitudes and Trends. EPU Research Paper. - Naidoo, Jordan (1996)
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Development of library schools in Nigeria: the place of the Bachelor’s degree programmes - Nwokocha, Udo (Librarian Career Development, 1996)
Traces the development of library schools in Nigeria since the Ibadan School began the training of librarians locally in 1960, and observes that the trend is towards training at the undergraduate level for a Bachelor’s degree. Examines the local conditions which have made the Bachelor’s degree programmes become most common and consequently generally accepted in Nigeria as the first professional qualification. Disagrees with the suggestion that librarians should only be trained at the postgraduate level. Notes the confusion in the admission and duration of the MLS programmes and suggests that non‐BLS graduates in Nigeria should spend more time on the MLS to learn more.
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Training Needs of Headteachers in Uganda. - Pfau, Richard H. (1996)
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WHAT CAN WE LEARN FROM PREVIOUS SMALL FARMER DEVELOPMENT STRATEGIES IN SOUTH AFRICA? / WAT KAN ONS LEER UIT VORIGE KLEINBOERONTWKKELINGSTRATEGIEË IN SUID-AFRIkA - Rooyen, C.J. van; Nene, Siphumelele (Agrekon, 1996)
This article firstly gives a short chronological overview of the small farmer development concept in South Africa and shows how this was generally associated with the traditional black rural areas and subsistence agriculture. This restricted the wider application of this concept. Valuable lessons however can and must be learnt from this experience because small farmer programmes is currently viewed as an important aspect of agricultural development in South Africa. The discussion then highlights several problems of which policy constraints, insufficient participation, lack of ownership, ad hoc participant selection, lack of property rights to farm land, ridged project planning and design, the incorrect choice of a farming model and deficient support services played a significant role-all issues which are valid in the current restructuring environment in the country. In conclusion a number of “rules” are proposed for future small farmer development schemes.
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Social Identity: Comparing White English-Speaking South African Students in 1975 and 1994 - Sennett, Justin; Foster, Don (South African Journal of Psychology, 1996)
White English-speaking South Africans have historically exhibited a weak attachment to South Africa and to their own ethnic group. An explanation for this may be that such social categories have previously brought about a negative social identity, and have thus necessitated a decrease in social category salience. The present study, constituting a repetition and extension of a study by Morse, Mann and Nel (1977), explored the possibility that this situation might be changing as a result of this country's social transformation. It thus investigated whether social identity salience was increasing for this particular group. A questionnaire, based in part upon that used by Morse et al., was administered to 119 English-speaking students from the University of Cape Town and to 67 Afrikaans-speaking students from the University of Stellenbosch. Comparisons were conducted between both these samples, and between the current English sample and that of Morse et al. The interpretative framework underlying the study was that of Social Identity Theory, which was explored as a conceptual basis from which to examine the English-speaking group's social identity. Results indicated that English-speaking subjects experienced greater salience of their national and ethnic identities than was found to be the case in the previous study.
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Higher education in South Africa: the skills debate - Swartz, Ethné; Foley, Paul (Journal of Education and Training, 1996)
Looks at the nature of undergraduate education in South Africa. Claims that the differing views held by government with limited resources for education, academics with a desire to maintain discipline integrity, industry which requires graduates able to increase economic competitiveness and students who wish to improve their own position in the new South Africa will require a sensitive resolution. A similar debate in the United Kingdom has led to many recent developments in undergraduate skills teaching. Considers these changes and reviews the benefits and problems which have arisen to provide a useful contrast to the situation currently facing South Africa. Argues that the appropriate development of skills can help to achieve academic benefits as well as making students better able to meet the needs of industry. Suggests that student learning can be enhanced and that drop‐out rates in an expanding mass educational system can be reduced. Highlights the ability of students to better utilize their knowledge in industry.
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Higher education in South Africa: the skills debate - Swartz, Ethné; Foley, Paul (Journal of Education and Training, 1996)
Looks at the nature of undergraduate education in South Africa. Claims that the differing views held by government with limited resources for education, academics with a desire to maintain discipline integrity, industry which requires graduates able to increase economic competitiveness and students who wish to improve their own position in the new South Africa will require a sensitive resolution. A similar debate in the United Kingdom has led to many recent developments in undergraduate skills teaching. Considers these changes and reviews the benefits and problems which have arisen to provide a useful contrast to the situation currently facing South Africa. Argues that the appropriate development of skills can help to achieve academic benefits as well as making students better able to meet the needs of industry. Suggests that student learning can be enhanced and that drop‐out rates in an expanding mass educational system can be reduced. Highlights the ability of students to better utilize their knowledge in industry.
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Evidence of Climate Change in the Senegal River Basin - Venema, Henry David; Schiller, Eric J.; Adamowski, Kaz (International Journal of Water Resources Development, 1996)
International development policy makers are recognizing climate change and desertification as fundamental obstacles to the social and economic development of the Third World. Sub-Saharan Africa, particularly the Sahel region, has been severely impacted by the compounding effects of drought, deforestation and desertification. The Senegal River Basin in the West Africa is a prime example of a region where development objectives are seriously undermined by the drought-induced desertification process. The basic hydrologic constraint on development is revealed in a time series decompositionof Senegal River annual flow volumes, which strongly suggests that water resources availability has been substantially curtailed since 1960. Two alternative time series mechanisms are hypothesized to account for the decreased flow volumes in recent decades. The first time series model suggests the presence of a long-term periodicity, while the second model hypothesizes an ARMA(1,1,) process. The second hypothesis provides a superior model fit. The stationary ARMA(1,1) model can be fitted successfully, however, only after explicitly removing a non-stationary component by linearly detrending after 1960. The implication of non-stationarity in Senegal River hydrology provides additional analytic evidence that the landscape degradation and desertification processes observed in Sahelian Africa can be in part attributed to climate change effects. Efforts to redress desertification should be at once conscious of complex socioeconomic forces exacerbating the desertification process and fundamental hydrologic constraints to river basin development.
