Welcoming Spirit Home: Ancient African Teachings to Celebrate Children and Community - Some, Sobonfu E. (1999)
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Industrial Pollution in Ghana: Some Selected Case Studies of Industries in Tema - Taylor, N. P. A. K. (1999)
Keywords: openalex:import

Trade policy, productivity and learning: Evidence in South Africa - Valodia, Imraan (Development Southern Africa, 1999)
The theoretical argument in support of trade liberalisation is based, in part, on exports that foster dynamic efficiency gains primarily through learning and technological upgrading. Using data collected in the motor vehicle components industry, the article explores whether there is any evidence in the South African manufacturing sector to support this hypothesis. Although the conclusions are tentative, the author finds no unambiguous empirical support for the argument that, in the South African context, trade liberalisation fosters learning and innovation at the level of the firm.
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South African Education: A Principal - Agent Problem - Villiers, A.P. de (South African Journal of Economics, 1999)
South African Journal of EconomicsVolume 67, Issue 3 p. 169-177 South African Education: A Principal - Agent Problem A.P. de Villiers, A.P. de Villiers Department of Economics, University of Stellenbosch. Revised version of paper read at the EBM Research Conference, Technicon Pretoria, November 1997. The author would like to thank Professors A. Schoombee, S. van der Berg and two anonymous referees of this Journal for useful comments and suggestions.Search for more papers by this author A.P. de Villiers, A.P. de Villiers Department of Economics, University of Stellenbosch. Revised version of paper read at the EBM Research Conference, Technicon Pretoria, November 1997. The author would like to thank Professors A. Schoombee, S. van der Berg and two anonymous referees of this Journal for useful comments and suggestions.Search for more papers by this author First published: 18 August 2005 https://doi.org/10.1111/j.1813-6982.1999.tb01147.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume67, Issue3September 1999Pages 169-177 RelatedInformation
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The influence of iodine deficiency on the cognitive performance of school children in Saki, south-west Nigeria. - Ac, Ojule; Bo, Osotimehin (PubMed, 1999)
The influence of inadequate iodine intake on the thyroid status and cognitive performance of school children in Saki, a town within the goitre belt of South-western Nigeria with known environmental iodine deficiency, was assessed. One hundred and ninety-seven (197) study subjects from Saki and seventy (70) appropriately matched control subjects from Moniya, near Ibadan, the Oyo State capital were recruited into the study. The subjects were apparently healthy primary school pupils between the ages of 10 and 14 years and had been resident in the respective locality for at least two (2) years. After establishing the presence of goitre, blood was collected for thyroid function tests by venepuncture from each pupil. The cognitive function tests, Draw-A-Person (DAP) test and the Standard Progressive Matrices (SPM) were administered simultaneously to all the pupils in the class. Urine samples were collected for urinary iodine estimation. The mean urinary iodine concentration was significantly lower in Saki than in Moniya (134.81 +/- 69.86 vs 220.00 +/- 69.00 ug/L, P < 0.01). The total goitre rates (TGR) and the visible goitre rates (VGR) were 15.2% and 1.5% for Saki, and 8.6% and 4.3% for Moniya, respectively. The mean plasma total T4 was significantly lower in Saki pupils (97.55 +/- 26.64 nmol/L vs 122.52 +/- 26.51 nmol/L P < 0.05). The TSH level was higher in Saki pupils than in Moniya pupils (4.72 +/- 1.38 mU/L vs 4.26 +/- 1.28 mU/L), but the difference was not statistically significant. Scores on intelligence function tests (DAP and SPM) were lower for Saki pupils when compared with Moniya pupils, though the differences were not statistically significant. These results show that there is a mild but significant iodine deficiency disorder problem in Saki. However, the children in Saki still maintained euthyroidism and the mild degree of iodine deficiency did not seem to have adversely affected their cognitive performance.
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Part two LANGUAGE AND THE EDUCATION OF AFRICAN AMERICANS - Smitherman, Geneva (1999)
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A study of maternal mortality at the University Teaching Hospital, Lusaka, Zambia: the emergence of tuberculosis as a major non-obstetric cause of maternal death. - Ahmed, Yusuf; Mwaba, Peter; Chintu, Chifumbe; Grange, John M.; Ustianowski, Andrew; Zumla, Alimuddin (PubMed, 1999)
The Department of Obstetrics and Gynaecology, University Teaching Hospital, Lusaka, Zambia.To ascertain 1) the non-obstetric causes of maternal mortality, 2) the importance of tuberculosis as a cause of maternal deaths, and 3) the trends in the aetiology of non-obstetric causes of maternal deaths during the past decade in the light of the human immunodeficiency virus epidemic.A 2-year retrospective study of the aetiology of all maternal deaths occurring at the University Teaching Hospital (UTH), Lusaka, Zambia between 1 January 1996 and 31 December 1997. Comparison of these data with available data published between 1974 and 1989.There were 251 maternal deaths recorded during the study period. Of these, 106 (42%) were due to direct (obstetric) causes and 145 (58%) were due to indirect (non-obstetric) causes. Malaria (30%), tuberculosis (25%) and unspecified chronic respiratory tract infections (22%) accounted for 77% of non-obstetric causes of maternal deaths and 44% of all causes of maternal deaths. The diagnosis of AIDS was closely linked with that of tuberculosis (92% of cases), and unspecified chronic respiratory illnesses (97%), but not with malaria (37%). The maternal mortality ratio for UTH was calculated at 921 per 100,000 live births, a significant increase from the 118 noted in 1982 and 667 in 1989.Despite improved obstetric services, the maternal mortality ratios at UTH, Lusaka, have increased eight-fold over the past two decades. This dramatic increase is mainly due to non-obstetric causes of death. Malaria and AIDS-associated tuberculosis and unspecified 'chronic respiratory illnesses' are now major causes of maternal death in Zambia. Greater emphasis is urgently required on early detection, accurate diagnosis, treatment and prevention of malaria and tuberculosis in pregnancy. Further definition of chronic 'unspecified' respiratory illnesses is also required.
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The Politics of Planning Culturally Relevant AIDS Prevention Education for African-American Women - Archie-Booker, D. Elaine; Cervero, Ronald M.; Langone, Christine A. (Adult Education Quarterly, 1999)
The central purposes of the study were to determine: 1) the extent to which the programs of a community-based AIDS education provider were culturally relevant for African-American women, and 2) what organizational and social factors in the program planning process influence whether these programs are culturally relevant. Using the Cervero and Wilson theoretical framework, a qualitative case study of an AIDS community services agency was conducted using interviews with staff and board members, participant-observations of three programs, and analysis of agency documents. The study showed that, except for a one-hour segment of one program, the overall AIDS education efforts were not culturally relevant for African-American women. Three factors accounted for this lack of cultural relevancy: (a) the organizational image and financing were directed toward the interests of its white gay male leadership, (b) the internal interpretation of the agency's educational mission did not include a focus on African-American women, and (c) the organizational structure did not support substantive representation of the interests of African-American women in regard to programmatic decisions. It is concluded that power relations manifested themselves concretely through these factors in the social and organizational context, which by defining African-American learners as generic entities, produced undifferentiated educational programs.
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Geochemical and isotopic (Sr, Nd and Pb) characteristics of volcanic rocks from southwestern Ethiopia - Ayalew, Dereje; Yirgu, Gezahegn; Pik, Raphaël (Journal of African Earth Sciences, 1999)
Major, trace and isotope data are presented for volcanic rocks from southwestern Ethiopia. The studied samples consist of mafic and felsic rocks, with the mafic lavas having generally transitional chemical characteristics between alkaline and tholeiitic, a feature that is typical of the Ethiopian province. The mafic samples have low Mg numbers (Mg#<55, excluding sample E145) and low compatible element contents, such as Ni and Cr suggesting that these lavas have undergone fractionation en route to the surface. All the samples are strongly enriched in LREE and in other incompatible elements as well as in HFSE, such as in Nb and Ta. 87Sr86Sr ratios show a relatively small range (0.7031–0.7039). 143Nd144Nd ratios show limited variation (0.5127–0.5129). All analysed lavas are notable for their radiogenic and wide variation in Pb isotope ratios; 206Pb204Pb from 18.44 to 19.94, 207Pb204Pb from 15.57 to 15.72 and 208Pb204Pb from 38.37 to 39.71. The slightly radiogenic 207Pb204Pb and 207Pb204Pb ratios can not be attributed to crustal contamination, because 87Sr86Sr and 143Nd144Nd ratios do not indicate evidence of contamination by crustal materials. Moreover, Sr and Nd isotopic ratios show essentially no correlation with major and trace element compositions. The slightly elevated Pb isotopic compositions in the southwestern Ethiopian mafic lavas are consistent with their derivation from a time-integrated U and Th enriched mantle source, which may be attributed to a hot mantle plume. Nonetheless, a subcontinental lithospheric mantle source is also involved for those mafic lavas with low 143Nd144Nd and 206Pb204Pb values. The felsic samples show substantial similarity in isotopic ratios with the mafic rocks, implying that they are petrogenetically related to the associated mafic lavas. Les éléments majeurs et en traces ainsi que les isotopes de roches volcaniques du sud-ouest de l'Ethiopie sont présentés. Les échantillons étudiés sont mafiques et felsiques, avec les laves mafiques possédant généralement des compositions chimiques transitionnelles intermédiaires entre l'alcalin et le tholeiitique, une caractéristique de la province éthiopienne. Les roches mafiques présentent des Mg# bas (<55, en excluant l'échantillon E145) et des concentrations basses en éléments compatibles (Ni, Cr), suggérant que ces laves ont subi un fractionnement lors de leur montée vers la surface. Tous les échantillons sont fortement enrichis en LREE et autres éléments incompatibles aussi bien qu'en HFSE, tels le Nb et le Ta. Les rapports 87Sr86Sr sont relativement homogènes (0.7031–0.7039). Les rapports 143Nd144Nd varient peu (0.5127–0.5129). Toutes les laves analysées se caractérisent par des valeurs radiogéniques et très variables des rapports isotopiques du Pb (206Pb204Pb de 18.44 à 19.94, 207Pb204Pb de 15.57 à 15.72 et 208Pb204Pb de 38.37 à 39.71). Le Pb radiogénique ne peut être attribué à une contamination crustale étant donné que les rapports isotopiques du Sr et du Nd indiquent l'absence d'une telle contamination. De plus, ces derniers ne sont corrélés ni avec les éléments majeurs ni avec les éléments en traces. Les valeurs un peu élevées des isotopes du Pb (207Pb204Pb et 208Pb204Pb) des laves mafiques du SW de l'Ethiopie sont en accord avec une origine enracinée dans un manteau enrichi en U et Th depuis un certain temps, enrichissement qui pourrait être attribué à une géotumeur (mantle plume). Néanmoins, le manteau lithosphérique sous-continental est également inclus dans la source de ces laves mafiques, caractérisé par des valeurs basses des rapports 143Nd144Nd et 206Pb204Pb. Les échantillons felsiques sont pour l'essentiel similaires aux roches mafiques en ce qui concerne les rapports isotopiques, ce qui indique qu'ils sont pétrogénétiquement liés aux roches mafiques associées.
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Geochemical and isotopic (Sr, Nd and Pb) characteristics of volcanic rocks from southwestern Ethiopia - Ayalew, Dereje; Yirgu, Gezahegn; Pik, Raphaël (Journal of African Earth Sciences, 1999)
Major, trace and isotope data are presented for volcanic rocks from southwestern Ethiopia. The studied samples consist of mafic and felsic rocks, with the mafic lavas having generally transitional chemical characteristics between alkaline and tholeiitic, a feature that is typical of the Ethiopian province. The mafic samples have low Mg numbers (Mg#<55, excluding sample E145) and low compatible element contents, such as Ni and Cr suggesting that these lavas have undergone fractionation en route to the surface. All the samples are strongly enriched in LREE and in other incompatible elements as well as in HFSE, such as in Nb and Ta. 87Sr86Sr ratios show a relatively small range (0.7031–0.7039). 143Nd144Nd ratios show limited variation (0.5127–0.5129). All analysed lavas are notable for their radiogenic and wide variation in Pb isotope ratios; 206Pb204Pb from 18.44 to 19.94, 207Pb204Pb from 15.57 to 15.72 and 208Pb204Pb from 38.37 to 39.71. The slightly radiogenic 207Pb204Pb and 207Pb204Pb ratios can not be attributed to crustal contamination, because 87Sr86Sr and 143Nd144Nd ratios do not indicate evidence of contamination by crustal materials. Moreover, Sr and Nd isotopic ratios show essentially no correlation with major and trace element compositions. The slightly elevated Pb isotopic compositions in the southwestern Ethiopian mafic lavas are consistent with their derivation from a time-integrated U and Th enriched mantle source, which may be attributed to a hot mantle plume. Nonetheless, a subcontinental lithospheric mantle source is also involved for those mafic lavas with low 143Nd144Nd and 206Pb204Pb values. The felsic samples show substantial similarity in isotopic ratios with the mafic rocks, implying that they are petrogenetically related to the associated mafic lavas. Les éléments majeurs et en traces ainsi que les isotopes de roches volcaniques du sud-ouest de l'Ethiopie sont présentés. Les échantillons étudiés sont mafiques et felsiques, avec les laves mafiques possédant généralement des compositions chimiques transitionnelles intermédiaires entre l'alcalin et le tholeiitique, une caractéristique de la province éthiopienne. Les roches mafiques présentent des Mg# bas (<55, en excluant l'échantillon E145) et des concentrations basses en éléments compatibles (Ni, Cr), suggérant que ces laves ont subi un fractionnement lors de leur montée vers la surface. Tous les échantillons sont fortement enrichis en LREE et autres éléments incompatibles aussi bien qu'en HFSE, tels le Nb et le Ta. Les rapports 87Sr86Sr sont relativement homogènes (0.7031–0.7039). Les rapports 143Nd144Nd varient peu (0.5127–0.5129). Toutes les laves analysées se caractérisent par des valeurs radiogéniques et très variables des rapports isotopiques du Pb (206Pb204Pb de 18.44 à 19.94, 207Pb204Pb de 15.57 à 15.72 et 208Pb204Pb de 38.37 à 39.71). Le Pb radiogénique ne peut être attribué à une contamination crustale étant donné que les rapports isotopiques du Sr et du Nd indiquent l'absence d'une telle contamination. De plus, ces derniers ne sont corrélés ni avec les éléments majeurs ni avec les éléments en traces. Les valeurs un peu élevées des isotopes du Pb (207Pb204Pb et 208Pb204Pb) des laves mafiques du SW de l'Ethiopie sont en accord avec une origine enracinée dans un manteau enrichi en U et Th depuis un certain temps, enrichissement qui pourrait être attribué à une géotumeur (mantle plume). Néanmoins, le manteau lithosphérique sous-continental est également inclus dans la source de ces laves mafiques, caractérisé par des valeurs basses des rapports 143Nd144Nd et 206Pb204Pb. Les échantillons felsiques sont pour l'essentiel similaires aux roches mafiques en ce qui concerne les rapports isotopiques, ce qui indique qu'ils sont pétrogénétiquement liés aux roches mafiques associées.
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School Inputs and Educational Outcomes in South Africa - Case, Anne; Deaton, Angus (The Quarterly Journal of Economics, 1999)
We examine the relationship between educational inputs—primarily pupilteacher ratios—and school outcomes in South Africa immediately before the end of apartheid government. Black households were severely limited in their residential choice under apartheid and attended schools for which funding decisions were made centrally, by White-controlled entities over which they had no control. The allocations resulted in marked disparities in average class sizes. Controlling for household background variables, we find strong and significant effects of pupilteacher ratios on enrollment, on educational achievement, and on test scores for numeracy.
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School Inputs and Educational Outcomes in South Africa - Case, Anne; Deaton, Angus (The Quarterly Journal of Economics, 1999)
We examine the relationship between educational inputs—primarily pupilteacher ratios—and school outcomes in South Africa immediately before the end of apartheid government. Black households were severely limited in their residential choice under apartheid and attended schools for which funding decisions were made centrally, by White-controlled entities over which they had no control. The allocations resulted in marked disparities in average class sizes. Controlling for household background variables, we find strong and significant effects of pupilteacher ratios on enrollment, on educational achievement, and on test scores for numeracy.
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School Inputs and Educational Outcomes in South Africa - Case, Anne; Deaton, Angus (The Quarterly Journal of Economics, 1999)
We examine the relationship between educational inputs—primarily pupilteacher ratios—and school outcomes in South Africa immediately before the end of apartheid government. Black households were severely limited in their residential choice under apartheid and attended schools for which funding decisions were made centrally, by White-controlled entities over which they had no control. The allocations resulted in marked disparities in average class sizes. Controlling for household background variables, we find strong and significant effects of pupilteacher ratios on enrollment, on educational achievement, and on test scores for numeracy.
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School Inputs and Educational Outcomes in South Africa - Case, Anne; Deaton, Angus (The Quarterly Journal of Economics, 1999)
We examine the relationship between educational inputs—primarily pupilteacher ratios—and school outcomes in South Africa immediately before the end of apartheid government. Black households were severely limited in their residential choice under apartheid and attended schools for which funding decisions were made centrally, by White-controlled entities over which they had no control. The allocations resulted in marked disparities in average class sizes. Controlling for household background variables, we find strong and significant effects of pupilteacher ratios on enrollment, on educational achievement, and on test scores for numeracy.
Keywords: openalex:import; openalex:yes

School Inputs and Educational Outcomes in South Africa - Case, Anne; Deaton, Angus (The Quarterly Journal of Economics, 1999)
We examine the relationship between educational inputs—primarily pupilteacher ratios—and school outcomes in South Africa immediately before the end of apartheid government. Black households were severely limited in their residential choice under apartheid and attended schools for which funding decisions were made centrally, by White-controlled entities over which they had no control. The allocations resulted in marked disparities in average class sizes. Controlling for household background variables, we find strong and significant effects of pupilteacher ratios on enrollment, on educational achievement, and on test scores for numeracy.
Keywords: openalex:import; openalex:yes

School Inputs and Educational Outcomes in South Africa - Case, Anne; Deaton, Angus (The Quarterly Journal of Economics, 1999)
We examine the relationship between educational inputs—primarily pupilteacher ratios—and school outcomes in South Africa immediately before the end of apartheid government. Black households were severely limited in their residential choice under apartheid and attended schools for which funding decisions were made centrally, by White-controlled entities over which they had no control. The allocations resulted in marked disparities in average class sizes. Controlling for household background variables, we find strong and significant effects of pupilteacher ratios on enrollment, on educational achievement, and on test scores for numeracy.
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The Identity Paradox Model: Explaining school performance among African-American college students. - Chatman, Celina (1999)
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Special Needs Education And Teacher Education In Zimbabwe: Rethinking And Retooling Regular Teacher Preparation - Chimedza, Robert (1999)
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Isoflurane impairs antioxidant defence system in guinea pig kidney - Durak, İlker; Öztürk, Hasan Serdar; Dikmen, Bayazıt; Güven, Cengiz; Çimen, Mehmet; Büyükkoçak, Serap; Kaçmaz, Murat; Avcı, Aslıhan (Canadian journal of anaesthesia, 1999)
To investigate whether free radical metabolism is changed due to isoflurane treatment and, if so, to elucidate the role of changed free radical metabolism in the nephrotoxicity.Fifteen guinea pigs were used in the study. Five were treated with isoflurane in oxygen, five with oxygen and five were controls. Animals were exposed to isoflurane and oxygen three times. Each treatment was performed for 30 min once a day for three consecutive days. Activities of free radical enzymes, superoxide dismutase (SOD), catalase (CAT), and glutathione peroxidase (GSH-Px); values of antioxidant parameters, antioxidant potential (AOP), non-enzymatic superoxide radical scavenger activity (NSSA) and oxidation resistance (OR) and, level of an oxidant parameter namely, malondialdehyde (MDA) were determined in the renal tissues of the groups. Blood was also obtained for serum creatinine and urea analyses.AOP, NSSA, SOD and CAT activities were decreased; (0.0188 +/- 0.0026 vs 0.0156 +/- 0.0015, P < 0.025; 8.72 +/- 1.80 vs 6.40 +/- 1.22, P < 0.05; 76.71 +/- 18.54 vs 52.79 +/- 11.68, P < 0.025; 71.26 +/- 15.58 vs 55.39 +/- 8.83; P < 0.05, respectively) but, MDA level, OR value and GSH-Px activities increased (10.89 +/- 1.57 vs 15.87 +/- 2.97, P < 0.01; 0.84 +/- 0.34 vs 2.28 +/- 1.39, P < 0.05; 1.45 +/- 0.83 vs 3.45 +/- 1.20, P < 0.01, respectively) in kidney tissues from isoflurane-treated group compared with controls. No differences were observed between control and oxygen groups with regard to all analysis parameters except GSH-Px.Isoflurane impairs the antioxidant defence system and this oxidant stress may play a part in the isoflurane-induced renal toxicity.