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Acquisition of High-Risk Behavior by African-American, Latino, and Caucasian Middle-School Students - Westhoff, Wayne W.; McDermott, Robert J.; Harokopos, Voula (Psychological Reports, 1996)
The purpose of this study was to measure the stages of acquisition of selected high-risk health behaviors in 768 randomly selected 7th- and 8th-graders in a Florida school district. Specific high-risk health behaviors included use of alcohol, tobacco, and drugs, fighting and weapon carrying, and suicide ideation. Analysis indicated few behaviors that were significantly different when African-American and Latino students were compared with Caucasian students. The most weapon carrying was reported by Latinos. Fewer Caucasian students than their minority peers used inhalants. Knowledge of stages of acquisition among small diverse samples may assist school personnel to intervene during the inculcation process with appropriate responsive programs.
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African methods of music education: some reflections - Dargie, Dave (African Music: Journal of the International Library of African Music, 1996)
The system of music education described above is based on a theory. Music theory - instrumental technique - performance of music -â‰« reward for achievement = certificate: that is the theoretical design of the system. But there is a deeper theory behind it - a philosophical system, a way of thinking. We who have been educated in Western educational systems have grown so much into it that it seems our way of thinking is completely natural. It is the system of essentialism, of always trying to get at the essences of things. To do this, we abstract the qualities of the thing we wish to think about, often by constructing a definition of it. Having then made our definition, we have a look at the subject in the light of the definition -forgetting that it is we ourselves who have made the definition.
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Atmospheric lead pollution in KwaZulu/Natal, South Africa - Nriagu, Jerome O.; Jinabhai, C C; Naidoo, Rajen N.; Coutsoudis, Anna (Science of The Total Environment, 1996)
Average atmospheric concentrations of lead were found to be 1.8, 0.86, 0.56 and 0.44 microgram m-3 in industrial, commercial, park/beach and residential areas of Durban. Exposure to these elevated levels would represent a health hazard to many children in the city. Lower lead concentrations were found in a local township (0.26 microgram m-3) and rural (0.03 microgram m-3) areas of Natal Province. The study provided background data that can be used to follow the trajectory of change in atmospheric lead levels now that lead-free gasoline has been introduced into the country.
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Sociocultural Factors Affecting School Culture for African American Students: A Case Study. - Martin, Shane P. (1996)
The case study of an all-male Catholic college preparatory school illustrates that, although the school appears to be a model school, African American students do not feel connected to the school community or culture, and many experience alienation, frustration, and racial prejudice at the school. Initial interview questions were pretested with 10 students, and then surveys of 66 members of the larger student population and 10 faculty members were conducted. The school enrolled 1,355 students at the start of the study, only 35 of whom were African American. Thirteen African American students participated in the study. The experience of the African American students was very different than that of other students. None spoke enthusiastically about belonging to the school community, a finding in contrast with those regarding White, Asian, and American Indian students. None of the African American students was as enthusiastic about the school in general as the majority of students. None thought that the curriculum was reflective of cultural diversity, and most talked about feeling isolated at the school and experiencing racial discrimination. The African American Student Union did play a significant role in the school lives of the African Americans. Findings indicate that ethnicity is an important social construct for ethnic and cultural minority students at the school. (Contains 5 tables and 19 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES ERIC) INFORMATION CENTE \e This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality o Pornts of view or opinions stated in this document do not necessarily represent official OE RI position or policy Sociocultural Factors Affecting School Culture for African American Students: A Case Study Shane P. Martin Loyola Marymount University Los Angeles, CA A Paper Presented at the Annual Meeting
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Learning Style Preferences of Native American and African-American Secondary Students as Measured by the MBTI. - Nuby, Jacqueline F.; Oxford, Rebecca L. (1996)
The Myers Briggs Type Indicator (MBTI) was used to identify simililarities and significant differences in the, learning style preferences of secondary students from two cultures. A second purpose of the study was to identify gender differences in learning style within and across these two cultures. A total of 103 African Americans from a high school in Birmingham (Alabama) and 175 Native Americans from Cherokee (North Carolina) participated. Type tables were created using the Selection Ratio Type Table procedure developed . by the Center for the Application of Psychological Type. Chi square tests were used to assess significant differences, with Fisher's exact test substituted when cell sizes were too small. There were significant differences in the learning style preferences of African American and Native American students. African American males and females demonstrated a strong preference for the sensing and judging dimensions, while Native American males and females indicated a preference for intuition and perception. In both populations, females indicated a much stronger preference for feeling. It appears that culture is a major determinant of learning style, with gender also a factor. However, each cultural group demonstrated a variety of learning style characteristics, suggesting that not all members of the culture could be characterized the same way. Attachments provide summaries of the different learning preferences. (Contains 7 tables and 25 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of ducational Research and Improvement EDUC TONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Jf}CO. EL/ AJE F1)0.6 y TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) LEARNING STYLE PREFERENCES OF NATIVE AMERICAN AND AFRICAN-AMERICAN SECONDARY STUDENTS AS MEASURED
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Fish Hoek Middle School: Issues of Education Reform in South Africa. - Kruse, Darryn (1996)
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An Evaluation of the Influence of Behavioural Objectives on Nigerian Students' Cognitive Achievement in Biology - Aboderin, A. Olumuyiwa; Thomas, Michelle (Research in science & technological education, 1996)
Abstract An investigation was conducted into the influence of behavioural objectives, ability and gender on students' cognitive achievement in biology. Some 730 senior secondary 2 (SS2) students from five schools participated. A pre‐test/treatment/post‐test/retention test/control group design was used. The treatment groups were: all objectives placed before text materials; objectives interspersed before paragraphs; objectives interspersed at the end of paragraphs; and all objectives placed at the end of text materials. The control group was not given objectives. Results obtained were analysed by the use of means, standard deviation, F‐test, and t‐test. Following statistical analyses, results showed that the treatment groups performed significantly better than the control group.
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TRANSRACIAL ADOPTION REVISITED: AFRICAN AMERICAN COLLEGE STUDENTS' PERSPECTIVE - Chima, Felix O. (Free inquiry in creative sociology, 1996)
African American children are victimized by poverty, discrimination, and even adoption policies which keep them in foster care and in institutions. Transracial adoption, one avenue to alleviate the problem, is burdened with controversy that need to be resolved. This article explores the opinions of African American college students on transracial adoption. It was found that transracial adoption was preferred to foster care or institutionalization, and that children need a permanent home regardless of the adoptive parent's race.
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Chemistry and pollution of natural waters in western Kenya - Davies, T.C. (Journal of African Earth Sciences, 1996)
Selected water analyses from the literature and current research in western Kenya are tabulated and the relationships between critical water quality parameters described. The waters are chemically characterised with Na as the dominant cation and bicarbonate as the dominant anion and, while waters of obviously different sources are represented, the available chemical data point to a general classification of bicarbonate-Na-rich waters, even for the saline waters of Lake Magadi. Potassium and chloride are among the less abundandt constituents. The concentration level of nutrients (nitrate, phosphate and sulphate) is mostly lower than maxium permissible drinking water levels, and salinity is not yet a serious problem in water bodies that are exploited for domestic and industrial purposes. Fluoride levels are variable with the higher values occurring in waters in and around the Rift Valley. Limited analytical data for I in waters from the Eldoret, Kiambu and Nairobi areas indicate concentrations well above world average figures. Mean values of some key water quality indicators such as total dissolved solids, total suspended solids and heavy metals are well below the threshold for contaminated water. These values are however exceeded by several factors in saline waters of lakes and in some springs. Significant organic pollution is reflected by mean values of parameters such as biochemical oxygen demand and faecal coliforms. The present quality of most of the water bodies in this part of the country is considered to be adequate at present for domestic and other purposes, though a gradual decrease in quality is evident from the recent upsurge in industrial activities in the subregion. Une sélection d'analyses d'eaux du Kenya Occidental provenant de la littérature et de nos travaux en cours est présentée. Les relations entre paramètres critiques pour la qualité des eaux sont également décrites. Du point de vue chimique, les eaux sont caractérisées par la prédominance du Na comme cation et du bicarbonate comme anion. Malgré le fait qu'il s'agisse d'eaux provenant de sources manifestement différentes, les données chimiques disponibles indiquent qu'elles appartiennent à la classe générale des eaux riches en bicarbonate et Na, même dans le cas des eaux salines du Lac Magadi. Parmi les constituants les moins abondants, on note le K et le chlorure. Le taux de concentration en substances nutritives (nitrate, phosphate et sulfate) est le plus souvent inférieur aux taux acceptables des eaux potables. Dans des nappes aquifères exploitées à des fins domestiques et industrielles, la salinité ne constitue pas encore un problème sérieux. Les taux en fluorures varient, les eaux provenant de la Rift Valley ou de ses alentours montrant les valeurs les plus élevées. Pour les iodures des eaux des régions de Eldoret, Kiambu et Nairobi, des données analytiques limitées montrent des teneurs dépassant largement les moyennes mondiales. Les valeurs moyennes de certains indicateurs clés de la qualité des eaux tels que le total des solides dissous, le total des solides en suspension, ainsi que les métaux lourds sont nettement inférieures aux seuils critiques d'eaux contaminées. Dans le cas des eaux salines de lacs et de certaines sources, ces valeurs sont, toutefois, supérieures de plusieurs facteurs. Une pollution organique significative apparaît á travers les moyennes de paramétres tels que la demande en oxygéne biochimique et les coliformes fécales. A ce jour, la qualité de la plupart des nappes aquiféres de cette région du pays paraît convenir à des fins domestiques et autres, encore qu'une diminution progressive de la qualité des eaux est évidente suite à une intensification ecente d'activités industrielles dans la sous-région.
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Theological education in the Apostolic Faith Mission of South Africa - Erasmus, Lodewikus Johannes (1996)
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SELF‐REPORTED DELINQUENCY AND A COMBINED DELINQUENCY SERIOUSNESS SCALE BASED ON BOYS, MOTHERS, AND TEACHERS: CONCURRENT AND PREDICTIVE VALIDITY FOR AFRICAN‐AMERICANS AND CAUCASIANS* - Farrington, David P.; Loeber, Rolf; Stouthamer‐Loeber, Magda; Kammen, Welmoet B. Van; Schmidt, Laura (Criminology, 1996)
The Pittsburgh Youth Study is a prospective longitudinal survey of three samples of Pittsburgh boys (each containing about 500 boys) initially studied in first, fourth, and seventh grades. The first two data collection waves yielded self‐reported delinquency and combined delinquency seriousness scores (the combined scores based on information from boy, mother, and teacher) for the middle sample (up to an average age of 10.7 years) and oldest sample (up to an average age of 13.9 years). These scores were compared with records of petitions to the Allegheny County Juvenile Court for delinquency offenses before and up to six years after the assessments. The area under the ROC curve was used as a measure of validity. Concurrent validity was higher than predictive validity. The combined scale had similar concurrent validity but greater predictive validity than the self‐report scale, and the combined scale also identified a greater number of boys as serious delinquents. Concurrent validity for admitting offenses was higher for Caucasians, but concurrent validity for admitting arrests was higher for African‐Americans. There were no consistent ethnic differences in predictive validity. There was an increase in predictive validity, for both African‐Americans and Caucasians, by combining self‐report data with information from other sources. Afrer controlling for delinquency measures, African‐Americans were more likely than Caucasians to be petitioned in the future, but not in the past. In this research, ethnic differences in official delinquency were partly attributable to ethnic differences in delinquent behavior and were not attributable to differential ethnic attrition or differential ethnic validity of measures of delinquent behavior.