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Education and Koranic Literacy in West Africa - Easton, Peter (RePEc: Research Papers in Economics, 1999)
The note examines the practical, and literate skills that students acquire at different levels in West African Koranic schools. It is a long-standing parallel system of education, yet, relatively unknown to development planers, thus seldom taken into explicit account in their policies, and strategies. Islamic educational systems have been present since the seventh century, and by the tenth century, communities of Muslim merchants, and scholars were established in many commercial centers region wide. The system of Islamic learning across West Africa is several-tiered, though less rigidly structured than its Western counterpart. Nonetheless, and despite a uniformity tendency toward underlying religious culture, and basic orientation, the nature and quality of instruction in Koranic schools, and the Islamic system as a whole, vary tremendously from region to region. Given that understanding of Arabic - modern or classic - beyond the Koranic texts is rare, the highest levels of practical literacy are most frequently found in areas where there is a developed system for transcribing African language with Arabic characters. The note concludes that basic Islamic instruction has dimensions of practical application, i.e., it constitutes an introduction to the technology of writing, and to a lesser extent, to numeracy; it is a training, as well as local leadership; and, has always been an avenue for social, and economic advancement.
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Education and Koranic literacy in West Africa - Easton, Peter A. (1999)
The note examines the practical, and literate skills that students acquire at different levels in West African Koranic schools. It is a long-standing parallel system of education, yet, relatively unknown to development planers, thus seldom taken into explicit account in their policies, and strategies. Islamic educational systems have been present since the seventh century, and by the tenth century, communities of Muslim merchants, and scholars were established in many commercial centers region wide. The system of Islamic learning across West Africa is several-tiered, though less rigidly structured than its Western counterpart. Nonetheless, and despite a uniformity tendency toward underlying religious culture, and basic orientation, the nature and quality of instruction in Koranic schools, and the Islamic system as a whole, vary tremendously from region to region. Given that understanding of Arabic - modern or classic - beyond the Koranic texts is rare, the highest levels of practical literacy are most frequently found in areas where there is a developed system for transcribing African language with Arabic characters. The note concludes that basic Islamic instruction has dimensions of practical application, i.e., it constitutes an introduction to the technology of writing, and to a lesser extent, to numeracy; it is a training, as well as local leadership; and, has always been an avenue for social, and economic advancement.
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Metal Pollution in the Sediments of Alexandria Region, Southeastern Mediterranean, Egypt - El-Sammak, Amr; Aboul-Kassim, Tarek A. T. (Bulletin of Environmental Contamination and Toxicology, 1999)
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Marine Sr (Ca) input in Quaternary volcanic rock weathering profiles from the Mediterranean coast of Morocco: Sr isotopic approach - Hamidi, Hamidi; Nahon; McKenzie, David R.; Michard; Colin; Kamel (Terra Nova, 1999)
Carbonate commonly accumulates in weathering profiles developed on noncalcareous parent material under arid and semiarid climatic conditions. Such weathering profile types are widespread in Morocco, making it critical to know the sources of the calcium in order to understand the genesis of carbonate‐rich soils. In this study, we use 87 Sr/ 86 Sr as a geochemical tracer of the Ca sources in weathering profiles developed on volcanic rocks (basalt, tuff, andesite and latite) in the Mediterranean coast of Morocco. The results show that the most of the Sr, and hence Ca, is of an external origin, derived from (i) sea‐water for the profiles located near to the coast or (ii) sea‐water plus Liassic carbonate outcropping in the catchment for the profiles more distant from the coastline. The contribution of the host rock is small, being less than 25%. The ratio of the Sr (Ca) from the parent material to that from the external sources is controlled by the degree of porosity developed in the profile.
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Attitudes towards informed consent, confidentiality, and substitute treatment decisions in southern African medical students: a case study from Zimbabwe - Hipshman, Lawrence (Social Science & Medicine, 1999)
This study explored the attitudes of biomedical science students (medical students) in a non-Western setting towards three medical ethics concepts that are based on fundamental Western culture ethical principles. A dichotomous (agree/disagree) response questionnaire was constructed using Western ethnocentric culture (WEC) based perspectives of informed consent, confidentiality, and substitute decision-making. Hypothesized WEC-Biased responses were assigned to the questionnaire's questions or propositions. A number of useful responses (169) were obtained from a large, cross-sectional, convenience sample of the MBChB students at the University of Zimbabwe Medical School. Statistical analysis described the differences in response patterns between the student's responses compared to the hypothesized WEC-Biased response. The effect of the nine independent variables on selected dependent variables (responses to certain questionnaire questions) was analyzed by stepwise logistic regression. Students concurred with the hypothesized WEC-Biased responses for two-thirds of the questionnaire items. This agreement included support for the role of legal advocacy in the substitute decision-making process. The students disagreed with the hypothesized WEC-Biased responses in several important medical ethics aspects. Most notably, the students indicated that persons with mental dysfunctions, as a class, were properly considered incompetent to make treatment decisions. None of the studied independent variables was often associated with students' responses, but training year was more frequently implicated than either ethnicity or gender. In order to develop internationally and culturally relevant medical ethics standards, non-Western perspectives ought to be acknowledged and incorporated. Two main areas for further efforts include: curriculum development in ethics reasoning and related clinical (medico-legal) decision-making processes that would be relevant to medical students from various cultures, and; the testing of models that could increase legal system input in the clinical process in societies with limited jurisprudence resources.
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Effective health education in rural Gambia - Hoare, Karen; Hoare, Simon; Rhodes, Donna; Erinoso, H O; Weaver, LT (Journal of tropical pediatrics (1980), 1999)
We aimed to measure the impact of a structured health education programme on the incidence of infectious disease in young children of a rural Gambian village. In a prospective intervention study, mothers of children under 3 years living in a rural West African village without running water (population 1600) were divided into two groups by site of residence. Group 1 (n = 70) received a fortnightly education talk on hand-washing and skin hygiene, and group 2 (n = 84) on family planning. The incidence of infectious skin and diarrhoeal, eye, and respiratory diseases were recorded at the clinics attended by all children. The mean incidence of skin infections in the children of mothers of group 1 (1.07) was significantly lower (p < 0.05) than that of group 2 (1.59) during the rainy season. Between 1981 and 1994 the incidence of skin, diarrhoeal, and eye disease showed a statistically significant (p < 0.0001) decline following the implementation of the health education programme. There was no statistical significance in the trend for respiratory disease, the incidence of which would not be expected to be affected by hygiene education. Focused health education had a sustained beneficial effect on the health of young children living in conditions where infectious diseases and poor hygiene are common.
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Quality control and quality assurance in teacher training institutions: messages from Botswana - Hopkin, A.G. (Teaching and Teacher Education, 1999)
The general thesis of this paper is that external factors, such as affiliation to a university, can be used to improve teacher training programmes. The specific issues discussed deal with quality control and assurance. The University of Botswana (UB) is used as a case study. Concepts and terms used are defined, and the key role that quality control and assurance plays is described and discussed. Their impact is evaluated in three fields — courses offered, final examinations and teaching practice. The operational drawbacks — real and potential — of the UB system are considered. The thesis developed is that the quality control mechanisms in place should be complemented by more effective quality assurance. The paper concludes by identifying advantages that have been gained, and the implications for countries at a similar developmental stage as Botswana, particularly small states.
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Barriers to HIV/AIDS treatment and treatment adherence among African-American adults with disadvantaged education. - Kalichman, Seth C.; Catz, Sheryl L.; Ramachandran, Bineetha (PubMed, 1999)
African Americans are disproportionately affected by acquired immunodeficiency syndrome (AIDS). New treatments that slow the progression of human immunodeficiency virus (HIV) infection offer hope for individuals living with HIV/AIDS, but lack of access to care and poor treatment adherence remain significant obstacles to HIV treatment. This study investigated the association between education literacy to HIV treatment adherence and barriers to care among African Americans living with HIV/AIDS. A community-recruited sample of 85 African-American men and 53 women receiving HIV treatment completed measures of health literacy, health status, treatment adherence, emotional well-being, and barriers to care. Nearly one-third (29%) of the participants had < 12 years of education or were functionally illiterate, and those with low-education literacy were less likely to be adherent to HIV medications within the previous two days. Lower-education literacy also was related to reasons for missing medications and barriers to accessing medical care. Individuals of law-education literacy also were more emotionally distressed, lacked social support, and were less optimistic than those with higher education. These results indicate that education and health literacy are important factors in HIV-treatment adherence and access to medical care. Interventions are needed for improving treatment adherence among law-income minorities, and such interventions will need tailoring for individuals with limited reading ability.
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Internet Use and Training Needs of Staff of the esAL Consortium, KwaZulu-Natal, South Africa: Partnership between Historically Disadvantaged and Advantaged Institutions (HDIs and HAIs). - Kaniki, Andrew M. (1999)
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Colder than cool: Disability and personhood among the Yupno in Papua New Guinea - Keck, Verena (Anthropology & Medicine, 1999)
Abstract Considerable research in medical anthropology has been concerned with the distinction between disease and illness, and this framework has also influenced studies of disability though the 1980s and 1990s. Nevertheless, nearly all of these studies have considered only Western concepts of disability, usually with reference only to Western cultures and often with reference to Western health care systems. Few anthropological studies have considered non‐Western concepts and contexts of disability, and the discussion and critical analysis of cross‐cultural validity of such concepts as impairment, disability, disablement and handicap— as they are understood in biomedicine—has only just begun. This study makes a contribution to the cultural analysis of disability from anthropological research. The Yupno people in Papua New Guinea have their own ideas about and explanations for disability or ‘being different’, which they call kadim and ngamu. Both terms can be applied to the same person. For the perception of ngamu, behavioural criteria are decisive; for the conceptualization of kadim, mental and social criteria are also relevant. The explanatory models of the two conditions of ‘being different’, kadim and ngamu, are closely connected with the Yupno theory of illness, the concept of the person and the ‘hot‐cool‐cold’ system which defines those abilities of special importance to the Yupno, i.e. talking and hearing which form the basis for understanding and knowing. Only a ‘complete’, socially integrated, ‘cool’ human being can be competent and knowledgeable. A person in a state of kadim, however, is not ‘complete’ because the person is ‘speechless’ and ‘colder’. The article is based on data collected during 22 months of anthropological fieldwork among the Yupno people (Finisterre Range, Papua New Guinea) between 1986 and 1992.
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Private Education in Sub-Saharan Africa: A Re-Examination of Theories and Concepts Related to Its Development and Finance. Mechanisms and Strategies of Educational Finance. - Kitaev, Igor (1999)
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Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt - Launay, Robert (American Ethnologist, 1999)
Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt. Gregory Starrett. Berkeley: University of California Press, 1998. xvi. 308 pp., index, bibliography, notes.
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Childhood Secondary (Symptomatic) Epilepsy, Seizure Control, and Intellectual Handicap in a Nontropical Region of South Africa - Leary, P. M.; Riordan, Gillian; Schlegel, Birgit; Morris, Saul S. (Epilepsia, 1999)
To determine the prevalence of secondary (symptomatic) epilepsy and to ascertain levels of seizure control and intellectual function in a clinic population of children drawn from a poor community in a temperate region of South Africa.Detailed review of the records of every child with recurrent seizures who attended a special epilepsy outpatient clinic during 1995.A total of 1,017 children was studied. In 432 (43%), there was historic, clinical, and radiologic evidence to suggest that epilepsy was symptomatic of underlying brain damage or defect. Acceptable seizure control was maintained with a single standard anticonvulsant drug (AED) in 65% of cases. In the 6 months preceding the study, 37% of the subjects had remained seizure free. Forty-seven percent of the study population were considered to be of subnormal intelligence.In a children's hospital outpatient population in the Western Cape region of South Africa, the prevalence of secondary epilepsy is higher than is found in developed countries. There is need within the community for preventive measures aimed at reducing the prevalence of perinatal insults, meningitis, tuberculosis, neurocysticercosis, and cerebral trauma.
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Depression and Suicidal Preoccupation in South African Students - Lester, David; Akande, Adebowale (Psychological Reports, 1999)
Xhosa, Zulu, and colored students in South Africa did not differ on depression scores, but there was some evidence that the pattern of the symptoms of depression differed among the three groups.
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Training and educational needs of African-American female entrepreneurs - Lownes-Jackson, Millicent (International Advances in Economic Research, 1999)
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Training of surgeons in Kenya at the University of Nairobi teaching hospital. - Magoha, G. A. O.; Ngumi, Zipporah (PubMed, 1999)
To determine the number of surgeons trained by the Department of Surgery, Faculty of Medicine, College of Health Sciences, University of Nairobi, since its inception in 1967.This was a retrospective (1975-1987) and prospective study (1988-1999).Kenyatta National Hospital, a National Referral Hospital and University of Nairobi Teaching Hospital.All surgeons trained by the Department of Surgery of the University of Nairobi for postgraduate MMed in general surgery, anaesthesia, ENT surgery and ophthalmology from 1975 to March 1999.Two hundred and eighty-five surgeons with Master of Medicine degree were trained by the Department of Surgery of the University of Nairobi between 1975 and March 1999. They included 181 (63.51%) general surgeons; 46 (16.14%) anaesthetists; 35 (12.28%) ophthalmologists and 23 (8.07% ear, nose and throat (ENT) surgeons. One hundred and seventy-six, (61.75%) were from retrospective studies; 94 (32.98%) were from prospective studies while 15 (5.26%) were from both retrospective and prospective studies. Two hundred and thirty-two (81.40%) surgeons were Kenyans while 53 (18.60%) were foreigners. The majority, 42 (79.24%) of the foreigners were from other African countries. Thirty one (58.50%) were from neighbouring Uganda, Sudan, Tanzania, Ethiopia and Zambia. There was also one PhD in anaesthesia and one MD in urology during the same period.The University of Nairobi, Department of Surgery based at Kenyatta National Hospital has played a very significant and leading role in the training of surgeons for Kenya and even other African and foreign countries since its inception. Of the forty surgeons who constitute the academic staff in the Departments of General Surgery, Orthopaedic Surgery and Ophthalmology of the University of Nairobi, thirty-five surgeons (87.50%) have been trained by the Faculty of Medicine at KNH.This study was carried out as a retrospective (1975-87) and prospective study (1988-99) to determine the number of surgeons trained by the Department of Surgery, Faculty of Medicine, College of Health Sciences, University of Nairobi, Kenya, since its inception in 1967. Over the 25-year period (1975-99), the Department of Surgery of the University of Nairobi trained a total of 285 surgeons with a Master of Medicine degree. These included 181 (63.51%) general surgeons, 46 (16.14%) anesthetists, 35 (12.28%) ophthalmologists, and 23 (8.07%) ear, nose, and throat surgeons. 176 of the dissertations (61.75%) were from retrospective studies, 94 (32.98%) were from prospective studies, and 15 (5.26%) were from combined prospective and retrospective studies. 53 (18.60%) of these surgeons were foreigners, with the majority (79.24%) coming from other African countries. The neighboring countries of Uganda, Sudan, Tanzania, Ethiopia, and Zambia accounted for 31 (58.50%) of the foreign surgeons. There was also one Doctor of Philosophy in anesthesia and one Master's Degree in urology during the same period.
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Determinants and prevalence of occupational stress among Zimbabwean school administrators - Nhundu, Tichatonga J. (Journal of Educational Administration, 1999)
A survey of the literature will undoubtedly show that the last two decades have witnessed a proliferation of research studies on occupational stress among educational personnel, and that interest in this area has not abated. Unfortunately, little is known about occupational stress in many developing societies because a preponderance of these studies have been carried out in industrialized and developed societies where conditions may be dissimilar to those obtaining in developing societies. Therefore, the current study sought to contribute to a better understanding of occupational stress in teaching by investigating the sources, incidence and intensity of administrative stress among headteachers in Zimbabwe. The results of a survey of a sample of 95 headteachers showed that the sample experienced relatively high levels of administrative stress compared with previous findings. In addition, the study revealed several demographic characteristics and school variables which influenced the respondents’ perceptions of situations which cause stress. Finally, implications of the study were discussed in terms of policy, preparation of school administrators, school management and future research.
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Reflection on Fifty Years of Education in the Population Sciences in Nigeria - Okonjo, Chukuka (Caderno de Resumos da ... Feira de Iniciação em Engenharia de Limeira, 1999)
One major contribution of Kenneth Onwuka Dike to historiography, which has not been fully appreciated and internalised by our social (including the population) sciences, is that there is an African viewpoint.Dike's special contribution was to elaborate this viewpoint in history, working out the special methodologies that went with it.This noninternalisation of the Dike lesson would not be surprising, for even the authentic history of Africa the UNESCO General History of Africa started in 1965 was only completed in 1999.Similarly, but now to belabour the obvious, there were prior to the colonial domination of the African peoples in the 20 th century, African civilisations, thought systems, value systems and an African mode of development.Evidence from the population sciences can be adduced to support this hypothesis.In the case of Nigeria, even though the British seized Lagos in 1861, external colonial domination could be said to have started in 1900, when British sovereignty was proclaimed over the territory called Nigeria.This period has been followed by 39 years of an internal colonialism, which, hopefully, ended on the 29 th of May, 1999.The EREDO earthworks, located near Okeeri in Ogun State is linked by local tradition to BIRIKISU SUNGBO also considered by that tradition to be the legendary Queen of Sheba, whose reign is dated by the BIBLE to the 10 th century BC and who is said to have had a male child for King Solomon.She is reputed to have been a great queen, childless in her home area and is said to have built this vast monument of remembrance.The earthwork system, the most extensive in the world, involving the shifting of 3.5 million cubic metres of earth to build the encompassing ramparts that is 1 million cubic metres more than the amount of
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Malocclusion and orthodontic treatment need of secondary school students in Nigeria according to the dental aesthetic index (DAI) - Otuyemi, Olayinka Donald; Ogunyinka, A; Dosumu, O O; Cons, Naham C.; Jenny, Joanna (International dental journal, 1999)
The aims of this study were to measure the distribution, prevalence and the severity of malocclusion and treatment need amongst randomly selected (n = 703) rural and urban Nigerian children aged 12-18 years (mean 14.0 +/- 1.84) using the dental aesthetic index (DAI), and to assess whether malocclusion was affected by age, gender and socio-economic background. Data were collected according to the method recommended by WHO. Most of the children (77.4 per cent) had a dental appearance which required no orthodontic treatment. Over 13 per cent fell into the group where treatment for malocclusion is considered to be 'elective'. However, a substantial proportion (9.2 per cent) of the population had severe to handicapping malocclusion where treatment is 'highly desirable' or 'mandatory'. There were no statistically significant differences (P > 0.05) in DAI scores between age groups, gender and socio-economic background. This study also found that Nigerian adolescents had better dental appearance and less orthodontic treatment need compared with the Caucasian and Oriental populations.
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Power spectra analysis for world-wide and North Africa historical earthquakes data in relation to sunspots periodicities - Shaltout, Mosalam; Tadros, Mariz; Mesiha, S.L. (Renewable Energy, 1999)
In the last three decades, the influence of solar activity on earth seismicity is one of the most important subjects in the field of long-term prediction of earthquakes. In the present work, the autocorrelation and power spectra analysis were applied for the sequences of sunspots and earthquakes activity. The used data are the worldwide earthquakes of M ⩾ 5, and the sunspots number Rz, for the period 1903–1985. Both are available from the National Oceanic and Atmospheric Administration NOAA, Boulder, Colorado, U.S.A. Also, we restrict our attention to earthquakes in North Africa with two stations, one at Cairo (Egypt), and the other at Alger (Algeria) of M ⩾ 4 for the period (1900–1986). The results indicated the presence of the eleven year cycles of the sunspots into the time of the earthquakes of the North Africa. Also, from the worldwide and North Africa earthquakes data a periodicities ranged between 1.01 and 5.5 years are revealed, which may be linked to a solar activity cycle.
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Developing strategies to control schistosomiasis morbidity in nonenrolled school‐age children: experience from Egypt - Talaat, Maha; Omar, M.; Evans, David B. (Tropical Medicine & International Health, 1999)
Schistosomiasis is a major health problem in school-age children in much of the tropical world. They harbour the most intense infections for both Schistosoma mansoni and S. haematobium. In Egypt, the Ministry of Health and Population (MOHP) has implemented a successful school-based treatment programme in which children are screened and those found to be infected treated with praziquantel. High nonenrolment rates in some rural areas have a negative impact on the coverage of this programme and on its ability to reduce transmission in the community. The main aim of our study was to introduce and test a simple intervention to extend treatment to nonenrolled children using the routine MOHP schistosomiasis treatment programme. Twenty villages or ezbas in Tamia district, Fayoum governorate, with 8 schools and 1901 nonenrolled children were targeted. 88.5% of nonenrolled children attended schools to avail themselves of treatment. Coverage rates were significantly higher for girls (P < 0.001). These results are important for countries where schistosomiasis is endemic. They suggest that offering interventions in schools may not only improve the health of school attendees but also be an affordable way of extending services to out-of-school children.
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A psychological epidemiology of people seeking HIV/AIDS counselling in Kenya: an approach for improving counsellor training - Vollmer, Nancy A.; Valadez, Joseph J. (AIDS, 1999)
This study develops a typology of psychological problems reported during HIV/AIDS counselling. This typology provides a framework for training paraprofessional counsellors (PPCs) in East Africa.Study participants included 307 Kenyans tested for HIV at any of six clinics in Nairobi specialising in STDs, tuberculosis and other infectious diseases. Pre-test, post-test, and follow-up counselling was provided by 16 PPCs who are themselves HIV-positive. Data consisted of demographic, physical and psychological information reported by 168 clients who sought follow-up counselling.Counselling data were coded using an ipsative method; a unique code was assigned to every distinct topic. Factor analysis with a Varimax rotation reduced the original psychological variables into logical groupings. Multivariate analysis examined the relationship of factors and demographic characteristics.Clients reported 1-10 physical and 1-23 psychological complaints in a single session. Sixty-five percent of female clients reported > or = eight psychological problems; 49% of males reported > or = eight psychological problems. Factor analyses allowed the 109 reported psychological events to be assigned to 15 categories of problems. Multivariate analyses explained little of the variance in the relationship between each client's demographic profile and the psychological factors.Training for PPCs should be relevant to problems encountered during counselling. Results indicate that PPCs can expect clients to present one or more of the 15 factors during counselling. Demographic characteristics explained small amounts of variance in the distribution of factor scores. The 15 factors produced in this study, although descriptive and preliminary, could form the basis of a training curriculum for HIV PPCs.
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The effect of copper pollution on cutaneous gas exchange in the African clawed toad, Xenopus laevis - Vosloo, André (Comparative Biochemistry and Physiology Part A: Molecular & Integrative Physiology, 1999)
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Prevalence of intestinal parasites among school children in Gaza City, Gaza Strip. - Yassin, Maged M.; Shubair, Mohammad E.; Al-Hindi, Adnan; Jadallah, S Y (PubMed, 1999)
A total of 489 stool specimens were collected from school children aged 6-11 years. The target area is overcrowded, with improper sewage disposal system and low socioeconomic standards. A questionnaire was designed to include relevant informations. Each stool specimen was processed by the direct smear microscopy, zinc sulphate flotation technique and formol-ether sedimentation technique. The present study revealed an overall prevalence at 27.6%. Six parasites were detected. Giardia lamblia (62.2%) was the most frequent species found, followed by Ascaris lumbricoides (20.1%) then, Entamoeba histolytica (13.3%). The prevalence of these parasites was found to be related to age, socioeconomic and sanitation conditions. Most of the other parasitic infections were of mild intensity. There is an urgent need to correct the present situation by improving the living conditions, providing facilities for the population such as modern housing, proper sewage disposal system, health education and execution of survey programs for parasites to treat the infected persons.
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Psychoactive Drug Abuse Among Secondary School Students In Osun State of Nigeria And The Counselling Implications. - Olusakin, A.M (1999)
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Soils and Groundwater Pollution and Remediation: Asia, Africa, and Oceania - Huang, P. M.; Iskandar, Isdaryanto (1999)
Environmental Impacts of Heavy Metals in Agroecosystems and Amelioration Strategies in Oceania - K.G. Tiller, M.J. McLaughlin, and A.H.C. Roberts Environmental Concerns of Pesticides in Soil and Groundwater and Management Strategies in Oceania - B.K.G. Theng and R.S. Kookana and A. Rahman Metal Pollution of Soil and Groundwater and Remediation Strategies in Japan - M. Chino Impact of Radionuclides on Soil, Groundwater and Crops and Radionuclide Cleanup in Japan - S. Uchida and Y. Ohmomo Effect of Other Anthropogenic Organic Compounds on the Quality of Soil and Groundwater and Remediation Strategies in Japan - O. Nakasugi and T. Hirata Heavy Metal Pollution in Soils and Its Remedial Measures and Restoration in China - H.K. Wang Environmental Impacts of Metal and Other Inorganics on Soil and Groundwater in China - G.X. Xing and H.M. Chen Environmental Problems in Soil and Groundwater Induced by Acid Rain and Management Strategies in China - G. Ji, J. Wang, and X. Zhang Dynamics, Fate, and Toxicity of Pesticides in Soil and Groundwater and Remediation Strategies in Mainland China - D. Cai and Z. Zhu Perspectives of Environmental Pollution in Densely Populated Areas: The Case of Hong Kong - M.S. Yang and M.H. Wong Environmental Impacts and Management Strategies of Trace Metals in Soil and Groundwater in the Republic of Korea - J.E. Yang, Y.K. Kim, J.H. Kim, and Y.H. Park Transport, Residues, and Toxicological Problems of Agrochemicals in Agroecosystems and a Remediation Plan in the Republic of Korea - K.S. Lee and B.H. Song Toxic Metals and Agrochemicals in Soils in Malaysia: Current Problem and Mitigation Plans - Y.M. Khanif, I.C. Fauziah, and J. Shamshuddin Status of Cadmium, Lead, and Selenium in the Soils of Selected African Countries and Perspectives on Their Effects on Human and Environmental Health - B. Waiyaki
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Prevalence of diabetes and impaired glucose tolerance in Nigerians, Jamaicans and US blacks. - Rotimi, Charles N.; Cooper, Richard S.; Is, Okosun; Olatunbosun, Samuel T.; Bella, A F; Wilks, Ray; Bennett, Franklyn I.; Cruickshank, J K; Te, Forrester (PubMed, 1999)
The prevalence of type 2 diabetes, impaired glucose tolerance and associated risk factors were compared in sample surveys in Africa and the Caribbean with the Third National Health and Nutrition Survey (NHANES-III) from the United States. A total of 856 Nigerians, 1286 Jamaicans, and 1827 US blacks were included in the study. Body mass index (BMI) increased in a stepwise fashion across the three populations groups, ie, 23 kg/m2 in Nigerians, 26 kg/m2 in Jamaicans, and 28 kg/m2 in US blacks. The corresponding age-adjusted prevalences of type 2 diabetes among persons aged 25-74, were 1%, 12%, 13%. Jamaican women were found to have the same prevalence of type 2 diabetes as US women (14 vs 13%, respectively); mean BMI was likewise very similar (28 kg/m2 in Jamaican and 29 kg/m2 in US women). BMI and waist-to-hip ratio were both associated with type 2 diabetes prevalence. Findings of this study confirm the marked gradient in type 2 diabetes risk among these genetically related populations and suggest that the blacks in the island nations of the Caribbean and the United States are at particularly high risk. Nigerians exhibited remarkably well-preserved glucose tolerance. Understanding the factors that limit the risk of type 2 diabetes in West Africa, beyond relative absence of obesity, would have considerable public health significance.
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No. 29845. Development Credit Agreement (Entrepreneurship Development and Drought Recovery Program) between the Republic of Malawi and the International Development Association. Signed at Washington on 2 July 1992 (1999)
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Feline transfusion practice in South Africa : current status and practical solutions : continuing education - Dippenaar, Johannes Marthinus (Journal of the South African Veterinary Association, 1999)
Blood transfusion therapy is often under-utilised in feline practice in South Africa. However, it is a technique that can be safely and effectively introduced in practice. Cats have naturally occurring allo-antibodies against the blood type that they lack, which makes blood typing, or alternatively cross-matching, essential before transfusions. Feline blood donors must be carefully selected, be disease free and should be sedated before blood collection. The preferred anticoagulant for feline blood collection is citrate-phosphate-dextrose-adenine. Blood can either be administered intravenously or into the medullary cavity, with the transfusion rate depending on the cat's hydration status and cardiac function. Transfusion reactions can be immediate or delayed and they are classified as immunological or non-immunological. Indications, methods and techniques to do feline blood transfusions in a safe and economical way are highlighted.
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Researching Diverse Learners from Haiti, Eritrea, and Ethiopia. - Sadler, Charlotte Rose; Hytowitz, Sarah Gail; Frutiger, Eliso (1999)
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No. 29845. Development Credit Agreement (Entrepreneurship Development and Drought Recovery Program) between the Republic of Malawi and the International Development Association. Signed at Washington on 2 July 1992 (1999)
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Raising African-Caribbean pupil achievement (Journal of Education and Training, 1999)
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A Study on the Effects of Urbanization on the Nutritional Status of Primary School Children in Lagos, Nigeria - Abidoye, R.O.; Soroh, Kodjo (Nutrition and Health, 1999)
A study on the effects of urbanization on the nutritional status of primary school children aged 5–10 years was carried out in Lagos. A total of 328 children and their parents were studied with the aid of a questionnaire, anthropometric measurements of weights and heights and stool microscopy. The study revealed a prevalence of protein energy malnutrition (PEM) among the children to be 37.9%. 125 (38.2%) of them were found to have weight-for-height below −2SD (standard deviation) signifying wasting, while another 133 (40.5%) had a height-for-age below −2SD, indicating the level of stunting among the children. Most of the malnourished children 125 (60.7%) were found to belong to mothers with a maximum of primary school education and 73 (52.5%) were from mothers who were skilled workers. There was a preponderance of malnourished children from single parents. All the children (100%) from single parents were found to be clinically malnourished. And 280 (84.9%) of all children examined had ova and cyst of intestinal parasites (Ascaris, Tricuris, Amoeba, etc.) in their stools. And finally, most children 223 (67.7%) spent less than 6 hours contact time with their parents per day.
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Tracer study of the Botswana library school graduates - Aina, L.O.; Moahi, Kgomotso H. (Education for Information, 1999)
Graduates of the Department of Library and Information Studies, University of Botswana were surveyed with the aim of determining their characteristics, the relevance of their training to their present tasks and their perceptions of the curriculum of
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English Unassailable but Unattainable: The Dilemma of Language Policy in South African Education. - Alexander, Neville (1999)
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Has foreign nurse recruitment impeded African American access to nursing education and practice? - Brush, Barbara L. (Nursing outlook, 1999)
Using social history methodology, this article examines the influence of race and place on nurse education and employment after World War II.Comparing and contrasting the postwar experiences of foreign and African American nurses more specifically, it argues that local rather than national hiring patterns have sustained low rates of minority participation in nursing. Despite repeated efforts to diversify the nurse workforce by race, ethnicity, class, and gender, 89% and 93% percent ot: the nearly 2 million registered nurses in the United States are white and women, respectively.1 Though numbers of men arid minorities have increased overall, they are disproportionately relegated to entry-level nursing positions.2Many persons argue that current minority recruitment and retention efforts are inadequate to meet the nursing needs of a growing multiethnic US population 3-5 and correlate the underrepresentation of minorities in nursing and other health professions with higher morbidity and mortality rates in minority populations.6-9 Therefore, most discussions of segregation in health care focus on care delivery outcomes to patients rather than on how racial bias defines and shapes the nurse caregiver pool.~0-12 Previous studies that describe the experiences of American minority nurses focus primarily on the period before World ghr II 13-16 or on specific minority nurse leaders.I7-19 Limited artalyses have been done of the nexus between race and professional nurse education and practice after World War II.20 Nursing's oppression as a woman-dominated group has received far more attention.21-23Using social history methodology, this article examines nurse education and hiring practice patterns after World War II~ focusing in particular on the experiences of foreign and Al:rican American nurses between 1945 and 1995.The aim of this article is not to malign foreign nurses but rather to address the ongoing debate that foreign nurse labor use in US hospi-ta}s impeded full inclusion of African American nurses in the health care industry.The relationship between nurses' place of employment and nurses' race is explored within the political context of the period of study.
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Rethinking the place of African indigenous languages in African education - Bunyi, G. (International Journal of Educational Development, 1999)
Using Kenya as a case study, the paper demonstrates how indigenous African languages have suffered delegitimization and devaluation in education both in colonial and post-colonial Africa. Ethnographic data from Kenya are presented to show how the use of English as the medium of education contributes to differential educational treatments. It is argued that this leads to the perpetuation of social inequalities. The paper advances the argument that indigenous African languages should be given greater emphasis if education in Africa is to contribute to the much needed social, economic and political transformation. The paper makes suggestions as to how indigenous African languages in education can be introduced/strengthened.
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Locally Generated Printed Materials in Agriculture: Experience from Uganda and Ghana. Education Research Paper. Report. - Carter, Isabel (1999)
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Change and continuity in South African education: the impact of policy - Chisholm, Linda (African Studies, 1999)
(1999). Change and continuity in South African education: the impact of policy. African Studies: Vol. 58, No. 1, pp. 87-103.
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Teachers and Structural Adjustment in South Africa - Chisholm, Linda; Soudien, Crain; Vally, Salim; Gilmour, Dave (Educational Policy, 1999)
The achievement of equity is a central component of attempts to restructure education in postapartheid South Africa. But recent efforts to do so have faced significant challenges. This article traces the impact, consequences, and contradictions of recent initiatives to achieve equity through teacher redeployment and rationalization policies and provides two main explanations for their contradictory short-term outcomes: one related to the technical-rational approach underlying the implementation process and the other to the neoliberal policy frames that structure the policies. We argue that these specific policies are aspects of wider cost-reduction strategies linked to voluntarily imposed structural adjustment policies. We examine the obstacles to implementation decentralized decision-making processes and financial crises in the provinces and then explore responses by teacher unions and teachers in schools. It shows that redeployment was not a popular policy, was more expensive than anticipated, and evoked widespread opposition as the cost-reduction imperatives became evident.
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Going to a better life: perspectives on the future of language in education for San and Khoe South Africans - Crawhall, N. T. (International Journal of Educational Development, 1999)
Abstract The 1996 South African constitution guarantees that the government will promote and protect the languages of the San and the Khoe. Of the scores of San and Khoe languages spoken by indigenous peoples when Europeans first arrived at the Cape of Good Hope in the 17th century, only a handful survive today. The surviving languages are all at risk of dying out in the next generation. The author looks at the conditions that are causing language death, and the possible types of interventions that could reverse the process. He argues that land and natural resource access are essential for maintaining the languages of hunter-gatherers and traditional pastoralists. The South African government is having trouble implementing the constitutional provisions due to the limitations of its language policy paradigm. The paradigm within which language policy and planning is located by the state strongly influences the types of decisions that will be taken to protect or marginalise endangered indigenous languages. The current South African paradigm of a “rights-based” approach to language policy is likely to be less effective than a “resource-based” approach that seeks to identify the inherent value that certain languages bring to the speakers and the broader society. The “resource” approach is also more likely to locate language rights in a broader context of socio-economic development.
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Reconstructive education and the road to social justice: the case of post-colonial teacher education in Namibia - Dahlström, Lars; Swarts, Patti; Zeichner, Kenneth M. (International Journal of Leadership in Education, 1999)
This paper discusses the process of post-independence teacher education reform in the southern African country of Namibia. These reforms are based on the view that teachers are critical agents in the creation and development of changes in schooling rather than government servants who merely ‘deliver’ an approved curriculum. These reforms in the educational system are seen as contributing to a societal reconstruction in which there is greater equity and social justice for all Namibians. The paper discusses the role of ‘critical practitioner inquiry’ in supporting a shift in Namibia's schools toward more learner-centred and democratic practices. The role of critical practitioner inquiry in preservice and inservice teacher education and in professional development for teacher educators is examined. The tensions and contradictions associated with the reforms are also explored, including the potential dangers of relying on external aid and outside consultants. Finally, the reforms are discussed in relation to ...
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Reconstructive education and the road to social justice: the case of post-colonial teacher education in Namibia - Dahlström, Lars; Swarts, Patti; Zeichner, Kenneth M. (International Journal of Leadership in Education, 1999)
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Reconstructive education and the road to social justice: the case of post-colonial teacher education in Namibia - Dahlström, Lars; Swarts, Patti; Zeichner, Kenneth M. (International Journal of Leadership in Education, 1999)
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Relationships between malaria prevalence and malaria-related morbidity in school children from two villages in central Africa. - Deloron, Philippe; Ringwald, Pascal; Luty, Adrian J. F.; Renaut, A.; Minh, Trinh Ngoc; Mbessy, Jean Robert; Millet, Pascal (The American journal of tropical medicine and hygiene, 1999)
To investigate the relationship between parasite prevalence and malaria-related morbidity, we carried out a comparative study among cohorts of school children from two villages, Dienga, Gabon, and Pouma, Cameroon, both located in malaria-endemic areas. Seven to 17 year-old children attending primary schools were similarly followed-up at each site to evaluate the frequency of malaria attacks. Follow-up involved daily temperature recording (and blood smears in the case of fever) and preparation of blood smears every two weeks. In Pouma, 186 children were followed-up for six months. In Dienga, 228 children were followed-up for nine months. The mean prevalence rate of Plasmodium falciparum infections (as assessed by the blood smears) was twice as high in Pouma compared with Dienga (45.2% versus 26.8%; P < 0.0001), whereas the monthly malaria attack rate (as assessed by the daily surveillance) was twice as high in Dienga compared with Pouma (21.5% versus 41.4%; P = 0.003). The possible implication of several parameters that may differ between the two areas, such as the malaria transmission level, the economical and social status of the inhabitants, the characteristics of infecting parasite strains, and the genetic background of the population, is discussed.