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African American and European American College Students' Expectations for Self and for Future Partners - Ganong, Lawrence H.; Coleman, Marilyn; Thompson, Aaron; Goodwin-Watkins, Chanel (Journal of Family Issues, 1996)
The purpose of this study was to examine self-expectations, expectations for future partners, and comparative expectations (self versus partner) held by college students. Participants were 33 African American males, 57 African American females, 53 European American males, and 74 European American females. African Americans had higher self-expectations regarding future income, probability of being a professional success, and educational achievement than European Americans. There were no differences in expectations for future partners' success. However, there were gender differences in comparative expectations. Females expected their future partners to be more intelligent, more able to solve problems, and more successful professionally and to make more money than themselves, and males expected their future partners to do more parenting than they expected to do. The pattern of responses for Black men and Black women was similar to that of White men and women.
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Literacy, Power and Democracy in Mozambique: The Governance of Learning from Colonization to the Present. JUDITH MARSHALL - Gnerre, Maurizio (American Ethnologist, 1996)
American EthnologistVolume 23, Issue 4 p. 908-909 Literacy, Power and Democracy in Mozambique: The Governance of Learning from Colonization to the Present. JUDITH MARSHALL MAURIZIO GNERRE, MAURIZIO GNERRE Università di CassinoSearch for more papers by this author MAURIZIO GNERRE, MAURIZIO GNERRE Università di CassinoSearch for more papers by this author First published: November 1996 https://doi.org/10.1525/ae.1996.23.4.02a00170AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume23, Issue4November 1996Pages 908-909 RelatedInformation
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The Importance of Education in Future Population. Global Trends and Case Studies on Cape Verde, Sudan, and Tunisia - Goujon, Anne; Wils, Annababette (RePEc: Research Papers in Economics, 1996)
Education is a central issue in the complex process of development, for it has been found to be related to fertility and hence population growth, to the status of women, to labor force skills, as well as to cultural and infrastructural development in general. This paper consists of two main parts. The first examines the role of education and reviews school enrollment patterns in the world during the last 30 years. We deduce from this review some general patterns of enrollment increase and gender differential. The second part presents multi-state population projections by educational level and the resulting adult educational attainment, fertility levels and population growth. This is done through three case studies on the countries of Cape Verde, Sudan and Tunisia. The projection exercise shows some important dynamics of education and fertility change. The benefits to countries who have taken great strides to increase enrollment with superficially disappointing results to date will become obvious in the future. This may lead to some unexpected fertility declines and other changes associated with higher education. Adult levels of education have a long momentum and education increases in the adult population are non-linear. This is an important aspect when defining scenarios for future population growth.
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A parasite prevalence survey in school-aged children in Guinea (1995) - Gyorkos, Theresa W.; Camara, Balla; Kokoskin, Evelyne; Carabin, Hélène; Prouty, Robert (Cahiers d'études et de recherches francophones / Santé, 1996)
Une enquete nationale a permis d’estimer la prevalence des infections helminthiques en Guinee-Conakry et a servi de base a l’etablissement d’un programme d’intervention sanitaire en milieu scolaire qui comprend la distribution d’antihelminthiques, de supplements vitamines avec iode et fer, ainsi qu’un enseignement sanitaire. Ce programme, appuye par la Banque mondiale, a debute a l’automne 1995. L’enquete s’est deroulee d’avril a juin 1995 dans les quatre zones geographiques naturelles du pays (basse Guinee, moyenne Guinee, haute Guinee et Guinee forestiere). Deux prefectures par zone, deux sous-prefectures par prefecture et cent foyers par sous-prefecture ont ete selectionnes. Un seul enfant âge entre 10 et 14 ans par foyer participait a l’enquete. Les huit cents enfants selectionnes ont fourni un echantillon de selles et d’urine. La presence des helminthes dans les echantillons de selles a ete recherchee apres concentration par la methode Kato-Katz, celle de Schistosoma haematobium dans les urines par examen direct au microscope. Les prevalences obtenues sont les suivantes : ankylostomides 43,9 % ; Schistosoma mansoni 25 % ; S. haematobium 19,9 % ; Trichuris trichiura 13,5 % ; Ascaris lumbricoides 9,5 % ; Strongyloides stercoralis 6,4 % et Taenia spp. 3,8 %. Au total, 70 % des enfants souffraient d’au moins une infection helminthique. Alors que la plupart d’entre eux (63 %) presentaient une ou deux infections, seuls 8 % avaient des infections causees par trois helminthes differents ou plus. Les garcons etaient plus infectes que les filles (74,3 contre 65,2 %). Le modele de regression logistique ajuste comprenait la sous-prefecture, le sexe et la frequentation scolaire. Les prevalences d’A lumbricoides, de S. mansoni et des ankylostomides etaient plus elevees en Guinee forestiere que dans les autres zones. Ce dernier helminthe etait neanmoins present dans toutes les zones (prevalence entre 26 et 71 %). La distribution des autres parasites variait de facon marquee selon les zones. Trichuris a ete trouve le plus souvent a Conakry (52 %), Strongyloides a Boke (16 %), Taenia a Labe, Schistosoma en haute Guinee et Guinee forestiere. Ces resultats demontrent l’importante prevalence des infections helminthiques dans ce pays ainsi que leur forte variation regionale. Ils pourront etre utilises lors de la planification et de l’implantation d’un futur programme d’intervention.