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The cost of large-scale school health programmes which deliver anthelmintics to children in Ghana and Tanzania - Development, The Partnership for Child (Acta Tropica, 1999)
It has been argued that the delivery of anthelmintics to school-children through existing education infrastructure can be one of the most cost-effective approaches to controlling parasitic worm infection. This paper examines the actual costs of a combination of mass and selective treatment for schistosomiasis using praziquantel and mass treatment for intestinal nematodes using albendazole, as an integral part of school health programmes reaching 80 442 pupils in 577 schools in Volta Region, Ghana, and reaching 109 099 pupils in 350 schools in Tanga Region, Tanzania. The analysis shows that financial delivery costs per child treated using praziquantel, which involved a dose related to body mass and a prior screening at the school level, were US$ 0.67 in Ghana and US$ 0.21 in Tanzania, while the delivery costs for albendazole, which was given as a fixed dose to all children, were US$ 0.04 in Ghana and US$ 0.03 in Tanzania. The higher unit costs in Ghana reflect the epidemiology of infection; overall, fixed costs were similar in both countries, but fewer children required treatment in Ghana. Analysis of economic costs—which includes the cost of unpaid days of labour—indicates that the financial costs are increased in Ghana by 78% and in Tanzania by 44%. It is these additional costs which are avoided by integration into an existing infrastructure. It is concluded that: the base cost of delivering a universal, standard, school-based health intervention can be as low as US$ 0.03 per child treated; that even a slight increase in the complexity of delivery can have a significant impact on the cost of intervention; and that the use of the education infrastructure does indeed offer significant savings in delivery costs.
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Co-operation in training and accreditation of accountants in Southern Africa : views of South African public accountants and auditors - Doussy, F. (1999)
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Parental Influences on Career Development Perceived by African American and Mexican American College Students - Fisher, Teresa A.; Padmawidjaja, Inna Artati (Journal of Multicultural Counseling and Development, 1999)
This study examined parental factors that influence career development among African American and Mexican American college students. Analysis of student interviews revealed that parents are influential in the following career domains: encouragement, educational expectations, critical life events, vicarious learning, and work identity. Career development issues that counselors need to address are provided.
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Parental Influences on Career Development Perceived by African American and Mexican American College Students - Fisher, Teresa A.; Padmawidjaja, Inna Artati (Journal of Multicultural Counseling and Development, 1999)
This study examined parental factors that influence career development among African American and Mexican American college students. Analysis of student interviews revealed that parents are influential in the following career domains: encouragement, educational expectations, critical life events, vicarious learning, and work identity. Career development issues that counselors need to address are provided.
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SCHOOL HEALH PROGRAMMES IN SOUTH AFRICA - Greeff, Minrie (1999)
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Challenges to meaningful learning in African-American females at an urban science high school - Griffard, Phyllis Baudoin; Wandersee, James H. (International Journal of Science Education, 1999)
This case study sought to identify factors that adversely affect meaningful learning in two AfricanAmerican female high school students. Tanisha and Latanya are motivated, confident students in an urban, public half-day school for math and science ('Sci High'). Observations of classrooms at Sci High and their home schools, analysis of learning artifacts, school statistics and student records, clinical interviews with the students and interviews with teachers and administrators provided evidence of a lack of metacognitive awareness and realistic self-appraisal. The emerging themes indicate a cycle of cognitive disengagement that is perpetuated by complex cultural factors that permit cognitive passivity, generic motivation (or confidence-without-competence), and attention to behaviour over learning. It appears that without cognitive engagement, neither intentional, meaningful learning nor metacognitive awareness can develop. The findings are presented in an analogical graphic summary that facilitates discussion and analysis.
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South African Resource-Deprived Learners Benefit from CALL through the Medium of Computer Games - Herselman, Marlien (Computer Assisted Language Learning, 1999)
In South Africa learners come from both resource-advantaged to resource-deprived environments. Exposure to different types of resources are limited for some learners. However, this article proves the significant role computer games can play in providing learning opportunities for both groups. This article indicates that, although resource-advantaged learners may benefit from computer-based drill and practice games, they prefer strategy-type games. Resource-deprived learners, however, prefer twitch-type games. Depending on their resource levels, different intrinsic motivators cause learners to continue playing these games, although for both groups recognition is the most important motivator. Lower levels of psychomotor skills and game literacy prove to be a problem for resource-deprived learners only in the early phases of learning to play computer games. Language proficiency showed a greater improvement for resource-deprived learners than for resource-advantaged ones.
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Languages, development and reconstructing education in South Africa - Heugh, Kathleen (International Journal of Educational Development, 1999)
The educational crisis in South Africa is examined against the history of language-in-education policy over the last 25 years. The Soweto student revolt in 1976 is identified as a pivotal point, resulting in educational responses which have exacerbated academic failure amongst the majority of school students. The vexed role of African languages in education, vis-à-vis structural constraints, including international `aid', across the continent is discussed as a textured background from which innovative South African educators have had an opportunity to take cognisance. The argument in this article is that curriculum and language-in-education policy changes which came into force in 1997, whilst based on the goal of an equitable school system, are unfortunately flawed both in the conceptualisation process and implementation strategy. The role of African languages, despite policy statements to the contrary, is not adequately addressed. Suggestions which are influenced by developments elsewhere on the continent are offered as alternatives to reconstructing viable education in the country.
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Languages, development and reconstructing education in South Africa - Heugh, Kathleen (International Journal of Educational Development, 1999)
The educational crisis in South Africa is examined against the history of language-in-education policy over the last 25 years. The Soweto student revolt in 1976 is identified as a pivotal point, resulting in educational responses which have exacerbated academic failure amongst the majority of school students. The vexed role of African languages in education, vis-à-vis structural constraints, including international `aid', across the continent is discussed as a textured background from which innovative South African educators have had an opportunity to take cognisance. The argument in this article is that curriculum and language-in-education policy changes which came into force in 1997, whilst based on the goal of an equitable school system, are unfortunately flawed both in the conceptualisation process and implementation strategy. The role of African languages, despite policy statements to the contrary, is not adequately addressed. Suggestions which are influenced by developments elsewhere on the continent are offered as alternatives to reconstructing viable education in the country.
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Languages, development and reconstructing education in South Africa - Heugh, Kathleen (International Journal of Educational Development, 1999)
The educational crisis in South Africa is examined against the history of language-in-education policy over the last 25 years. The Soweto student revolt in 1976 is identified as a pivotal point, resulting in educational responses which have exacerbated academic failure amongst the majority of school students. The vexed role of African languages in education, vis-à-vis structural constraints, including international `aid', across the continent is discussed as a textured background from which innovative South African educators have had an opportunity to take cognisance. The argument in this article is that curriculum and language-in-education policy changes which came into force in 1997, whilst based on the goal of an equitable school system, are unfortunately flawed both in the conceptualisation process and implementation strategy. The role of African languages, despite policy statements to the contrary, is not adequately addressed. Suggestions which are influenced by developments elsewhere on the continent are offered as alternatives to reconstructing viable education in the country.
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Languages, development and reconstructing education in South Africa - Heugh, Kathleen (International Journal of Educational Development, 1999)
The educational crisis in South Africa is examined against the history of language-in-education policy over the last 25 years. The Soweto student revolt in 1976 is identified as a pivotal point, resulting in educational responses which have exacerbated academic failure amongst the majority of school students. The vexed role of African languages in education, vis-à-vis structural constraints, including international `aid', across the continent is discussed as a textured background from which innovative South African educators have had an opportunity to take cognisance. The argument in this article is that curriculum and language-in-education policy changes which came into force in 1997, whilst based on the goal of an equitable school system, are unfortunately flawed both in the conceptualisation process and implementation strategy. The role of African languages, despite policy statements to the contrary, is not adequately addressed. Suggestions which are influenced by developments elsewhere on the continent are offered as alternatives to reconstructing viable education in the country.
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Kenneth Brooks in Ethiopia [In the 1960s, the Director of Adult Education in Tasmania was seconded to UNESCO to develop a literacy program in Ethiopia.] - Holderness-Roddam, Bob (Australian Journal of Adult and Community Education, 1999)
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Promoting breastfeeding through health education at the time of immunizations: a randomized trial from Guinea Bissau - Jakobsen, Markus Due; Sodemann, Morten; Mølbak, Kåre; Alvarenga, I J; Aaby, Péter (Acta Paediatrica, 1999)
As an intervention against diarrhoea, promotion of breastfeeding has been suggested by the World Health Organization (WHO). In the present study from Guinea Bissau we tested the possibilities of promoting breastfeeding at a local health centre. A total of 1250 children were allocated randomly into two groups. Mothers in the intervention group were given health education according to WHO's recommendations; about exclusive breastfeeding for at least the first 4 mo, prolonged breastfeeding and family planning methods. At 4 mo of age introduction of weaning food was delayed in the intervention group (risk rate 1.18 (95% CI 1.03‐1.38) and more mothers had an IUD inserted (risk rate 2.45 (1.27‐4.70). The median length of breastfeeding was 23 mo in both groups. There was no difference in the number of children weaned early. Although exclusive breastfeeding was promoted by the intervention, early weaning of children in special risk groups was not avoided. An evaluation of the impact of the WHO recommendations in different settings is warranted. □ Breastfeeding promotion, intervention study, Guinea Bissau, epidemiology, WHO recommendations
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AIDS education in Tanzania: focus on school children. - Ki, Klepp; Wl, Lugoe (PubMed, 1999)
Tanzania is one of the countries most severely affected by the HIV/AIDS epidemic. A number of local AIDS education efforts have been launched over the past decade, several of which have yielded measurable, positive outcomes. Despite these successes, many barriers to effective dissemination of AIDS information exist, and large population groups still lack basic information on how to protect themselves from infection. Although effective school-based AIDS education programs are available, these have yet to be implemented consistently and persistently throughout the public school system, where the majority of adolescents can be reached.
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Public Health And Community Health Education In South Africa - Koen, Daleen (Journal of Health Education, 1999)
It is well known that smoking habit is hazardous to health, especially for juvenile. The present study on smoking behavior of high school students in Seoul has two major objectives. The first objective is to find out the smoking behavior of high school students in Seoul. Toward this objective, individual's smoking experience has been examined as ever smoking and never smoking. The second objective is to determine the variables associated with their smoking behavior at the individual, family and school environment levels. For the data collection, the survey was carried out for the four high schools in Seoul from September 15 through October 15, 1982. The major findings are summarized as follows: 1. Smoking behavior of the students 1) Out of 1,278 respondents, 30.2% of them were found to be current smokers and 29.3% of them were former smokers. This implies that around 60% of school students in Seoul have experienced smoking. 2) A significant differences in the current smoking rates between two types of the school students were shown as 19.3% for day-time school and 42% for night-time school. 3) In terms of the current smoking behavior, the students who don't live with parents were higher in smoking rate than those of the living with parents. 2. Attitudes and knowledge about smoking 1) Attitudes of students toward smoking in high school days were shown that around 17% of them agreed with it and around 64% of them disagreed with it. 2) Around 99% of the respondents answered that their smoking is harmful for health. A source of the information about negative effects of smoking on health was 'Radio and TV' (23.9%) as the most influential, 'school teacher' (20.9%), 'Newspaper' (18.2%) and so on. 3. Behavioral analysis for the current smokers 1) The factors affected for motivation in the first smoking were 'curiosity' (59.7%), 'temptation of friend' (19.7%), 'resistance feeling, (7.1%), 'merely interest and pleasure' (6%) respectively. 2) The time of the first smoking was 'third grade of Junior-high school' (31.5%) as highest, 'first grade of Senior-high school' (23.7%) and 'second grade of Junior-high school' (14.7%). 3) An average daily number of cigarettes consuming of current smokers was seven cigarettes. 4. Family and school-mates influences on individual's smoking behavior 1) The data revealed a significant relationship between student's smoking and their parent's smoking behavior. Around 75% of the students whom both parents are smoking have experienced cigarette smoking. It was found that the individual's smoking behavior was influenced by his sibling. Around 65% of the students whom brothers are smoking have experienced cigarette smoking. 2) The 'Smoking-Index' of friendship network or a group explained individual's smoking behavior in the group. The result of dyad analysis of smoking behavior in the friendship network showed that a high score of 'Smoking-Index' tended to be explained an adoption of smoking behavior at the individual level in the group. on the other hand, a low score of 'Smoking-Index' explained non-smoking behavior in the group.
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Training programme for general practitioners in emergency surgery and obstetrics in Woldya, Ethiopia - Laloë, Véronique (Trauma Quarterly, 1999)
Brill profit levels and organic growth in line with expectations, integration V&R according to plan and continuation of eBusiness growth Update on year-to-date performance During the third quarter Brill's eBusiness continued its strong growth, driven by eBooks and digital primary sources.This growth compensated for the ongoing decline in print books.YTD Journal sales declined mainly due to delayed invoicing, which is expected to be recovered in Q4, and continuing IT problems at our UK based distributor.Overall Brill's revenues including the acquisition of Vandenhoeck & Ruprecht and Böhlau Verlag (V&R) are clearly ahead of last year.Cost of goods sold improved slightly as a result of the migration from print to eBooks.Operating costs were in line with expectations.Year to date EBITDA, operating profit and net profit have developed as planned.The integration of V&R runs according to plan.Both the Brill as well as the V&R teams and staff are now part of one global matrix organization.Various integration projects in IT, production, distribution, publishing and sales are underway.Management closely leads and monitors the integration and is pleased with the progress and the results of the acquired V&R business so far.In August, Brill acquired the journal Folia Primatologica from Karger Publishing, an important addition to our Biology portfolio.At the end of Q3 Brill's Book Archive was launched, a digital archive expanding our eBook list with more than 6,000 back list titles in 2021.The first sales are expected in Q4. FY OutlookThe COVID-19 pandemic continues to make market circumstances difficult and unpredictable.In Asia important countries are still in lockdown and (intercontinental) travel is still difficult or impossible, limiting our staff to visit authors, conferences and customers in person.The shortages in the global supply chains are hampering Brill as well, to the extent that this may have a negative impact on the results of the important 4 th quarter and could affect our top-and bottom line negatively.
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A Survey of South African High School Graduates' Awareness of Planetary Science - Laubscher, S. A. B.; Tredoux, Marlise; Ashwal, L. D. (M&PSA, 1999)
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AFRICAN STUDENTS IN EUROPE West Africans in Britain, 1900–1960. By HAKIM ADI. London: Lawrence and Wishart, 1998. Pp. 224. £13.99, paperback (ISBN 0-85315-848-7). Les étudiants africains en France, 1950–1965. Par FABIENNE GUIMONT. Paris: L'Harmattan, 1997. Pp. 333. FF 160, paperback (ISBN 2-7384-6288-X). - Leney, Katya (The Journal of African History, 1999)
AFRICAN STUDENTS IN EUROPE West Africans in Britain, 1900–1960. By HAKIM ADI. London: Lawrence and Wishart, 1998. Pp. 224. £13.99, paperback (ISBN 0-85315-848-7). Les étudiants africains en France, 1950–1965. Par FABIENNE GUIMONT. Paris: L'Harmattan, 1997. Pp. 333. FF 160, paperback (ISBN 2-7384-6288-X). - Volume 40 Issue 2
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Predicting Intended Condom Use among Tanzanian Students using the Theory of Planned Behaviour - Lugoe, Wycliffe L.; Rise, Jostein (Journal of Health Psychology, 1999)
This study examined whether perceived behavioural control predicted the intention to use condoms at next sexual intercourse above the components of the theory of reasoned action, as well as the sufficiency of the theory of planned behaviour (TPB) as a theory of intention among Tanzanian adolescents. Five hundred and twenty-eight students who were sexually active, from seven secondary schools in Arusha, Northern Tanzania, completed a questionnaire designed to measure the components of the TPB. Behavioural intentions were significantly predictable from attitudes (.11), subjective norms (.22) and perceived behavioural control (.48). The inclusion of past behaviour into the regression equation increased R(2) only marginally (2 percent) but significantly, suggesting that the TPB provides a fairly accurate explanation of intention to use condoms among Tanzanian adolescents. The implications of this finding in relation to theoretical and practical issues are discussed.
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Adherence by African American men to prostate cancer education and early detection - Myers, Ronald E.; Chodak, Gerald W.; Wolf, Thomas; Burgh, Desirée; McGrory, Gene; Marcus, Sue M.; Diehl, Julie A.; Williams, Melissa J. (Cancer, 1999)
BACKGROUND This study was designed to identify factors that predict adherence by African American men to prostate cancer education and early detection. METHODS In the spring of 1995, the authors identified 548 African American men who were patients at the University Health Services of the University of Chicago, were ages 40–70 years, and did not have a personal history of prostate cancer. Baseline telephone survey data were collected from 413 men (75%). Participants were randomly assigned to either a minimal or an enhanced intervention group. Men in the former group were mailed a letter and a reminder that invited them to a urology clinic for prostate cancer education and early detection. Men in the enhanced intervention group were sent the same correspondence and were also given print material and telephone contacts, which were tailored to each recipient. RESULTS Adherence was significantly higher (OR = 2.6, CI: 1.7–3.9) in the enhanced intervention group than in the minimal intervention group (51% and 29%, respectively). Men who were age 50 years or older (OR = 1.7, CI: 1.1–2.8), were married (OR = 1.8, CI: 1.2–2.9), believed that prostate cancer early detection examination should be performed in the absence of symptoms (OR = 2.3, CI: 1.3–4.0), and self-reported an intention to have an early detection examination (OR = 1.9, CI: 1.2–2.9) were also more likely to adhere. CONCLUSIONS A tailored behavioral intervention can influence adherence to prostate cancer early detection among African American men. Individual background and cognitive and psychosocial characteristics may also affect behavior. Future studies should assess the impact of this type of intervention on cognitive and psychologic correlates of decision-making and behavior along the continuum of prostate cancer care. [See editorial on pages 1–2, this issue.] Cancer 1999;86:88–104. © 1999 American Cancer Society.
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Developing a Community-based Vernacular School: A Case Study of the Maiwala Elementary School in Papua New Guinea - Nagai, Yasuko (Language and Education, 1999)
In recent years in Papua New Guinea,vernaculareducation has been promoted in order to make school more relevant to the everyday life of the local community. Values of indigenous culture are also recognised in the curriculum. However, expatriates still have the major role in designing curricula and teaching strategies for the indigenous people. Although indigenous people have been invited from time to time to contribute their ideas, they have not been the main curriculum developers. This paper presents a breakthrough in the transition from the process of the expatriate-centred approach towards the development of indigenous education. The indigenous people were encouraged to take an active role in thinking for the establishment of their vernacular elementary school. Through the process of Participatory Action Research (PAR), they were empowered to express their innovative ideas and to become responsible for their decisions,while an expatriate played the role of facilitator.Asa result,they were able to syncretise Western values and indigenous values successfully in their school.
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The Interpretation of Indirect Utterances by Egyptian Learners of EFLA Comparative Developmental Study - Negm, Mohamed Said (Mağallaẗ Al-Adāb wa Al-ʿulūm Al-Insāniyyaẗ (Minia), 1999)
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Atmospheric pollution: How is it in Morocco?; La pollution atmospherique: Qu'en est-il au Maroc? - Nejjari, Chakib; Mechakra-Tahiri, Samia Djemâa (1999)
The effect of atmospheric pollution is recognised. Risks are defined by toxicological studies on man and animal and by epidemiological studies based on population in industrial countries. Air pollution due to the economical development and the contamination of the atmosphere by chemical substances (gas and aerosols), has been also increasing around the world. The case here is in Morocco. SOsub 2 emissions has increased from 129 thousand tons per year to 180 tt per year in 1992 and will reach 300 tt per year in 2005. In Morocco today exist a large number of vehicles and industries (chemical industries, refineries, plastic...) emitting pollutants in rural cities and causing toxic products as aerosols and smog. A table concerning the evolution of gas emissions (SOsub 2; NOsub x; CO and Ozone) in Morocco per thousand tons per year from 1982 until 2020 is given in details. Projects are settled to increase the air quality and reduce air pollution and its impact on public health.