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Five years experiment on vegetation recovery of drought deciduous woodland in Kitui, Kenya - Hayashi, Ichiroku (Journal of Arid Environments, 1996)
Species composition and tree growth were recorded in plots protected and unprotected from livestock grazing and fuel wood collection in Kenyan semi-arid region from 1989 to 1994. The number of tree species per 0·2 ha was 13 in 1989, changing to 15 in the protected plot and 10 in the unprotected plot after 5 years. Dominant trees wereLannea triphyllaandCommiphora africanain all plots: both species are unexploited due to their soft wood. Valuable tree species such asAcacia mellifera, Acacia senegalandAcacia tortiliswere scarce. The density of shrubs per 400 m2were 77 in 1989, 72 in unprotected plots and 130 in protected plots in 1994.Premna oligotricha, Hermannia oliveriandGrewiasp. increased in number in protected plots. In contrast,Solanum incanumincreased in unprotected plots. The former three species appeared to be good fodder for goats. The diameter at breast height (DBH) of a sample tree ofAcacia senegalwas 10·1 cm in 1989 and 13·7 cm in 1994. Estimated height of the tree was 5·37 m in 1989 and 6·18 m in 1994. The bare area due to over-grazing by cattle was covered by grasses and herbs, includingChloris roxburghiana, over 5 years enclosure. Seedlings ofAcacia senegal, Acacia melliferaandAcacia tortilisappeared in the herb layer.
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Distance education in sub‐Saharan Africa: the promise vs the struggle Part II - John, Magnus (Open Learning: The Journal of Open and Distance Learning, 1996)
(1996). Distance education in sub‐Saharan Africa: the promise vs the struggle Part II. Open Learning: The Journal of Open, Distance and e-Learning: Vol. 11, No. 3, pp. 21-30.
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South African industrial policy and the learning firm : a case study of Bell Equipment Ltd. - Kaplinsky, Raphael; Mhlongo, Edmund (1996)
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Health education in rural kenya - Katsivo, Melanie (Psychology & Health, 1996)
Abstract This paper will examine the social psychological factors that influence how health information is received by some rural communities in Kenya, in the context of how it is given. In Kenya, health education is delivered in three ways; through schools, at health delivery facilities and at community level. An attempt has been made to describe those factors that seem to play a significant role in the way that health messages are received by different target groups, within the limitation of the information that was available. Systematic documentation of the process of health education is very weak and infact some of the information presented in this paper is based on informal sources. It is nevertheless valid. The social psychological factors examined range from those to be found in people within their living environment and which they have control over, to external ones involving policy issues and over which the people have little or no control. Keywords: titleRural communitieshealth education process and responsesocial -psychological factors.
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Graduate education in library, archive and information science in Ghana - Korsah, JE (Aslib proceedings, 1996)
To meet the challenges of a wide variety of jobs involved in library and information work, trained personnel are a sine qua non. This paper discusses the training of library and information science personnel at the postgraduate level in Ghana's only library school, the Department of Library and Archival Studies (DLAS), University of Ghana, Legon. It touches on a number of issues like programmes and courses offered, duration, general admission requirements, facilities and resources available as well as mode of instruction and assessment. Problems militating against the smooth operation of this library school are also examined. It concludes that, in spite of these problems, the DLAS has been a great force in the development and enhancement of the library profession in Ghana.
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J. Millard Burr and Robert O. Collins, Requiem for the Sudan: War, Drought, and Disaster Relief on the Nile (Boulder, Colo.: Westview Press, 1995). Pp. 399. - Kramer, Robert S. (International Journal of Middle East Studies, 1996)
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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Education in Zimbabwe - Colonialism and Education in Zimbabwe. By Rugano J. Zvobgo. Harare: SAPES Books, 1994. Pp. x + 108. £9.95 (ISBN 1-77905-025-9). - Küster, Sybille (Journal of African history (Print), 1996)
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Addressing Factors Affecting Ongoing Professional Development in Community Teachers’ Colleges in Papua New Guinea - Lucas, Keith B. (Asia-Pacific Journal of Teacher Education, 1996)
The concept of sustainable professional development in the context of community teachers’ colleges in Papua New Guinea is reviewed, with particular reference to the Papua New Guinea Community Teachers’ College Lecturers’ Professional Development Project. Seven obstacles to sustaining professional development are described, and strategies are suggested for building on the achievements of the Project in relation to personal professional development of lecturers and the review of institutional programmes and procedures.
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The effects of physical and mental stress on cardiovascular reactivity in a group of African American female college students - Robinson, Elwood; Corbett, Marcella; Spurlock, Holly (Journal of Anxiety Disorders, 1996)
This research combined two studies to investigate stress reactivity in worriers and nonworriers. The first studies compared changes in blood pressure, heart rate, and skin temperature elicited by mental stress (mental arithmetic) in eight worriers and eight nonworriers. The second study extended the first by adding a physical stressor (cold pressor) to the methodology while investigating 13 worriers and 14 nonworriers. Results of these two studies indicated that during mental stress, worriers had a significantly greater increase in systolic blood pressure and heart rate than nonworriers. This particular response to mental stress suggests that worry may well have a physiological concomitant. The cognitive nature of worry is believed to influence the sympathetic nervous system via beta-adrenergic receptors. The effects of chronic worry on an individual's response to an acute laboratory stressor are discussed.
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Geochemical evolution of the Okenyenya sub-volcanic ring complex, northwestern Namibia - Roex, Anton P. le; Watkins, Ronald T.; Reid, A. M. (Geological Magazine, 1996)
The Okenyenya gabbro–syenite complex, one of a number of intrusive igneous complexes of late-Mesozoic age in northwestern Namibia, was emplaced at the time of opening of the South Atlantic Ocean. The 5-km-diameter complex comprises a wide variety of rock types that can be subdivided into two contrasting magmatic suites, one tholeiitic and the other alkaline, which were emplaced in close proximity over a time-span of ~5 Ma. The tholeiitic suite of rocks includes picritic gabbro, olivine gabbro through quartz monzodiorite and syenite, whereas the alkaline suite includes alkaline gabbro, essexite, nepheline syenite and a range of lamprophyric rock types. Detailed petrographic, mineralogical and bulk rock geochemical data show that the earliest, saucer-shaped, intrusion of olivine gabbro–quartz monzodiorite rocks can be subdivided into an Inner Zone and an Outer Zone (each comprising three distinct intrusive units). The individual units can be readily distinguished on the basis of bulk rock geochemical variations, together with cryptic and modal mineralogical variations. An unusual feature of the intrusive body is that bulk rock and mineral compositions become more evolved with apparent depth, within the body as a whole and within each unit. Compositional variation within the individual intrusive units requires a complex interplay between in situ crystallization, variable expulsion of interstitial melt, magma recharge, and re-equilibration of primocrysts with trapped interstitial melt. Cross-cutting dykes of picritic gabbro (MgO = 13–21 %) have compositions consistent with olivine control. Incompatible trace element ratios (e.g. Zr/Nb= 12.5 ± 1.3) suggest that the picritic gabbro magmas were derived from a distinct source region compared to that giving rise to the tholeiitic olivine gabbros (Zr/Nb = 6.8 ± 1.1).Alkaline gabbro occupies the central region of the complex and, on the basis of major, trace and rare earth element variations, can be subdivided into four distinct intrusive bodies, interpreted as remnant magma chambers, each having experienced variable degrees of crystal accumulation. In places, magma chamber processes have given rise to centimetre-scale rhythmic layering. Incompatible trace element ratios (e.g. Zr/Nb = 4.4 ± 1.2) serve to distinguish the source region of the alkaline gabbro magmas from those giving rise to the tholeiitic suite of magmas. Younger rocks of both the tholeiitic and alkaline suites show strong evidence of the effects of extensive crystal fractionation. The quartz syenite is characterized by a strong negative Eu anomaly indicative of substantial feldspar fractionation and also shows evidence for direct contamination by earlier gabbro, whereas the syenite shows evidence for feldspar accumulation. Both syenites have geochemical characteristics suggesting consanguinity with the Outer Zone rocks of the olivine gabbro–quartz monzodiorite intrusion. In contrast, the essexite and nepheline syenite compositions are qualitatively consistent with derivation from one of the alkaline gabbro magmas by extensive fractionation of plagioclase, clinopyroxene, olivine and amphibole. The final stage of magmatism is represented by a suite of alkaline and ultramafic lamprophyres emplaced as dykes and diatremes, the latter carrying a variety of megacrystic and xenolithic material, including mantle nodules. The alternation between tholeiitic and alkaline magmatism evident within the Okenyenya complex is similar to that characteristic of the evolution of many ocean island volcanoes.
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Learning styles and academic performance in an African university - Ronan, Nessan J. (Research in Education, 1996)
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A study of the history of the theological education in the Dutch Reformed Church Mission in Zambia and its role in the life of Zambian christianity - Sakala, F. (1996)
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School-Family-Community Partnerships and the Academic Achievement of African American, Urban Adolescents. Report No. 7. - Sanders, Mavis G. (1996)
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Auspicious Music in a Changing Society: The Damāi Musicians of Nepal. By Carol Tingey. SOAS Musicology Series, Vol. 2. London: School of Oriental and African Studies, University of London, 1994. xvii, 284 pp. £35.00 (cloth). - Tingey, Carol (The Journal of Asian Studies, 1996)
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[Survey of parasitic prevalence in school-aged children in Guinea (1995)]. - Tw, Gyorkos; Camara, Balla; Kokoskin, Evelyne; Carabin, Hélène; Prouty, Robert (PubMed, 1996)
A national survey was carried out to assess the prevalence of helminth infections in all four geographical zones of Guinea (the four official names should be used. Guinée forestière, Haute Guinée, Moyenne Guinée and Basse Guinée) to provide information on which a school-based intervention program could be developed. The program, financed by the World Bank, would consist of vitamin supplementation, antihelmintic treatment and hygiene education.The survey was conducted between April and June, 1995. Two prefectures (administrative areas) were selected to represent each zone, in each prefecture, one child between the age of 10 and 14 years old from each of 100 households was included in the study. Thus 800 children were enrolled. One fresh stool and one urine specimen per child were examined for the presence of parasites using the Kato-Katz method and routine microscopy.The following overall prevalences were obtained: bookworm (43.9%); Schistosoma mansoni (25%); S. haematobium (19.9%) Trichuris trichiura (13.5%); Ascaris lumbricoides (9.5%); Strongyloides stercoralis (6.4%) and Taenia spp (3.8%). More than 70% of the children were infected by at least one helminth. The majority (63%) of the infections were infections with only one parasite. Only 8% had three or more helminths. More boys than girls were infected (74.3% vs. 65.2%). Helminth infection was significantly associated with region, gender and school attendance as assessed by logistic regression analysis. The prevalence of Ascaris, S. mansoni and bookworm infections were higher in Guinée forestière than any other zone, although hookworm infections were common in all zones (prevalences of between 26% and 71%). The distribution of the other helminth infections differed substantially between the regions. Trichuris was most common in Conakry, Strongyloides in Boké, Taenia in Labé, and Schistosoma infections in both Haute Guinée and Guinée forestière.The prevalence of helminth infection in Guinea is high, and there is a regional distribution. Both these factors should be taken into account when planning the school-based supplementation, treatment and education intervention program.