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The Geography Discipline Network Guides to Good Teaching, Learning and Assessment Practice: A southern African perspective - Nel, Etienne (Journal of Geography in Higher Education, 1999)
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The development of professional and postgraduate education through collaborative links with Kumasi, Ghana - Plange‐Rhule, Jacob; Bates, Imelda (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1999)
Journal Article The development of professional and postgraduate education through collaborative links with Kumasi, Ghana Get access Jacob Plange-Rhule, Jacob Plange-Rhule 1School of Medical Sciences, Kumasi, Ghana Search for other works by this author on: Oxford Academic PubMed Google Scholar Imelda Bates Imelda Bates 2Department of Haematology, St George's Hospital Medical School, London, UK Search for other works by this author on: Oxford Academic PubMed Google Scholar Transactions of The Royal Society of Tropical Medicine and Hygiene, Volume 93, Issue 4, July-August 1999, Pages 358–359, https://doi.org/10.1016/S0035-9203(99)90112-8 Published: 01 July 1999 Article history Received: 25 February 1999 Accepted: 16 March 1999 Published: 01 July 1999
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The training of GPs in emergency surgery in Ethiopia - Rennie, John (Trauma Quarterly, 1999)
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Education sector analysis in Africa: limited national control and even less national ownership - Samoff, Joel (International Journal of Educational Development, 1999)
Numerous and voluminous, the Africa education sector studies undertaken during the early 1990s turn out to be strikingly similar. With few exceptions, they have a common framework, approach, and methodology. African education is in crisis, they report. Governments cannot cope. Quality has deteriorated. Funds are misallocated. Management is poor and administration inefficient. Notwithstanding the diversity of the countries studied, the recommendations too are similar. Education sector analysis is potentially a very powerful tool for supporting and improving education policy and programmes in Africa. Generally undertaken within the context of the aid relationship, it is also an important vehicle for international partnership and development cooperation. To date, however, that cooperation has been accompanied by general frustration with the sector analysis process. Far too often, that process has remained driven by the agendas and procedures of the funding and technical assistance agencies, with constrained national participation, limited national control, and very little sense of national ownership. To shift its center of gravity toward Africa, the process itself requires major restructuring and reorientation, from conception through completion. Most important, what is required is genuine dialogue among partners who not only talk but also listen and hear.
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Education attainment as a predictor of HIV risk in rural Uganda: results from a population-based study - Smith, Jennifer J.; Nalagoda, Fred; Wawer, Maria J.; Serwadda, David; Sewankambo, Nelson; Konde-Lule, Joseph; Lutalo, Tom; Li, Chuanjun; Gray, Ronald H. (International Journal of STD & AIDS, 1999)
We examined the association between education and prevalent HIV-1 infection in the Rakai district, rural Uganda based on a cross-sectional analysis of a population-based cohort. In 1990, 1397 men and 1705 women aged 13 years and older, were enrolled in 31 randomly selected communities. Strata were comprised of main road trading centres, secondary road trading villages and rural villages. Sociodemographic and behavioural data were obtained by interview and serum for HIV serostatus were obtained in the home. The analysis examines the association between sex-specific prevalent HIV infection and educational attainment, categorized as secondary, primary or none. The odds ratios (ORs) and 95% confidence intervals (95% CIs) of HIV infection were estimated, using no education as the referent group. Higher levels of education were associated with a higher HIV seroprevalence in bivariate analyses (OR 2.7 for primary and 4.1 for secondary education, relative to no education). The strength of the association was diminished but remained statistically significant after multivariate adjustment for sociodemographic and behavioural variables (adjusted OR of HIV infection 1.6 (95% CI: 1.2-2.1)) for primary education and 1.5 (95% CI: 1.0-2.2) for secondary education. Stratified multivariate analyses by place of residence indicated that the association between education and HIV prevalence was statistically significant in the rural villages, but not in the main road trading centres and intermediate trading villages. Educational attainment is a significant predictor of HIV risk in rural Uganda, in part because of risk behaviours and other characteristics among better educated individuals. Preventive interventions need to focus on better educated adults and on school-aged populations.This is a cross-sectional analysis of a population-based cohort study conducted to examine both the associations between educational attainment and HIV-1 serostatus as well as the relationship between education and other HIV risk factors in Rakai district, Uganda. A total of 3102 respondents (1397 men and 1705 women aged 13 years and older) completed a questionnaire and provided blood samples. The samples of community clusters was stratified into three strata: trading centers on main roads, intermediate trading villages on secondary roads, and rural agricultural villages with no roads or only minor road connection. Analysis has shown a consistent association between higher level of educational attainment and HIV-1 prevalence among the residents. The strength of the association was decreased but remained statistically relevant after multivariate adjustment for sociodemographic and behavioral variables [adjusted OR for HIV infection, 1.6 (95% CI, 1.2-2.1) for primary education and 1.5 (95% CI, 1.0-2.2) for secondary education]. Stratified multivariate analyses by place of residence showed that the relationship between education and HIV prevalence was markedly higher in the rural villages compared to the other two strata. Education provides greater economic resources, which facilitate behaviors that put individuals at greater risk. Analysis of findings suggests that HIV prevention strategies should focus on the more educated individuals, particularly in rural settings and among younger women.
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IMPAIRED RECOLORATION OF A DISCORDANT LIVER XENOGRAFT IN THE GUINEA PIG-TO-RAT COMBINATION - Tanaka, Mitsuko; Tamaki, Tohru; Konoeda, Y; Kawamura, Akio; Takahashi, Yūzō; Ishikura, Hiroshi; Yoshiki, Takashi (Transplantation, 1999)
Background. The aim of this study was to clarify, using guinea pig (GP) syngeneic and xenogeneic liver graft models, the mechanisms of impaired recoloration caused by immunological responses or physiological insults; and to examine the effect of an anti-complement agent, FC43 emulsion, on xenograft rejection. Methods and Results. GP syngeneic and xenogeneic liver grafts flushed with 4°C lactated Ringer's solution were poorly perfused around the porta hepatis, whereas those flushed with 15°C solution were immediately recolored, and the portal venography confirmed homogeneous perfusion throughout the GP livers. Impaired recoloration of GP xenografts was also ameliorated by reduction of ischemic time. Pretreatments with FC43 emulsion significantly extended xenograft survivals. Rejected GP liver xenografts showed C3 deposits on sinusoids and central veins and IgM deposits faintly stained only on some small vessels, but there were no detectable deposits of IgG. Conclusions. The impaired recoloration in this model may be caused by physiological insults during the initial stage of revascularization, and the immunological responses that probably followed.
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School-based schistosomiasis control programmes: a comparative study on the prevalence and intensity of urinary schistosomiasis among nigerian school-age children in and out of school - Useh, MF; Gc, Ejezie (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1999)
Journal Article School-based schistosomiasis control programmes: a comparative study on the prevalence and intensity of urinary schistosomiasis among Nigerian school-age children in and out of school Get access M.F. Useh, M.F. Useh ∗ Departments of Medical Microbiology and Parasitology, School of Medical Laboratory Sciences, University of Calabar Teaching Hospital and College of Medical Sciences, University of Calabar, Nigeria ∗Address for correspondence: Dr M. F. Useh, Department of Medical Microbiology and Parasitology, School of Medical Laboratory Sciences, University of Calabar Teaching Hospital, P.M.B. 1278, Calabar, Cross River State, Nigeria. Search for other works by this author on: Oxford Academic PubMed Google Scholar G.C. Ejezie G.C. Ejezie Departments of Medical Microbiology and Parasitology, School of Medical Laboratory Sciences, University of Calabar Teaching Hospital and College of Medical Sciences, University of Calabar, Nigeria Search for other works by this author on: Oxford Academic PubMed Google Scholar Transactions of The Royal Society of Tropical Medicine and Hygiene, Volume 93, Issue 4, July-August 1999, Pages 387–391, https://doi.org/10.1016/S0035-9203(99)90127-X Published: 01 July 1999 Article history Received: 22 January 1999 Revision received: 25 March 1999 Accepted: 26 March 1999 Published: 01 July 1999
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Forest response to climate changes in Atlantic Equatorial Africa during the last 4000 years BP and inheritance on the modern landscapes - Vincens, Annie; Schwartz, Dominique; Elenga, Hilaire; Farrera, Isabelle; Alexandre, Anne; Bertaux, Jacques; Mariotti, André; Martin, Louis; Meunier, Jean‐Dominique; Nguetsop, F.; Servant, Michel; Servant-Vildary, Simone; et al. (Journal of Biogeography, 1999)
Summary This review paper synthesizes the recent published palaeoecological results obtained in Atlantic Equatorial Africa (ECOFIT program) on the history of forest ecosystems and inferred climate changes during the past 4000 years. Evidence are mainly provided by pollen analysis carried out at nine sites from Congo, Cameroon and Ghana, locally supported by macroflora remains, phytoliths, diatoms, δ 13 C and mineralogical data. At all the sites, except Lake Bosumtwi (Ghana), following a large expansion of rain and mesophilous forests until 3000 years BP , a major change is registered, affecting floristic composition, structure and geographical distribution. According to the hydrological sensitivity of the different sites, local openings of the forests with development of heliophilous formations and/or isolated enclosed savannas are observed at the most humid sites; complete disappearance of forested formations at the driest. The agreement between pollen records, hydrological and hydrobiological data definitely demonstrates that an arid event has been the primary driving factor of this change and is responsable for the main features of the modern landscapes in Atlantic Equatorial Africa. Moreover, the most recent palaeoecological data obtained in Congo (Lake Sinnda), indicate that this Late Holocene increasing aridity was of longer duration, from 4000 to 1300 years BP , and more progressive than previously inferred. A new expansion of forests is locally detected c. 900–600 BP despite increased human impact.
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A Fault Plane of the 1998 Papua New Guinea Earthquake Estimated from Relocated Aftershocks Using Data of the International Data Center of CTBT - Hurukawa, Nobuo (1999)
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An Examination of Early Childhood Teacher Education in Four West African Nations: Ghana, Mali, Senegal, and the Gambia. - Pagano, Alicia I. (1999)
This paper examines opportunities and challenges in early childhood teacher education in Ghana, Mali, Senegal, and the Gambia. It reviews socioeconomic and political issues, current and emerging policies for early childhood and primary education, teacher preparation strategies, and examples of successful programs. Information was collected during a 1997 sabbatical in the four countries. The researcher observed various urban and rural early childhood programs and met with government officials, directors of nongovernmental organizations, program directors, teachers, community leaders, and parents working in the field. Three sections examine: changing national contexts for early childhood education, a new global vision for early childhood education, and selected programs in the four countries. The four countries are each at crucial, pivotal moments in their national history. Challenges they face to provide care and education for their children are monumental at a time when new levels of education are essential for individual and national survival in the global society. They are faced with young, rapidly growing populations that need care and education to be productive future citizens. Rapid communication has brought information from other parts of the world, changing people's perspectives. This is all occurring at a time when poverty is increasing and finances for education and social services are inadequate. Despite this, opportunities for success are apparent in all four countries. (Contains 18 references.) (SM) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** AN EXAMINATION OF EARLY CHILDHOOD-TEACHER EDUCATION IN FOUR WEST AFRICAN NATIONS: GHANA, MALI, SENEGAL, AND THE GAMBIA by Alicia I. Pagano, Ed.D., New Jersey City University, Jersey City, NJ Presented in the Symposium CRISES AND CHALLENGES IN EARLY CHILDHOOD TEACHER EDUCATION AT THE DAWN OF THE NEW CENTURY: A WORLD VIEW Chaired by Blythe F. Hinitz, Ph.D. at THE THIRD INTERNATIONAL CONFERENCE ON TEACHER EDUCATION of THE MOFET INSTITUTE June 27-July 1, 1999 BEIT BERL COLLEGE, ISRAEL 1 PERMISSION TO.REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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Internet topic searching matched with search engines to provide relevant information to IT/IS students - a South African approach. - Weideman, Melius (1999)
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Promoting breastfeeding through health education at the time of immunizations: a randomized trial from Guinea Bissau - Sodemann, Morten (Acta Paediatrica, 1999)
As an intervention against diarrhoea, promotion of breastfeeding has been suggested by the World Health Organization (WHO). In the present study from Guinea Bissau we tested the possibilities of promoting breastfeeding at a local health centre. A total of 1250 children were allocated randomly into two groups. Mothers in the intervention group were given health education according to WHO's recommendations; about exclusive breastfeeding for at least the first 4 mo, prolonged breastfeeding and family planning methods. At 4 mo of age introduction of weaning food was delayed in the intervention group (risk rate 1.18 (95% CI 1.03-1.38) and more mothers had an IUD inserted (risk rate 2.45 (1.27-4.70). The median length of breastfeeding was 23 mo in both groups. There was no difference in the number of children weaned early. Although exclusive breastfeeding was promoted by the intervention, early weaning of children in special risk groups was not avoided. An evaluation of the impact of the WHO recommendations in different settings is warranted.
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[Sexual behavior, knowledge and attitudes to AIDS and sexually transmitted diseases of students at the University of Benin (Togo)]. - Sallah, Etsé Ditri; Grunitzky-Békélé, M.; Bassabi, Kpanté; Dodzro, Kossi; Sadzo, Ameyo; Balogou, Agnon Ayélola Koffi; Grunitzky, Eric K; Gaudreau, Louise (PubMed, 1999)
Many studies have shown that in Africa, particularly in Togo, the 20- to 29-year-old age group is the age group most frequently affected by AIDS. This age group accounts for 84% of the students of the University of Benin. We studied students, most of the age group thought to be most at risk, investigating sexual behavior, knowledge and attitudes to AIDS and sexually transmitted diseases (STDs). The level of knowledge about the problems of AIDS and STDs was similar for both sexes and for all ages and levels of education of the students. Students had a reasonable knowledge of AIDS, particularly concerning the transmission of HIV (88.6% of students aware), risk behavior (80.8%), AIDS treatment (57.0%) and more general information about HIV (49.4%). They were poorly informed about the transmission (42.9%) and complications (0.69%) of other STDs. Most students had positive attitudes towards HIV issues, particularly the use of preventive measures (3.41 in 5) and the acceptance of infected individuals (3.98 in 5). However, few had seriously considered that AIDS and STDs might impact on their own sex lives (1. 84 in 5) and some were even fatalistic concerning HIV infection. The students were highly sexually active, having intercourse a mean of 31 times per year. Their sexual behavior depended on age and sex. The 15- to 19-year-olds preferred occasional partners. They had sexual intercourse 1 to 3 times per month and used condoms 10 to 20% of the time. The 20- to 29-year-olds had multiple partners. They had sexual intercourse 3 to 5 times per month and used condoms more than 30% of the time. Students over the age of 30 had many partners in addition to their regular partner. They had sexual intercourse 5 to 10 times per month and used condoms 0 to 20% of the time. Significantly more women than men had high-risk sexual behavior (40. 5% of men claimed to regularly use condoms, versus only 22.7% of the women and 11.9% of the women accepted anal penetration versus only 8. 4% of men). The general assumption is that students, who have a high level of education, should be well informed concerning AIDS and STDs and should therefore have positive attitudes and responsible sexual behavior. This study demonstrates that the assumption bears no resemblance to reality. The students were aware of the way in which HIV is transmitted and of what construes risky behavior, but there was nonetheless a high frequency of high-risk behavior (e.g. multiple sexual partners, anal and oral sex, homosexuality, intravenous drug use). The behavior of the students was not significantly different from that of young people living on the streets of Lomé. There were significant relationships between knowledge and attitudes and between some types of sexual behavior and knowledge. However, there was no correlation between attitudes and behavior. The education of young people should focus on both the prevention of AIDS and STDs and on facing up to these diseases.
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The pollution of marine sediments by trace elements in the coastal region of Togo caused by dumping of cadmium-rich phosphorite tailing into the sea - Gnandi, Kissao; Tobschall, H. J. (Environmental geology, 1999)
The marine coastal sediments from Togo have been analysed for the trace elements Cd, Cr, Cu, Ni, Pb, Sr, V, Zn and Zr to ascertain the geo-ecological impact of dumping of phosphorite tailings into the sea. Trace element concentrations ranged from 2–44 ppm for Cd, 22–184 ppm for Cu, 19–281 ppm for Ni, 22–176 ppm for Pb, 179–643 ppm for Sr, 38–329 ppm for V, 60–632 ppm for Zn and 18–8928 ppm for Zr. Regional distribution of trace elements in the marine environment indicates that the concentrations of Cr, Cu, Ni, Pb, V, Sr and Zn increase seawards and along the coastal line outwards of the tailing outfall, whereas Cd and Zr showed reversed spatial patterns. Sorting and transport of phosphorite particles by coastal currents are the main factors controlling the distribution of particle-bound trace metals in the coastal environment. The Cd, Sr and Zn concentrations decrease with decreasing grain size in marine coastal sediments, whereas Cr, Cu, Ni and Zn concentrations increase with decreasing grain size. Percolation and shaking experiments were carried out in laboratory using raw phosphate material and artificial sea water. Enhanced mobilization of Cd from phosphorites by contact with the sea water was observed.
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First cigarette smoking experience among secondary-school students in Aden Republic of Yemen - Aa, Bawazeer; As, Hattab; Morales, Eva (Eastern Mediterranean Health Journal, 1999)
The objectives of this study were first to estimate the prevalence of cigarette smoking among secondary-school students and then to identify and analyse the demographic, social and cultural risk factors associated with the first cigarette smoking experience. A sample comprising 1000 students was selected randomly. Results showed that 19.6% of the total sample smoked; 15.5% among females and 21.9% among males. Family and/or friends appeared to influence the first cigarette experience and thus prevention strategies should involve not only the students themselves but the home, school and social environments also
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The need to incorporate population and family life education in Ethiopian school curriculum - Dufera, Derebssa (I.E.R. Flambeau, 1999)
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The cultural foundation of education in Ethiopia - Teklehaimanot, H (I.E.R. Flambeau, 1999)
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Current Practices in Planning the Demand for and Supply of Secondary School Teachers in Ethiopia - Zenebe, B; Wossenu, Y (I.E.R. Flambeau, 1999)
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Characteristics and Implications of Age Grade. Distortion in the Ethiopian Primary Education - Teklehaimanot, Hailay D (I.E.R. Flambeau, 1999)
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Distance Education: An Alternative Approach to Alleviate the Shortage of Qualified Primary School Teachers in Ethiopia - Wossenu, Y; Befekadu, Z (I.E.R. Flambeau, 1999)
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An appraisal of the contribution of the print and electronic media to environmental education and consciousness in Nigeria - Agbola, Tunde; Olurin, T.A.; Mabawonku, A.F. (International Journal of Environmental Studies, 1999)
To assess the contribution of the print and electronic media in Nigeria to fostering environment consciousness, two newspapers and two radio and television stations were chosen in the largest and very indigenous city in Africa, South of the Sahara (Ibadan). A household survey was conducted to obtain information on how the city residents perceive environmental problems and to elicit their sources of knowledge on and about environmental problems in their environment. Research results indicate that despite the fact that the city was home to the first television station in Africa and that the two newspapers surveyed are among the oldest in the country, the print and electronic media are of limited relevance to city residents in their perception, knowledge and finding solutions to their environmental problems. The paper then discusses these results within the socio‐economic and changing political milieu of Nigeria.
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The Problems of Tertiary Publishing in Africa and Implications for Training and Education of Library and Information Professionals - Aina, L.O. (International Information & Library Review, 1999)
Trainees in the library and information profession in Africa depend on textbooks that are written for an environment other than Africa because of the dearth of textbooks suited to the local environment. There are very few books that attempt to focus on Africa and none of these books can really be used as a basic text for teaching. This has greatly affected the training of library and information professionals in Africa as the trainees are exposed to the situations in Europe, America and Asia which are generally not relevant to the African environment. Several factors have been identified as responsible for the lack of African library and information science textbooks, including the relatively young age of the profession resulting in a low number of professionals in Africa that have the required expertise to write textbooks. The attitude of publishers to tertiary textbooks is another limiting factor, as they are not likely to make a profit given the small number of trainees in the continent. In short, publishers regard such a venture as non-profitable because of the limited market. Another problem is the lack of interest on the part of professional associations in the continent to promote the writing of textbooks. In order to ameliorate these problems, it is recommended that professionals in the continent should participate in team authorship, by drawing from a pool of expertise, with a view to writing relevant textbooks. Also, there is a need for professional associations and the relevant international agencies to promote the publishing of textbooks. Finally, there is a need for retired information professionals in the continent to form a consortium of marketing outfits for the purpose of marketing and distributing textbooks on the African library and information profession throughout Africa.