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Gender studies and gender training in Africa - Kasente, Deborah (Development bulletin, 1996)
Viewpoint. Also includes viewpoints on 'Organisational capacity-building and the `quick and dirty' consultant', 'The World Bank derogates women's rights: outcomes from Beijing' and 'Demonstrating NGO performance: problems and possibilities'. This article is hosted by our co-publisher Taylor & Francis.
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The effect of pollution on benthic macroinvertebrates in a Ugandan stream - Matagi, Samuel Vivian (Archiv Fur Hydrobiologie, 1996)
Recent studies in water quality management have focused on the use of benthic macroinvertebrates in the environmental impact assessment of pollution on aquatic communities. The benthic macroinvertebrates of a stream passing through Kampala, the capital city of Uganda, were studied. Eleven taxa, comprising a total of 290,607 individuals, were collected. The tubificid Limnodrilus hoffmeisteri was the most abundant species contributing over 99 % of the total invertebrates. Faunal distribution and abundance of taxa were different at the three study stations. Similarly, there were significant differences in taxa richness, general diversity and evenness indices for the three stations. The benthic diversity of the upstream fallow agricultural land station was much higher than the downstream stations perturbed by abattoir and urban/industrial activities. It was, however, found to be lower than that expected of tropical streams, reflecting an environmentally stressed aquatic environment.
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Factors Affecting the Enrollment and Persistence of African-American Doctoral Students. - King, Sue; Chepyator-Thomson, Jepkorir Rose (The Physical Educator, 1996)
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Improving Primary School Teachers' Ability to Promote Visual Health in Ibadan, Nigeria - Ajuwon, Ademola J.; Oladepo, Oladimeji; Sati, Bartholomew; Otoide, Patrick (The International Quarterly of Community Health Education, 1996)
Primary schools in developing countries, even in urban centers, lack general school health personnel as well as eye-care professionals. In this situation pupils' visual acuity problems may often go undetected, setting the stage for poor performance in school and later in life. Students and staff of the African Regional Health Education Centre in Ibadan, Nigeria worked with primary school teachers in one traditional poor inner-core community of Ibadan to identify their willingness to undertake visual acuity (VA) screening training and their knowledge about eye care and VA. Nineteen teachers participated in a fifteen-hour in-service training course based on their stated needs. After training they were able to preform VA screening and also showed significant knowledge gains about eye care. A six-month follow-up visit found that 322 pupils had been screened, of whom forty-two had visual acuity problems. Parents of half of these pupils followed through with recommended referrals, and teachers assisted all with problems to find more appropriate classroom seating arrangements. This pilot project shows that teachers can become effective primary care workers, but that continuing education programs must be organized by school authorities to prevent deterioration in knowledge and interest in school health.
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Mercury and arsenic pollution in soil and biological samples around the mining town of Obuasi, Ghana - Amonoo‐Neizer, E. H.; Nyamah, David; Bakiamoh, S. B. (Water, Air, & Soil Pollution, 1996)
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Relationships Between Sediment Morphology and Oil Pollution Along the Suez Canal Beaches, Egypt - Barakat, Mohamed A. K.; Shimy, Thouraya M.; Mostafa, Y. M. (Energy Sources, 1996)
In this study, marine surface sediments are collected from nine locations along the Suez Canal in order to investigate the relationship between the morphology of sands in the studied beaches and pollution by oil. Basically, the studied samples were analyzed by three techniques: grain-size analysis, microscopic examination, and gas chromatographic (GC) analysis. This study concluded that “medium sand” is the major class represented in the studied marine sediments. Pollution in these sand grains increases in the irregular grains more so than in the more rounded grains. Also, deep surface points, pitting, and fissures are considered to be good sites to precipitate oil contamination. Also, the presence of iron oxides may be taken as evidence for tanker ballast washings. The heavy fraction (zircon) shows more contamination than the light fraction (quartz) in these samples. Finally, GC profiles have shown two types of samples: one typical of weathered or highly weathered crude oil patterns and the other for samples with very highly weathered profiles. The relationship obtained between morphology studies and both oil content and GC chromatogram profiles indicates that all of the studied locations are suffering from pollution of oil that is spilled while shipping petroleum through the Suez Canal.
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EARTHQUAKE HAZARD MAPPING IN THE MAGHREB COUNTRIES: ALGERIA, MOROCCO, TUNISIA - Benouar, Djillali; Molas, Gilbert L.; Yamazaki, Fumio (Earthquake Engineering & Structural Dynamics, 1996)
This paper presents new seismic hazard maps of the Maghreb countries by using newly re-evaluated earthquake data catalogue in the region under consideration. For this region, there is a clear need to use common procedure and data bases through the whole Maghreb region so that seismic hazard assessments are consistent from country to country. An effort is made to assess the seismic hazard and to construct earthquake hazard maps in terms of expected horizontal and vertical PGA for a 10 per cent chance of being exceeded, expected intensity (MSK), all in an economic life time of 50 and 100 years. Also, a return period seismic hazard map for PGA≥140cm/s2 is presented. For engineering applications, earthquake hazard maps for structures with different periods are also constructed.
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Issues in Ethiopian Language Policy and Education - Bloor, Thomas; Tamrat, Wondwosen (Journal of Multilingual and Multicultural Development, 1996)
In Ethiopia, the overthrow of the military government of the Dergue in 1991 ushered in a period of political reforms which are still in progress, including a policy of recognition of a range of indigenous languages other than the traditionally dominant national language, Amharic. This paper addresses the question of language planning and education in this pluralist, multilingual state. It presents a profile of some of the many languages in use within the country, both indigenous and foreign, and briefly considers their historical role in the education system, touching on the associations of Amharic and the classical Ethiopian language Giiz with Orthodox 'Coptic' Christianity, and of Arabic with Islam. An evaluative appraisal of the new policy is offered which, whilst acknowledging the enlightened nature of the reforms in light of current political and linguistic concerns for 'linguistic human rights' (Phillipson & SkutnabbKangas, 1995), considers a number of major obstacles to the implementation of the policy, and questions in particular the moves towards the preference of the Roman alphabet to the well-established Ethiopic syllabic writing system. The article points out that, contrary to the intentions of the reforms, the outcome could benefit English at the expense of a significant African language.
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Training to meet the needs of the communicatively impaired population of South Africa: a project of the University of the Witwatersrand - Bortz, Melissa A.; Jardine, Carol A.; Tshule, Maggie (International Journal of Language & Communication Disorders, 1996)
ABSTRACTS At a time when South Africa is in the throes of transition, ideologies in the educational, medical, economic and social spheres are being redefined and redirected. The field of speech pathology and audiology is no exception. The Department of Speech Pathology and Audiology, University of the Witwatersrand has acknowledged an urgent need to address the requirements of a multilingual and multicultural South Africa and extend training beyond the white middle‐class population. It is the responsibility of the training institutions to redirect the objectives of their curricula in order to meet these needs. This paper describes the changes introduced by the Department. These include teaching of community work principles and primary health care to the speech and hearing therapist, and the training of personnel for an alternative form of service, such as the community speech and hearing worker (CSHW) and the community‐based rehabilitation worker (CBRW). Au moment où l'Afrique du Sud est aux prises avec la transition, l'on observe, d'un point de vue idéologique, une redéfinition et un changement de direction dans les domaines éducatif, médical, économique et social. Ceci n'épargne pas les champs de la pathologie due langage et de l'audiologie. Le Department of Speech Pathology and Audiology de l'Université du Witwatersrand reconnaît les besoin urgent de s'occuper des besoins d'une Afrique du Sud plurilingue et pluriculturelle et d'assurer l'entraînement dans un domaine plus large que celui de la population blanche de classe moyenne. Il incombe aux instituts de formation de réviser les objectifs de leurs programmes d'enseignement pour répondre à ces besoins. Cet article décrit les changements apportés par le Département, qui comprennent l'enseignment au thérapeute des troubles de la parole et de l'audition des principes du travail dans les collectivités et de l'administration des soins de base, et l'entraînement du personnel en vue d'un type de service différent, tel que celui du thérapeute communautaire des troubles de la parole et de l'audition et du spécialiste communautaire en matière de réhabilitation. In diesen Zeiten starker Umstellung in Südafrika werden Ideologien in den Bereichen Bilding, Medizin, Wirtschaft und im Sozialen neu definiert und umgestellt. Die Sprachpathologie und die Audiologie sind keine Ausnahme. Die Abteilung Sprachpathologie und Audiologie an der Universität Witwatersrand hat die dringende Notwendigkeit anerkannt, die Bedürfnisse eines multisprachlichen und multikulturellen Südafrikas zu berücksichtigen und die Ausbildung über die weiße Mittelschicht hinaus auszudehnen. Es ist die Pflicht der Ausbildungsstätten, ihre Lehrziele umzustellen, um diese Bedürfnisse zu erfüllen. In diesem Aufsatz werden die Änderungen beschrieben, die die Abteilung eingeführt hat. Hierzu gehören Kurse für Sprachtherapeuten in den Grundsätzen der Gemeinschaftsarbeit und der primären Gesundheitspflege sowie die Ausbildung zu anderen Formen therapeutischen Dienstes, wie z.B. Gemeinde‐Sprech‐und‐Hör‐TherapeutIn und RehabilitationsarbeiterIn in der Gemeinde.
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Globalisation of learning—The role of the universities in the south: With a special look at sub-Saharan Africa - Brock‐Utne, Birgit (International Journal of Educational Development, 1996)
The first part of the paper discusses the uneven distribution of resources to higher education between the North and South. It then takes up the attitude of the World Bank towards university education in the South and does this by going through several World Bank publications and dwells on the 1994 publication called ‘Higher Education: The Lessons of Experience’. It also discusses the likely effects for the university sector in the South, especially in Africa, of the Jomtien conference on ‘education for all’. The linkage phenomenon between universities in the North and the South is discussed. The following question is raised: Is it at all possible to establish a North South cooperation in the university sector of an empowering kind? Negative as well as positive examples are given. The link that is really missing is then discussed. This is the link between the elites in the country and the people, the link between indigenous knowledge and the imported academic knowledge. This paper argues for a transformation of the universities of the South to include local knowledge. The most common problems of the South can only be understood by analyzing local experiences. A plea is being made for discussing indigenous education. Such a discussion compels us to come to terms with the situation in which even the social construction of a people's reality is and has been constantly defined elsewhere. For Africa to find her way out of the abyss in which she finds herself an alternative national development model is needed. This model is not likely to be found unless the African universities are strengthened and transformed. The transformation would have to do with a strengthening of indigenous research based on local experience.
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A Paradigm for Bilingual Special Education in the USA: Lessons from Kenya - Candelaria-Greene, Jamie (Bilingual research journal (Print), 1996)
Abstract This article reviews conditions in the East African country of Kenya that put students at an advantage for learning second languages. The author focuses on a group of students with mental retardation, a group historically regarded by some as being poor second language learners. Examples are cited of students attending a special education school for the developmentally disabled in Nairobi who demonstrate fluency in three or more languages. Students’ proficiency in these languages is similar to that of their monolingual US counterparts with similar handicapping conditions. Factors contributing to multilingualism among these Kenyan students, as well as among their nondisabled counterparts, include strong and pervasive national bilingual education policies, societal expectations that multilingualism should flourish in present and future generations, and constant demand for the use of several languages in the students’ environment. These policies, expectations, and practices in turn stem from the need for intra-national and international trade, as well as from a national resolve to sustain and safeguard the integrity of communication within the family unit and among the various tribal, ethnic, and national cultures. This article concludes by presenting a comparative analysis of policies and practices in the US.
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