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The Problems of Tertiary Publishing in Africa and Implications for Training and Education of Library and Information Professionals - Aina, L.O. (International Information & Library Review, 1999)
Trainees in the library and information profession in Africa depend on textbooks that are written for an environment other than Africa because of the dearth of textbooks suited to the local environment. There are very few books that attempt to focus on Africa and none of these books can really be used as a basic text for teaching. This has greatly affected the training of library and information professionals in Africa as the trainees are exposed to the situations in Europe, America and Asia which are generally not relevant to the African environment. Several factors have been identified as responsible for the lack of African library and information science textbooks, including the relatively young age of the profession resulting in a low number of professionals in Africa that have the required expertise to write textbooks. The attitude of publishers to tertiary textbooks is another limiting factor, as they are not likely to make a profit given the small number of trainees in the continent. In short, publishers regard such a venture as non-profitable because of the limited market. Another problem is the lack of interest on the part of professional associations in the continent to promote the writing of textbooks. In order to ameliorate these problems, it is recommended that professionals in the continent should participate in team authorship, by drawing from a pool of expertise, with a view to writing relevant textbooks. Also, there is a need for professional associations and the relevant international agencies to promote the publishing of textbooks. Finally, there is a need for retired information professionals in the continent to form a consortium of marketing outfits for the purpose of marketing and distributing textbooks on the African library and information profession throughout Africa.
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Health education and community participation in the control of urinary schistosomiasis in Ghana. - Aryeetey, M. E.; Aholu, C.; Wagatsuma, Yukiko; Bentil, George; Nkrumah, Francis; Kojima, Satoshi (PubMed, 1999)
To study the role of health education and community participation for the provision of facilities necessary for the control of urinary schistosomiasis in southern Ghana.Health education facilitates community participation in the provision of facilities for the control of bilharzia.Three rural communities drained by the Densu river in southern Ghana.Individuals aged 14 years and above formed groups of 10-12 persons by age, sex, ethnic and educational background; 15-16 groups were formed.Based on existing structures, one community received active, another passive health education and the third had no education. All three communities received chemotherapy.Study was carried out in three phases: pre-intervention phase--during which baseline data on residents' knowledge, attitude, beliefs and perception about bilharzia were collected using focus group discussions (FGD) prior to the second phase, intervention. Another FGD was held after 18 months to evaluate the intervention--third phase.This study suggests that most community members were aware of schistosomiasis but not as a disease. Before the health education, some residents believed bilharzia was a sign of manhood while others attributed the red colour of the urine to the red colour of a variety of sugar cane eaten in the area. After the health education, residents in the three areas constructed hand-dug wells. In addition, those who received active health education constructed two toilets for the schools and weeded the banks of the rivers. Residents also associated the disease with the water snail.Health education was useful in changing community perception on bilharzia.This paper examines the role of health education and community participation in the control of urinary schistosomiasis in Ghana. The study population included individuals 14 years old and above living in three rural communities drained by the Densu river. Focus group discussions were employed in the pre-intervention and evaluation phases of the study. Meanwhile, interventions include passive and active health education on schistosomiasis and chemotherapeutic treatment with praziquantel. One of the communities served as a control where no health education was employed. The investigation found out that most community members were aware of schistosomiasis, not as a disease but simply as a sign of manhood. Still others associate the condition with eating red sugar cane, sexual intercourse with infected partner and so on. The health education program gave the communities the opportunity to enrich their knowledge on urinary schistosomiasis, its causes, treatment, and prevention. As evidence, hand-dug wells and toilets were constructed and the residents in the communities cleaned riverbanks. Health education also made the people realize that Bilharzia is a curable and preventable public health problem.
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A study survey on intestinal and blood parasites among school children in Sana'a province, Yemen. - Azazy, Ahmed A.; Al-Tiar, Abdullah S. (PubMed, 1999)
Full text is available as a scanned copy of the original print version.
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Children, children's rights and the context of their education in South Kivu in the Democratic Republic of the Congo - Balegamire, Juvénal Bazilashe (PROSPECTS, 1999)
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The Distance Mode of Learning in Higher Education: The Tanzanian Experience - Bhalalusesa, Eustella (Open Learning: The Journal of Open and Distance Learning, 1999)
(1999). The Distance Mode of Learning in Higher Education: The Tanzanian Experience. Open Learning: The Journal of Open, Distance and e-Learning: Vol. 14, No. 2, pp. 14-23.
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The Home Environment and School Achievement: A Longitudinal Study of Primary School Children in Swaziland. - Booth, Margaret Zoller (1999)
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Reform of Ethiopian higher education financing: conceptual and policy issues - Chapman, Bruce (1999)
This paper examines two issues related to higher education financing. The first is conceptual and involves an explanation of the economic and social case for: (i) having higher education charges; and (ii), for such charges to be collected according to a former student's income. The issues addressed are matters of principle and thus apply to all countries. Second, possible reforms of current Ethiopian higher education financing arrangements are considered in the context of the conceptual framework. This discussion represents the author's view of how Ethiopian policy in this area can be improved in a way that achieves more propitious outcomes in both economic and social terms.
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The Democratization of Schools and the Politics of Teachers’ Work in South Africa - Chisholm, Linda (Compare: A Journal of Comparative and International Education, 1999)
Abstract As the South African state begins to democratize, so questions are raised about how this process might be mediated by schools and teachers or how schools’ and teachers’ practices might inform the wider process of social change. This paper explores these issues through an examination of how teachers sought to alter relations of authority and the nature of their work within schools, and how these have interacted with new managerial and state initiatives. It examines the conditions of teachers’ work under apartheid, the challenge to these by the South African Democratic Teachers’ Union and the struggles in schools over changing relations of authority and teachers’ work in the crucial transition years of 1990‐1997. It argues that alternative conceptions and practices were developed and institutionalized. This paper uses the results of both a 3 year longitudinal study and research conducted on teacher appraisal with the teachers’ union.
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Ankle clonus and thiocyanate, linamarin, and inorganic sulphate excretion in school children in communities with konzo, Mozambique - Cliff, Julie; Nicala, Domingos; Saúte, Francisco; Givragy, R; Azambuja, Guilherme Serpa; Taela, Atanásio; Chavane, Leonardo; Gani, Abrar (Journal of Tropical Pediatrics, 1999)
We examined 397 school children for ankle clonus in five communities in three districts affected by konzo, spastic paraparesis associated with cassava consumption. From a subsample of 131 children, we analysed urine specimens for urinary thiocyanate, linamarin, and inorganic sulphate. The proportion of children with clonus varied between sites, ranging from 4 to 22 per cent. Geometric mean thiocyanate, linamarin, and inorganic sulphate concentrations were 163 and 60 mumol/l and 4.4 mmol/l, respectively. Children with ankle clonus had higher urinary thiocyanate concentrations. We recommend prevention to reduce cyanide exposure and further monitoring of cyanide exposure and neurological damage in these communities.
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Provision of School Library Services by Means of Mobile Libraries: The Zimbabwe Experience - Doust, R.W. (IFLA Journal, 1999)
One of the major problems in providing good quality education in developing countries is the high cost of library service to schools. To help overcome this, the Bulawayo Public Library developed a mobile library service which has been in operation since 1978. The article covers in depth its financial aspects, and provides suggestions for others wishing to establish such a service.
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Population Growth as an Impediment to the Realization of Universal Primary Education in Ethiopia - Dufera, Derebssa (The Ethiopian Journal of Education, 1999)
Educational planners often attribute low level of educational participation to low level of supply and governments' efforts are directed at · expanding the supply of schools teachers, books and other educational materials. Little attention is given to the effect of demographic factors on educational participation. Therehave been surprisingly few attempts to quantify the impact of rapid population growth on the quantitative expansion of education in Ethiopia. This study, therefore, aims at exploring, through document analysis, the manner in which the present and future demographic trends militate against the achievement of educational goals in Ethiopia. Ethiopia 's population gr...owth greatly increases the number of childreff seeking access to school and increases the number ofpotential illiterates. Oespite a considerable increase in primary school enrollment from about 3.0 million in 1992193 to 5.2 million in 1998/99, the number of those out of school rose to 7.7 million in 1998/99. If the present population trend continues, the primary school-age population is further projected to reach 19. 1 million in 2015 and 20.6 in 2020. The government of Ethiopia is hard pressed to provide educational facilities for the numbers knocking at the doors of ducational institutions. Furthermore, the government has planned to realize universal primary. education in Ethiopia in 2015. However, under the present population trend, achieving an eight years of universal primary education remains a long way off. This study concludes that the high birth rate of the Ethiopian population isa barrier to the early attainment of universal primary education in Ethiopia. Hence a variety of population projections and their implications need to be studied when long-term educational plans are formulated.
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Training Shopkeepers and Schoolchildren in Medicine Use: Experiments in Applied Medical Anthropology in East Africa - Geest, Sjaak van der (Medical Anthropology Quarterly, 1999)
Medical Anthropology QuarterlyVolume 13, Issue 2 p. 253-255 Training Shopkeepers and Schoolchildren in Medicine Use: Experiments in Applied Medical Anthropology in East Africa Sjaak van der Geest, Sjaak van der Geest Medical Anthropology Unit, University of AmsterdamSearch for more papers by this author Sjaak van der Geest, Sjaak van der Geest Medical Anthropology Unit, University of AmsterdamSearch for more papers by this author First published: 07 May 2008 https://doi.org/10.1525/maq.1999.13.2.253Citations: 11AboutPDF 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 Citing Literature Volume13, Issue2June 1999Pages 253-255 RelatedInformation
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The E Course: expatriate teachers for pre-independent Papua New Guinea - Gelade, Susan (History of Education, 1999)
A little known facet of Australia's colonial education delivery in Papua New Guinea (PNG) was theE Course'. Originally termed the Emergency Course, it was a teacher recruitment and training programme that took place prior to PNG's independence in 1975. The programme was speci® cally designed to implement a rapid training and placement of minimally educated, English speaking teachers, into PNG primary schools under the Australian Administration. The scheme took place during a period when post-Second World War conditions were continuing to impact upon teacher availability from Australia, and shortages in personnel were impeding Australia's attempts to create a literate population in PNG. There were evident bene® ts from the course, both for Papua New Guinean primary school students as well as Australia's short-term administrative and political requirements. However, analysis of the pro- gramme and its context also suggests that the Australian Administration at the time evinced a degree of pragmatism, both in the implementation of the course and the means by which teachers were installed in PNG's schools. Much of the material used in this paper comes as a result of interviews and research undertaken during doctoral studies on the changing aspects of the expatriate teachers' place and identity in PNG's transitional society both before and after independence.
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The role of ethnomathematics in mathematics education cases from the horn of Africa - Jama, Jama Musse (Zdm – Mathematics Education, 1999)
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School Libraries in Lesotho - Kakomo, Albert K. (Information Development, 1999)
Literature abounds on both the importance of the school library and on why the school library should be integrated into the curriculum. Some countries have already made positive strides in that direction. It is against this backdrop that the situation in Lesotho with regard to secondary and high school libraries is examined. An overview of the current school library scene in Lesotho is presented. The factors holding back the development of school libraries in the country are discussed followed by recommendations of how to improve the situation. The importance of lobbying the relevant authorities in the school libraries development scheme comes out quite clearly. Finally, the development potential that exists in Lesotho vis-à-vis secondary and high school libraries is mentioned as the basis on which to pin hopes for the future.
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Library Education and the Practitioner: The Sierra Leone Experience - Kargbo, John Abdul (International Information & Library Review, 1999)
AbstractThe pattern of library and information science (LIS) education in any country is shaped by a combination of circumstances, namely the nature of the country's library service; the structure of tertiary education; the system of government; and the professional organizations which librarians themselves have formed. Library education programmes should be innovative, educational options should be open to both instructors and students, and the curriculum should be designed to prepare students to anticipate developments, solve problems and adapt to change. In this article the past and current educational trends of librarianship in Sierra Leone are examined.
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Library Education and the Practitioner: The Sierra Leone Experience - Kargbo, John Abdul (International Information & Library Review, 1999)
The pattern of library and information science (LIS) education in any country is shaped by a combination of circumstances, namely the nature of the country's library service; the structure of tertiary education; the system of government; and the professional organizations which librarians themselves have formed. Library education programmes should be innovative, educational options should be open to both instructors and students, and the curriculum should be designed to prepare students to anticipate developments, solve problems and adapt to change. In this article the past and current educational trends of librarianship in Sierra Leone are examined.
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Sharing stories: A study of African American students in a predominantly white teacher education program - Kornfeld, John (The Teacher Educator, 1999)
Abstract This qualitative study explores the experiences of Jessica Smith and Donna West (fictitious names), two African American students in a predominantly White teacher education program at a midwest university. Interviews and field observations illuminated these students’ frequent encounters with overt racism, as well as what J. King (1991) called “dysconscious racism"—a form of racism that tacitly accepts dominant White norms and privileges. Their experiences with racism at the university underscored for them the importance of addressing issues of diversity and racial inequality in their own classrooms. Moreover, both women noted that the interviews conducted for this study deepened their resolve to bring diversity issues into the classroom by helping them put their experiences into perspective and clarify their own belief and goals. Instructors and researchers need to continue this effort to hear the stories that students of color have to tell.
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The establishment and development of a further education sector in South Africa with specific reference to the community colleges concept in the Gauteng Province - Mafisa, Lekhotla James (1999)
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Epidemiology of traumatic injuries to the permanent incisors of 9–12‐year‐old school children in Damascus, Syria - Marcenes, Wagner; Beiruti, N.; Tayfour, D.; Issa, Sameh (Dental Traumatology, 1999)
This cross-sectional survey was carried out to assess epidemiological data concerning dental injuries to the permanent incisors of Syrian children. It included 1087 children aged 9 to 12 years, of both sexes, randomly selected from public and private primary schools in Damascus. The response rate was 100%. The prevalence of traumatic injuries to the permanent incisors rose from 5.2% at the age of 9 years to 11.7% at the age of 12 years (P = 0.007). The difference in prevalence between boys and girls was not statistically significant (P > 0.05). The majority (59.8%) of children who had experienced injuries to the permanent incisors reported that they were not taken to the dentist for evaluation or treatment of the damage. Among those children who had experienced traumatic injuries to the teeth 93.1% presented with untreated damage. Because some injuries were minor, such as small enamel fractures, the proportion of children who needed treatment was 63.2%. There was a tendency for children with an incisal overjet greater than 5 mm to have experienced dental injuries (P = 0.06). Children with inadequate lip coverage were more likely to have experienced dental injuries than those with adequate lip coverage (P = 0.000). The most common reported cause of injuries to the permanent incisors was violence (42.5%), followed by traffic accidents (24.1%), collisions with people or inanimate objects (16.0%) and falls (9.1%). In conclusion, traumatic dental injury may pose a serious dental public health problem.
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Can audiovisual presentations be used to provide health education at primary health care facilities in South Africa? - Mathews, Catherine; Ellison, George T. H.; Guttmacher, Sally; Reisch, Nikki; Goldstein, Sue (Health Education Journal, 1999)
This study assessed the feasibility and potential effectiveness of using audiovisual presentations in the waiting rooms of busy South African primary health care clinics, to educate patients about STD prevention and treatment. A 24-minute episode of South Africa's popular soap opera, Soul City was played continuously during three consecutive days in the clinic waiting areas. The storyline of the episode chosen was intended to convey key health messages regarding the prevention and treatment of STDs. The research was conducted at four primary health care clinics serving large, poor peri-urban townships in South Africa. Observations of patient behaviour were made, and a random selection of patients were interviewed on exit. A focus-group discussion was held with all of the clinic staff at each clinic site, to assess staff atti tudes towards the use of such audiovisual presentations as part of their future routine duties. The mean proportion of patients who were observed watching the video at any one time varied from 34 to 64 per cent at all four clinics. Based on exit inter views, the presentation was seen by 88.2 per cent of patients attending all four clinics, and its STD content was recognised by 91.5 per cent of those who had seen it. Over 90 per cent of patients found the presentation helpful and interesting. Clinic staff described the use of video-mediated education as a solution to the problem of inad equate health education, and there was unanimous support for it. In future, it will be important to evaluate whether such audiovisual presentations can be effective in improving patients' knowledge and attitudes, and changing their behaviour, without compromising important interactions between clinicians and patients.
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Investigating the learning resource requirements of students at the Open University of Tanzania - Mcharazo, Alli; Olden, Anthony (Journal of Librarianship and Information Science, 1999)
Describes a survey, conducted at the Open University of Tanzania and consisting of both open and closed questions, to determine the user needs of their distance education students. Due to the nature of the user survey, in which questionnaires were distributed in person and because it was often less trouble for those surveyed to have a researcher or research assistant write down responses, the questionnaire became, in a sense, an interview for which a list of questions had been drawn up in advance. A total of 54 students were interviewed: one year two, one year three and one year four students for law, education and science in each of the six regions selected from the 25 regions of Tanzania (Dar es Salaam, Pwani (Coast), Morogoro, Tanga, Kilimanjaro and Arusha). A major problem was the scattered nature of the Open University students and this was solved by having a trained local research assistant in every region. These assistants were given a day’s training in advance of the work, all were Tanzania Library Service staff and training took place in regional libraries. A substantial number of students preferred meetings to take place at their workplaces, in urban areas the majority of meetings took place in public libraries and a few meetings took place in students’ homes. It is planned to interview academic staff with responsibility for the six regions, as well as senior academics such as deans of faculties at headquarters, authors of the study material, Tanzania Library Service staff and other librarians. Full findings of the research will be presented when the investigation is complete.
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Ethnic Diversity, Mobility and School Funding: Theory and Evidence From Kenya - Miguel, Edward (RePEc: Research Papers in Economics, 1999)
This paper explores the relationship between ethnic diversity and local school funding in Kenyan primary schools. The empirical results paint a picture of pervasive local collective action problems in ethnically diverse Kenyan primary schools. Local ethnic diversity is robustly associated with lower local school funding, less parental involvement in school functions, and fewer desks, latrines, and classrooms per pupil in ninety-seven rural Kenyan primary schools. However, local ethnic diversity is not related to average test score performance in these schools. The theory examines the school choice and school funding process when student mobility between schools is limited by land market imperfections, and some aspects of educational quality - such as headmaster competence - differs markedly across schools. The implication for human capital accumulation, economic growth, and local collective action are discussed, especially for Africa.
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Ethnic diversity, mobility and school funding: theory and evidence from Kenya - Miguel, Ted (1999)
This paper explores the relationship between ethnic diversity and local school funding in Kenyan primary schools. The empirical results paint a picture of pervasive local collective action problems in ethnically diverse Kenyan primary schools. Local ethnic diversity is robustly associated with lower local school funding, less parental involvement in school functions, and fewer desks, latrines, and classrooms per pupil in ninety-seven rural Kenyan primary schools. However, local ethnic diversity is not related to average school test score performance in these schools. The theory examines the school choice and school funding process when student mobility between schools is limited by land market imperfections, and some aspect of educational quality - such as headmaster competence - differs markedly across schools. The implications for human capital accumulation, economic growth, and local collective action are discussed, especially for Africa.
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The educational impact of teachers' organisations (1925-1992) on the Indian community in South Africa - Munsamy, Gabriel Somasundram (1999)
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The role of public service broadcasting in South African education : Phalaphala FM as a case study - Netshitomboni, Rabelani Lusani (1999)
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Determinants of Maternal Mortality in Eclampsia at Korle-Bu Teaching Hospital, Accra Ghana - Obed, Samuel A.; Wilson, John; Sackey, Adziri H. (1999)
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Level of education and injecting drug use among African Americans1Not for citation nor quotation without permission.1 - Obot, Isidore; Hubbard, Scott; Anthony, James C. (Drug and Alcohol Dependence, 1999)
Drawing upon a nationally representative survey sample of African American (AA) drug injectors and non-injectors, this study tests for a suspected causal association between dropping out of school and the occurrence of injecting drug use (IDU), which remains a major cause of human immunodeficiency virus (HIV) transmission in this population. The data are from public use files of the National Household Surveys on Drug Abuse (NHSDA) conducted between 1991 and 1995. From within the NHSDA's nationally representative sample of adult household residents, a total of 389 AA adults with a history of IDU were matched on neighborhood of residence with 2253 AA adults with no history of IDU. The conditional form of multiple logistic regression was used to estimate the relative risk of having injected a drug for school dropouts relative to a reference category of AA who received the high school diploma but did not go to college. AAs who dropped out of high school were an estimated two times more likely to have injected drugs. With statistical adjustment for age, sex, and Hispanic background, the estimated association was 1.9 (95% confidence interval (C.I.) = 1.3-2.6, P<0.001). Contrary to our advance hypothesis, earning the graduate equivalency certificate (GED) did not seem to affect the magnitude of excess risk for having started IDU (adjusted odds ratio (aOR) = 2.3, 95% C.I. = 1.4-3.8, P<0.001). Hence, school dropout prevention might reduce the risk of IDU per se, in addition to the many other general benefits of educational attainment. The issue of GED-associated reduced risk of IDU remains open for future study.
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Prevalence of substance use among students in a Kenyan University: a preliminary report. - Odek-Ogunde, M; Pande-Leak, D (PubMed, 1999)
To investigate the prevalence and pattern of substance use among an undergraduate population in a Kenyan university.Cross-sectional survey, cluster sampling of classrooms, self-administered questionnaires.Private international university in Nairobi province, Kenya.Five hundred fifty eight undergraduate students of both sexes, age range 16-50 and mean age (S.E) of 21.1 +/- 0.2.Self-reported use of psychoactive substances.Percentages of lifetime prevalence rates of commonly used substances were tobacco, 54.7%; alcohol, 84.2%; cannabis, 19.7% and inhalants, 7.2%. The corresponding "past use" and "current use" rates were relatively lower but followed the same pattern. The percentage rates were significantly higher in males than females (p < 0.005). Rates for regular use (> 20 days/month) were higher for tobacco (24.7%) than alcohol (11.5%). The lifetime prevalence rates of other drugs (heroin, cocaine, mandrax, amphetamines and LSD) were low (< 5%), while modest rates were recorded for tranquilizers (10.8%), local brews (13.6%) and cough mixtures (35.1%). Less than 20% of respondents initiated substance use in lower primary school, while more than 50% started using in upper primary and secondary school and 11% to 25% started using substances at university.Substances most commonly used by respondents studied were of the licit variety (alcohol and tobacco). The rate of use of the two substances is rather high. The use of illicit drugs seems to be growing and may soon escalate to alarming levels. The findings suggest an urgent need to gather more data, which can be used to guide formulation of health promotion and prevention programmes.
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Periodontal status and treatment needs of 12-15 year old institutionalized mentally handicapped school children in Ibadan, Nigeria. - Oo, Denloye (PubMed, 1999)
Mentally handicapped children are known, to have poor periodontal health. But previous studies lack conformity due to the use of different indices by the different authors. Twenty-five institutionalized mentally handicapped school children in Ibadan, Nigeria were studied with the aim of assessing their periodontal health and per treatment needs using the CPITN which is known to be simple and has international uniformity. The result showed that none of the children had healthy periodontium and all the children will need oral hygiene care with a significant percentage (8%) requiring complex periodontal care. The need for comprehensive preventive dental program is discussed since the hallmark of management of the children is prevention.
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THE ECONOMIC IMPACTS OF EDUCATION ON SMALLHOLDER CROP PRODUCTION SYSTEMS IN AFRICA: EMPIRICAL EVIDENCE FROM BOTSWANA - Panin, A. (Agrekon, 1999)
Massive expansion in educational programmes has been reported for Sub-Sahara African (SSA) countries in recent years. Yet, the economic role of education in agriculture—the main source of livelihood for the majority of SSA population is still debatable. The purpose of this paper is to provide empirical evidence on how formal education affects smallholder crop production systems in Africa. The analysis uses 1997/98 farm management survey data on 60 randomly selected rural households from Botswana. It is concluded from the results that education has a positive and significant effect on crop incomes of smallholder traditional farmers. Therefore, continuing investments in education among SSA countries are important and warrant supportive government action to improve the lives of millions of peasant farmers in SSA.
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Discourses of the Policy of Educational Decentralisation in South Africa since 1994: an examination of the South African Schools Act [1][2] - Sayed, Yusuf (Compare: A Journal of Comparative and International Education, 1999)
Abstract The policy of educational decentralisation has in recent times become a key aspect of educational restructuring in the international arena. The decentralisation of educational control and decision‐making is also evident in discussions surrounding educational restructuring in South Africa and has been expressed in the call for greater community and parental participation in schooling. This move towards greater devolution and participation in schooling increased in momentum after the elections of 1994 and was sanctioned with the passing of the South African Schools Act (SASA) in November 1996. In an attempt to understand the move towards educational decentralisation, this paper examines the rationale and likely implications behind such a policy in the South African context. The paper argues that educational decentralisation in the South African context may result in greater educational inequities along the lines of class rather than race. The paper cautions against unqualified commitment to educational decentralisation in countries in transition.
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Giving Voice: Inclusion of African American Students' Polyrhythmic Realities in Adult Basic Education - Sheared, Vanessa (New Directions for Adult and Continuing Education, 1999)
Abstract Giving voice in adult basic education classes to the polyrhythmic realities of African American adult learners and teachers will allow both to see reflections of their shared history, language, race, and gender.
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Increased sexual abstinence among in-school adolescents as a result of school health education in Soroti district, Uganda - Shuey, D (Health Education Research, 1999)
A school health education programme in primary schools aimed at AIDS prevention in Soroti district of Uganda emphasized improved access to information, improved peer interaction and improved quality of performance of the existing school health education system. A cross-sectional sample of students, average age 14 years, in their final year of primary school was surveyed before and after 2 years of interventions. The percentage of students who stated they had been sexually active fell from 42.9% (123 of 287) to 11.1% (31 of 280) in the intervention group, while no significant change was recorded in a control group. The changes remained significant when segregated by gender or rural and urban location. Students in the intervention group tended to speak to peers and teachers more often about sexual matters. Increases in reasons given by students for abstaining from sex over the study period occurred in those reasons associated with a rational decisionmaking model rather than a punishment model. A primary school health education programme which emphasizes social interaction methods can be effective in increasing sexual abstinence among school-going adolescents in Uganda. The programme does not have to be expensive and can be implemented with staff present in most districts in the region.
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Cultural Factors in Mathematics Education Contributing to the Shortage of Women Professionals in Papua New Guinea - Sukthankar, Neela (Educational review, 1999)
In a world which is realising that development cannot and must not be blind to gender, Papua New Guinea (PNG) as a developing nation has the opportunity to avoid the mistakes of history. The country's abundant natural resources demand research and technological development in the fields of agriculture, mining, fisheries, and forestry. Although women have traditionally been active in these areas at the grassroots level, they are severely under-represented in PNG's workforce. For example, only 11.6% of the senior management positions, and only 29.5% of the professional and technical jobs are held by women (UNDP Programme Officer, 1995). This has been partly attributed to the fact that mathematical competency is essential for advancement in these fields and there is a severe shortage of qualified female applicants with these skills. Several cultural factors contribute to this imbalance. Mathematics and science are considered as male subjects in PNG society. Boys are more exposed to Western culture. They have access to games, television. Traditionally young women are typically not encouraged to pursue higher education; instead they are expected to seek jobs and help finance the family budget (Oliver, 1985). Mathematics is often taught as an abstract subject without practical applications, making it more difficult for women to grasp since they are less exposed to Western culture due to social customs. This is particularly challenging since PNG has over 100 different native counting systems (Lean, 1991) and students must learn new concepts in a foreign language. The solution seems to lie in using, rather than abusing, the cultural reality and teaching mathematics at every level of the education system as a part of the Papua New Guinean woman's heritage.
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Improved cognitive knowledge of midwives practising in the Eastern Cape Province of the Republic of South Africa through the study of a self-education manual - Theron, Gerhard (Midwifery, 1999)
To determine whether the Maternal Care manual of the Perinatal Education Programme (PEP) is effective in improving the cognitive knowledge of midwives.A prospective controlled trial in a region where PEP was not previously used. The midwifery knowledge of all midwives caring for pregnant women in the three towns was tested before the commencement of the study. The Maternal Care manual was then introduced to the midwives in he study town and they worked through the programme. Following the completion of the manual, all midwives were tested again with the same test. The time interval between the pre and post testing was 12 months.Three towns on the Eastern Cape Province of South Africa.All Midwives caring for pregnant women in three towns.The Maternal Care manual of PEP was studied by the midwives in the study town.Changes in cognitive knowledge were tested with multiple choice questions. A significant improvement (p < 0.0001) was achieved in the study town. The mean score (maximum 70) improved by 22.4 (32%) marks, from 35.9 (51%) to 58.3 (83%).The cognitive knowledge of midwives who completed the Maternal Care manual improved significantly.These findings are to particular importance as the method by which the Maternal Care manual of PEP was applied conforms to the method suggested for the its national use.
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Africa - Joseph N'Soko Swa-Kabamba: Le pané-gyrique Mbíímbi: étude d'un genre poétique oral yaka (République Démocratique du Congo). (CNWS Publications, Vol. 59.) ii, 336 pp. Leiden: Research School CNWS, School of Asian, African and Amerindian Studies, 1997. Guilders 45. - Tonkin, Elizabeth (Bulletin of the School of Oriental and African Studies, 1999)
Africa - Joseph N'Soko Swa-Kabamba: Le pané-gyrique Mbíímbi: étude d'un genre poétique oral yaka (République Démocratique du Congo). (CNWS Publications, Vol. 59.) ii, 336 pp. Leiden: Research School CNWS, School of Asian, African and Amerindian Studies, 1997. Guilders 45. - Volume 62 Issue 2
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Health and cancer prevention: implications of the knowledge and beliefs of 15-16 year old school pupils in South Africa - Walker, Alexander; Walker, B.F.; Jerling, Johann C.; Rossouw, K.; Lelake, A. (Journal of The Royal Society for The Promotion of Health, 1999)
The objective was to collect information from African and white pupils aged 15-16 years on their knowledge of and attitudes towards cancer, and their understanding of health-related behaviours in relation to their future experience. Questionnaires were completed by a series of 338 African and 378 white pupils in suburban secondary schools. African and white pupils knew most about lung cancer, and had some knowledge of skin and breast cancers. Smoking was seen by most as the chief cause of the disease. Half of both groups perceived a high intake of vegetables and fruit as protective. Television and printed media were the most important sources of information. The children in both groups were more anxious about unemployment and violence, and also, among African children, about AIDS, than about future ill-health. Thus, health was not perceived by many as the most important goal in life. Discussion indicates that white adolescents and also white adults, with more advanced understanding of cancer causation, make very limited use of their knowledge, dietary and non-dietary, to avoid the disease. In brief, level of cancer knowledge has very limited implications. Although young Africans in the course of their transition are very unlikely to seek to diminish their risk of cancer, there must be no lessening of urgent warnings and advice through the media on the avoidance of the disease.
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New Challenges and Opportunities for Lifelong Learning in South Africa - Walters, Shirley (Comparative Education, 1999)
The imperatives for lifelong learning in South Africa are driven by its reinsertion into the global economy and by the social and political necessities of equity and redress after the years of colonialism, segregation and apartheid. It is therefore not surprising to find the discourse of lifelong learning infused into new policy documents. Utilizing Belanger's framework, which argues that lifelong learning is not a norm to prescribe but an empirical reality to analyze and reconstruct, the contexts for lifelong learning in South Africa are surveyed by focusing in on the state of initial education, adult education, and the learning environments. The framework, which acknowledges the daily lived realities of women and men, is a helpful way of retaining an holistic and integrated vision of lifelong learning and its humanistic, democratic goals. For lifelong learning in South Africa to deepen for more than a small group of well-educated, mainly urban, formally employed people, the author concludes that initial education, adult education and the learning environments of all the people will have to be improved. If this does not happen, then at least two polarized 'lifelong educations' will result.
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An Evaluative Look at the Model used in the Assessment of Teaching Quality at the University of Natal, South Africa: reflections, rewards and reconsiderations - Webbstock, Denyse (Assessment & Evaluation in Higher Education, 1999)
ABSTRACT The assessment of teaching quality has been high on the agenda of higher education institutions in South Africa since the beginning of the momentous transformation of that society and the attendant relatively sudden changes in the student constituencies served by those institutions. The University of Natal has accepted the need to recognise and reward quality in teaching, and since 1994 has implemented a new route to academic promotion through teaching, based on committee evaluation of a candidate's teaching portfolio. In this paper, the process of development and the actual model of the assessment of quality in teaching, including the evaluation criteria used in assessing teaching portfolios, is explored, described and evaluated. The successes and the problems inherent in the system are highlighted, and suggestions are made with respect to possible reconsiderations. Finally, the possibilities for generalising the model for use in other institutions are explored.
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African American College Students at a Predominantly White Institution: Patterns of Success. - Hall, Clover (1999)
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Role of health education programmes within the Libyan community - Aa, Elfituri; Ms, Elmahaishi; Th, MacDonald (Eastern Mediterranean Health Journal, 1999)
The effectiveness of existing Libyan health education programmes was evaluated in order to assess how the service may be improved. A representative sample of the general public completed a questionnaire on health knowledge, healthy behaviours and the impact of various health education media. The 872 participants ranked health education media by effectiveness, with television ranked highest and booklets and leaflets lowest. We recommend reorganization of the use of different health education media in future planning.
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[Students do not return home to Tanzania after completing their medical training. Barefoot physicians have to work in the countryside]. - Enocson, Alexandra (PubMed, 1999)
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Silicic magmas from the continental Cameroon Volcanic Line (Oku, Bambouto and Ngaoundere): 40 Ar- 39 Ar dates, petrology, Sr-Nd-O isotopes and their petrogenetic significance - Marzoli, Andréa; Renne, Paul R.; Piccirillo, E. M.; Castorina, Francesca; Bellieni, G.; Melfi, Adolpho José; Nyobe, J. B.; N’ni, Jean (Contributions to Mineralogy and Petrology, 1999)
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The Question of Relevance in AIDS Education in Malawi - Bonga, Violet M. (1999)
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AIDS and Peer Education in Lesotho - Chere-Masopha, Julia (1999)
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Human Resource Development and Training in Relation to HIV/AIDS in the Formal Sector in Zambia - Tembo, Robert (1999)
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The composition of the depleted mantle end-member of the Cape Verde volcanics; is DMM an important source component at the Cape Verde Islands? - Martin, Holm Paul; Lund, Hansen Soren (Journal of Conference Abstracts, 1999)
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In service training of teachers in Egypt and Kuwait - Abd-Eldayem, Mohamed M. (Dirāsāt Tarbawiyyaẗ wa Nafsiyyaẗ - Maǧallaẗ Kulliyyaẗ Al-Tarbiyyaẗ Bil Zaqāzīq (Print), 1999)
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Earth Science Education in Sudan - Abdullatif, Osman; Farwa, Abdalla Gumaa (Journal of African Earth Sciences, 1999)
This paper describes Earth Science Education in Sudan, with particular emphasis on the University of Khartoum. The first geological department in Sudan was founded in 1958 in the University of Khartoum. In the 1980s, six more geological departments have been added in the newer universities. The types of courses offered include Diploma, B.Sc. (General), B.Sc. (Honours), M.Sc. and Ph.D. The Geology programmes are strongly supported by field work training and mapping. Final-year students follow specialised training in one of the following topics: hydrogeology, geophysics, economic geology, sedimentology and engineering geology. A graduation report, written in the final year, represents 30–40% of the total marks. The final assessment and grading are decided with the help of internal and external examiners. Entry into the Geology programmes is based on merit and performance. The number of students who graduate with Honours and become geologists is between 20% to 40% of the initial intake at the beginning of the second year. Employment opportunities are limited and are found mainly in the Government's geological offices, the universities and research centres, and private companies. The Department of Geology at the University of Khartoum has long-standing internal and external links with outside partners. This has been manifested in the training of staff members, the donation of teaching materials and laboratory facilities. The chief problems currently facing Earth Science Education in Sudan are underfunding, poor equipment, laboratory facilities and logistics. Other problems include a shortage of staff, absence of research, lack of supervision and emigration of staff members. Urgent measures are needed to assess and evaluate the status of Earth Science Education in terms of objectives, needs and difficulties encountered. Earth Science Education is expected to contribute significantly to the exploitation of mineral resources and socio-economic development in the Sudan. Cet article donne une description de l'Enseignement des Sciences de la Terre au Soudan, en insistant surtout sur l'Université de Khartoum. Le premier département de géologie au Soudan fut fondé en 1958 à l'Université de Khartoum. Dans les années 80, six départements supplémentaires furent ajoutés dans les universités nouvelles. Les types de cursus comprennent le Diplôme, le 1° Cycle (général et avec mention), le 2° Cycle et le Doctorat. Les programmes de géologie s'appuient sur l'entraînement au travail de terrain et la cartographie. Les étudiants de fin d'année suivent un enseignement spécialisé dans les branches suivantes: hydrologie, géophysique, géologie appliquée, sédimentologie et géologie de l'ingénieur. Le rapport final, écrit la dernière année, représente 30 à 40 % du total des points. Le résultat final et la graduation se décident avec l'aide d'examinateurs internes et externes. L'entrée dans les programmes de géologie se fonde sur le mérite et les résultats. Les étudiants qui obtiennent le premier cycle avec mention et deviennent géologues constituent de 20 à 40 % de la promotion au début de la deuxième année. Les possibilités d'embauche sont limitées et se situent surtout dans les services géologiques gouvernementaux, les universités et les centres de recherches, les compagnies privées. Le Département de Géologie de l'Université de Khartoum a des liens anciens internes et externes avec d'autres partenaires. Ceci s'est manifesté par le recyclage des membres du personnel, la donation de matériels pédagogiques et des facilités de laboratoires. Les problèmes majeurs auxquels fait face aujourd'hui l'enseignement en sciences de la terre au Soudan sont le manque de crédits et l'insuffisance de l'équipement, des facilités de laboratoire et de la logistique. Parmi les autres problèmes, citons le manque de personnel, l'absence de recherche, le manque d'encadrement et le départ de membres du personnel. Des mesures urgentes doivent être prises pour estimer et évaluer le niveau de l'enseignement des sciences de la terre en termes d'objectifs, de besoins et de difficultés. L'enseignement des sciences de la terre doit contribuer de façon significative à l'exploitation des ressources minérales et au développement socio-économique du Soudan.
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Earth Science Education in Cameroon: a case study from the University of Buea - Ayonghe, S.N. (Journal of African Earth Sciences, 1999)
Cameroon is a bilingual country with French and English being the official languages. This bicultural status is linked to pre-independence colonisation of the territory. Consequently, two educational systems exist in formal schools, colleges and the university sector. Studies of Earth Science Education curricula in these systems show completely divergent approaches in colleges and at the Tertiary level. An assessment of the factors that influence these divergences shows their relationship to the cultural background and to available expertise. From 1962 to 1992, Earth Science Education at the Tertiary level was limited to the unique University of Yaoundé and was based on the French system, even though the University served both systems. The curriculum was not related to the major priority needs of the country with respect to its natural or mineral resources and this handicap is being felt today. However, the creation in 1993 of six independent government universities in the country, with one — the University of Buea — being of an ‘Anglo-Saxon’ tradition, has resulted in the development of varied curricula in Earth Science Education in five of these universities. The varied approach is aimed at meeting manpower needs in priority areas of the subject in future. A comparison of the Earth Science curricula from 1993 to 1998 in the Universities of Yaoundé I, Douala and Buea is used to identify the divergent approaches and the expected advantages of each curriculum. A more detailed evaluation of the curriculum in the University of Buea is used to highlight the attempt being made to train geoscientists who will be capable of exploiting the natural resources of the country and equally ensure the conservation of the environment for future generations. Le Cameroun est un pays bilingue avec le français et l'anglais comme langues officielles. Ce statut biculturel est lié à la colonisation du territoire avant l'indépendance acquise en 1960. Par conséquent, deux systèmes d'éducation coexistent dans les établissements primaires, secondaires et universitaires. Les études dans le domaine des Sciences de la Terre dans ces deux systèmes (i.e. Français et Anglais) sont complèment différentes, surtout dans les établissements secondaires. Un constat fait sur cette différence d'études, montre qu'elle est liée d'une part au passé culturel des deux systèmes et, d'autre part, à un certain manque d'experts sur ce domaine. De 1962 à 1992, l'enseignement des Sciences de la Terre au troisième cycle n'existait qu'a l'Université de Yaoundé et il était basé sur le système français. Le programme n'était pas adapté aux nécessités du pays et à la mise en valeur de ses ressources naturelles et minerales, un handicap qui se ressent aujourd'hui. La création dans le pays en 1993 de six Universités gouvernemental indépendantes dont une de tradition anglo-saxonne, a donné naissance au développement du programmes d'enseignement des Sciences de la Terre dans quatre de ces Universités qui cherchent à couvrir les besoins de la main-d'oeuvre dans les secteurs jugés prioritaires. Une comparaison de programmes des Sciences de la Terre dans les Universités de Buéa, Yaoundé I et Douala, est utilisée pour identifier les manières d'abords divergentes et avantages attendus de chacun de ces programmes. Une évaluation beaucoup plus détaillée du programme à l'Université de Buéa est employée pour clarifier la tentative en cours de formation des géoscientistes qui seront capable d'exploiter les ressources naturelles du pays et d'assurer également la conservation de l'environement pour les générations futures.
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GEOGRAPHY EDUCATORS' PERCEPTIONS OF TEACHING ENVIRONMENTAL EDUCATION IN SOUTH AFRICAN SCHOOLS - Ballantyne, Roy; Oelofse, Catherine; Winter, Kevin (South African Geographical Journal, 1999)
ABSTRACT The relationship between geography and environmental education, as perceived by South African geography educators, is explored in this study which was conducted as part of an international survey of geography teachers and teachers educators. Overall, South African geography educators strongly support the teaching of environmental education through school geography, particularly with regard to the development of environmental awareness, environmental knowledge and environmental attitudes. Less support is given to encouraging students' active commitment to and participation in environmental causes. South African geographers are more open to the idea of formal linkages between environmental education and geography education than their international counterparts, however, their overuse of teacher-centred instructional methods may hinder their attempts to address goals of environmental education. The need to place greater emphasis on student-centred teaching methods such as fieldwork and student action in and for the environmental is indicated. Such approaches will be suited to the new emphasis on outcomes-based education in South African schools.
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Earth Science Education in Uganda - Barifaijo, E. (Journal of African Earth Sciences, 1999)
Uganda has two Government funded universities, five operating private universities and four other universities are due to start soon. Geology was first taught in Uganda at Makerere University in 1968 within the Department of Geography. Through the leadership of Prof. Robert Macdonald it became established as a full department in August 1969 as part of the Faculty of Science. Both pure and applied geology are taught and the courses are designed to suit the current job market. At present, the three-term academic year is being replaced by a semester-based course unit system. At the same time, the 3:2:2 subject combination, requiring a student to do three subjects in first year and two subjects in both second and third years, is to be replaced by a major-minor subject combination. Currently, there are about 50 undergraduate students and four Ph.D. students in the Department. A student Geological Association acts as a forum for the exchange of information on matters of geological concern. An affirmative action policy has improved the intake of women students into the Department. On average, the number of women has increased from about 10% to 33.3% in the years 1984/85 to 1997/98. Their performance parallels that of the male students and they are readily employed. Of the eight members of academic staff, two are women. The Department of Geology has good links with regional and overseas universities through which a number of research programmes are currently supported. In addition, most of the training of manpower for the University and research programmes is supported by regional and international research agencies. Academic staff combine teaching with research and consultancy. L'Ouganda a deux Gouvernement consolidé universités, cinq universités privées et quatre autres universités qui commenceront bientôt. La géologie a commencé à être appris à l'Ouganda à Université Makerere en 1968 dans le Département de Géographie. En août 1969, il a été établi comme un département plein dans la Faculté de Science sous la direction de Prof. Robert Macdonald. Les deux pur et la géologie appliquée est apprise et les cours sont conçus pour convenir le marché du travail courant. À présent, le trois terme que l'année académique est remplacée par un système semestre — basé. En même temps, la 3:2:2 combinaison du sujet où un étudiant fait trois sujets dans de première année et deux sujets en les deux seconde — et de troisième année, sera remplacé par une combinaison du sujet majeur mineure. Actuellement, il y a approximativement 50 étudiants de licence et quatre Ph.D. étudiants dans le Département. L'Association Géologique pour les étudiants fonctionne comme un forum pour l'échange de renseignements sur matières d'inquiétude géologique. Une politique positive a amélioré la prise d'étudiants des femmes dans le Département. Sur moyenne, le nombre de femmes a augmenté d'approximativement 10% à 33.3% dans les années 1984/85 à 1997/98. Leur performance est égal cela des étudiants masculins et ils sont employés aisément. Des huit membres de personnel académique, deux sont des femmes. Le Département de Géologie a de bons liens avec universités régionales et d'outre-mer par que plusieurs programmes de la recherche sont supportés actuellement. Aussi, la plupart de la formation de gens pour l'Université et les programmes de la recherche sont supportés par les agences de la recherche régionales et internationales. Le personnel académique combine l'enseignement avec recherche et assistance technique.
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Earth science training and development in Africa: a United Kingdom perspective - Bennett, John D. (Journal of African Earth Sciences, 1999)
The paper discusses earth science training and development in Anglophone Africa, focusing particularly on support to geological survey organisations (GSOs). A distinction is drawn between ‘education’ and ‘training’, the latter used here in a vocational sense. Both are part of a continuing process of career development for earth scientists. First degree level education underpins all subsequent training. The onus for the latter lies with the employers, which need to develop appropriate training programmes for their staff that are compatible with an individual's career development and their own organisations' needs. There are relatively few graduate employees as a percentage of total staff in most African GSOs compared with GSOs elsewhere in the world and the experience of many of the younger scientists may be limited. This, and the often limited resources available, indicate a continuing need for support through development and institutional strengthening programmes. The main approaches to training and development are outlined and examples are given of some applications of these approaches. The training providers include ‘western’ and former Soviet earth science institutions, organisations such as the Association of Geoscientists in Development, and geological societies such as the Geological Society of Africa. The changing emphasis of developing country technical assistance requirements is reviewed. These include a shift from the leader-trainee approach by the provider to an advisory approach. The encouraging emergence of cross-border and regional training and development programmes within Africa is noted. L'article traite de la formation et du développement des sciences de la terre en Afrique anglophone, en se concentration sur le soutien aux organismes de service géologique (GSO). II faut faire la distinction entre 'l‘enseignement’ et ‘la formation’, cette dernière utilisée ici dans un sens professionnl. Tous deux au processus continu de l'évolution de la carrière pour les scientifiques de la terre L'enseignement des premiers degrés constitue les fondations de la formation postérieure. La responsabilité de la formation incombe aux emplyeurs, qui doivent mettre en place des programmes de formation de leur personnel appropriés et compatibles avec l'évolution d'une carrière personnelle et les besoins du service. Il y a relativement peu d'employés diplômés dans l'ensemble du personnel de la plupart des GSO d'Afrique, en comparaison des GSO dans le monde et l'expérience de nombreux jeunes géologues peut être limitée. Ces facteurs, ainsi que la limitation fréquente des ressources disponibles, montre le besion continuel de soutien par des programmes de développement et de renforcement des institutions. Les approches principales pour assurer la formation et le développement sont décrites, avec quelques exemples d'applications. La formation est fournie par des institutions de sciences de la terre ‘occidentales’ et anciennement soviétiques, des organisations comme l'Association des Géologues pour le Développement et des sociétés géologiques comme la Société Géologique d'Afrique. On passe en revue le changement des priorités des besoins en assistance technique des pays en voie de développement, passant de l'approche guide-élève à celle du conseil. Il faut noter en Afrique l'apparition encourageante de programmes de formation et de développement transfrontaliers et régionaux.
Keywords: openalex:import

Earth Science Education in Morocco - Bouabdelli, Mohamed (Journal of African Earth Sciences, 1999)
The earth sciences are taught in twelve universities in Morocco and in three other institutions. In addition there are three more earth science research institutions. Earth science teaching has been taking place since 1957. The degree system is a four-year degree, split into two two-year blocks and geology is taught within the geology-biology programme for the first part of the degree. ‘Classical’ geology is taught in most universities, although applied geology degrees are also on offer in some universities. Recently-formed technical universities offer a more innovative approach to Earth Science Education. Teaching is in French, although school education is in Arabic. There is a need for a reform of the curriculum, although a lead is being taken by the technical universities. A new geological mapping programme promises new geological and mining discoveries in the country and prospects of employment for geology graduates. Les sciences de la terre sont enseignées dans douze universités au Maroc, ainsi que dans trois autres instutions. Il existe en outre trois grands organismes publics s'intéressant aux recherches dans ce domaine. L'enseignement universitaire des sciences de la terre est dispensé depuis 1957. II est sanctionné par un diplôme obtenu en quatre ans, avec deux cycles de deux années chacun. La géologie est enseignée au sein de la section Biologie — Géologie du premier cycle, puis dans la section Géologie du second cycle. II s'agit de géologie ‘classique’ dans la plupart des universités, cependant des formations de géologie appliquée sont développées depuis quelques années. Les Facultés des Sciences et Techniques (F.S.T.) récemment créées offrent une approche plus innovante dans ce sens. Les cours de géologie dans l'enseignement supérieur sont donnés en langue française, tandis que le cursus scolaire antérieur est souvent éffectué en langue arabe. II s'avère nécessaire de réformer l'ensemble des programmes de géologie, malgré le rôle pilote joué par les F.S.T. II faut, d'autre part, espérer que le Plan National de Cartographie Géologique contribuera à de nouvelles découvertes géologiques et minières, créant ainsi des opportunités d'embauche pour les futurs lauréats en sciences de la terre.
Keywords: openalex:import

The Effects of Civic Education on Political Culture: Evidence from Zambia - Bratton, Michaël; Alderfer, Philip W.; Bowser, Georgia; Temba, Joseph (World Development, 1999)
Little empirical research has been done on civic education in new democracies. This article appraises, through a comparison of results from two social surveys, the effects on political culture of several civic education programs conducted principally by nongovernmental organizations in Zambia. Among its findings are that: civic education has observable positive effects, but mainly among privileged elements in society; civic education has consistently greater impact on citizens' knowledge and values than on their political behavior; and, with the possible exception of informal methods such as drama shows, means have yet to be devised to induce citizens to become active voters.
Keywords: openalex:import

The epidemiology of hookworm infection and its contribution to anaemia among pre-school children on the Kenyan coast - Brooker, Simon; Peshu, Norbert; Warn, Peter; Mosobo, Moses; Guyatt, Helen; Marsh, Kevin; Snow, Robert W. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1999)
Intestinal nematode infections are recognized as a major public health problem, and helminth control is currently being directed towards school-aged children who are known to harbour the heaviest infections and are most likely to suffer from associated morbidity. However, few data are available for the epidemiology of intestinal nematodes in pre-school children in Africa, and the contribution of hookworm infection to the aetiology and severity of anaemia among pre-school children remains poorly understood. This paper investigates the epidemiology of parasitic infections in 460 pre-school children who were part of a larger case-control study of severe malaria in Kilifi on the Kenyan coast. Almost one-third (28.7%) were infected with hookworm, 20.2% with Ascaris lumbricoides and 15.0% with Trichuris trichiura. Infection prevalence of each species rose with age, and the prevalence of heavy infection with hookworm and mean intensity of hookworm were markedly age-dependent. One-third (34.3%) of children had malaria. Overall, 76.3% of children were anaemic (haemoglobin < 110 g/L), with the prevalence decreasing with age. Anaemia was significantly worst in children with heavy hookworm infection (> 200 eggs per gram). This relationship held for all ages, both sexes, and was independent of socioeconomic factors. The application of attributable morbidity methods confirmed the contribution of hookworm infection to anaemia.
Keywords: openalex:import

Reconceptualizing the Impact of College Racial Composition on African American Students' Racial Identity. - Cokley, Kevin (Journal of College Student Development, 1999)
The studies of Baldwin, Duncan, and Bell (1987),Cheatham, Slaney, and Coleman (1990), andCheatham, Tomlinson, and Ward (1990) on theimpact of Black and White collegiate institutionson the racial and cultural identity of AfricanAmerican students were replicated and extendedin this study. 206 African American students withan average age of 20.97 completed the Multi-dimensional Inventory of Black Identity, theAfrican Self-Consciousness Scale, and a demo-graphic questionnaire. Results show that theracial composition of collegiate institutionsfacilitates certain racial attitudes and beliefs, butnot greater racial awareness of Black identity.
Keywords: openalex:import

The influence of climate change on the distribution of indigenous forest in KwaZulu‐Natal, South Africa - Eeley, Harriet A. C.; Lawes, Michael J.; Piper, S. E. (Journal of Biogeography, 1999)
Summary Aims (1) To define the physical correlates of indigenous forest in KwaZulu‐Natal province and develop a model, based on climatic parameters, to predict the potential distribution of forest subtypes in the province. (2) To explore the impact of palaeoclimatic change on forest distribution, providing an insight into the regional‐scale/historical forces shaping the pattern and composition of present‐day forest communities. (3) To investigate potential future shifts in forest distribution associated with projected climate change. Location KwaZulu‐Natal province, South Africa. Methods A BIOCLIM‐type approach is adopted. Bioclimatic ‘profiles’ for eight different forest subtypes are defined from a series of grid overlays of current forest distribution against nineteen climatic and geographical variables, using ArcInfo GIS grid‐based processing. A principal components analysis is performed on a selection of individual forests to identify those variables most significant in distinguishing different forest subtypes. Five models are developed to predict the distribution of forest subtypes from their bioclimatic profiles. Maps of the potential distribution of forest subtypes predicted by these models under current climatic conditions are produced, and model accuracy assessed. One model is applied to two palaeoclimatic scenarios, the Last Glacial Maximum (LGM) (≈18,000 BP ) and the Holocene altithermal (≈7000 BP ), and to projected future climate under a doubling in global atmospheric carbon dioxide. Results Seven variables; altitude, mean annual temperature, annual rainfall range, potential evaporation, annual temperature range, mean annual precipitation and mean winter rainfall, are most important in distinguishing different forest subtypes. Under the most accurate model, the potential present‐day distribution of all forest subtypes is more extensive than is actually observed, but is supported by recent historical evidence. During the LGM, Afromontane forest occupied a much reduced and highly fragmented area in the mid‐altitude region currently occupied by scarp forest. During the Holocene altithermal, forest expanded in area, with a mixing of Afromontane and Indian Ocean coastal belt forest elements along the present‐day scarp forest belt. Under projected climatic conditions, forest shifts in altitude and latitude and occupies an area similar to its current potential and more extensive than its actual current distribution. Main conclusions Biogeographical history and present physical diversity play a major role in the evolution and persistence of the diversity of forest in KwaZulu‐Natal. It is important to adopt a long‐term and regional perspective to forest ecology, biogeography, conservation and management. The area and altitudinal and latitudinal distribution of forest subtypes show considerable sensitivity to climate change. The isolation of forest by anthropogenic landscape change has limited its radiation potential and ability to track environmental change. Long‐term forest preservation requires reserves in climatically stable areas, or spanning altitudinal or latitudinal gradients allowing for forest migration, along with innovative matrix management strategies. Dune, sand, swamp, riverine and lowland forest subtypes are most at risk. Scarp forests are highlighted as former refugia and important for the future conservation of forest biodiversity.
Keywords: openalex:import

The influence of climate change on the distribution of indigenous forest in KwaZulu‐Natal, South Africa - Eeley, Harriet A. C.; Lawes, Michael J.; Piper, S. E. (Journal of Biogeography, 1999)
Summary Aims (1) To define the physical correlates of indigenous forest in KwaZulu‐Natal province and develop a model, based on climatic parameters, to predict the potential distribution of forest subtypes in the province. (2) To explore the impact of palaeoclimatic change on forest distribution, providing an insight into the regional‐scale/historical forces shaping the pattern and composition of present‐day forest communities. (3) To investigate potential future shifts in forest distribution associated with projected climate change. Location KwaZulu‐Natal province, South Africa. Methods A BIOCLIM‐type approach is adopted. Bioclimatic ‘profiles’ for eight different forest subtypes are defined from a series of grid overlays of current forest distribution against nineteen climatic and geographical variables, using ArcInfo GIS grid‐based processing. A principal components analysis is performed on a selection of individual forests to identify those variables most significant in distinguishing different forest subtypes. Five models are developed to predict the distribution of forest subtypes from their bioclimatic profiles. Maps of the potential distribution of forest subtypes predicted by these models under current climatic conditions are produced, and model accuracy assessed. One model is applied to two palaeoclimatic scenarios, the Last Glacial Maximum (LGM) (≈18,000 BP ) and the Holocene altithermal (≈7000 BP ), and to projected future climate under a doubling in global atmospheric carbon dioxide. Results Seven variables; altitude, mean annual temperature, annual rainfall range, potential evaporation, annual temperature range, mean annual precipitation and mean winter rainfall, are most important in distinguishing different forest subtypes. Under the most accurate model, the potential present‐day distribution of all forest subtypes is more extensive than is actually observed, but is supported by recent historical evidence. During the LGM, Afromontane forest occupied a much reduced and highly fragmented area in the mid‐altitude region currently occupied by scarp forest. During the Holocene altithermal, forest expanded in area, with a mixing of Afromontane and Indian Ocean coastal belt forest elements along the present‐day scarp forest belt. Under projected climatic conditions, forest shifts in altitude and latitude and occupies an area similar to its current potential and more extensive than its actual current distribution. Main conclusions Biogeographical history and present physical diversity play a major role in the evolution and persistence of the diversity of forest in KwaZulu‐Natal. It is important to adopt a long‐term and regional perspective to forest ecology, biogeography, conservation and management. The area and altitudinal and latitudinal distribution of forest subtypes show considerable sensitivity to climate change. The isolation of forest by anthropogenic landscape change has limited its radiation potential and ability to track environmental change. Long‐term forest preservation requires reserves in climatically stable areas, or spanning altitudinal or latitudinal gradients allowing for forest migration, along with innovative matrix management strategies. Dune, sand, swamp, riverine and lowland forest subtypes are most at risk. Scarp forests are highlighted as former refugia and important for the future conservation of forest biodiversity.
Keywords: openalex:import

The influence of climate change on the distribution of indigenous forest in KwaZulu‐Natal, South Africa - Eeley, Harriet A. C.; Lawes, Michael J.; Piper, S. E. (Journal of Biogeography, 1999)
Summary Aims (1) To define the physical correlates of indigenous forest in KwaZulu‐Natal province and develop a model, based on climatic parameters, to predict the potential distribution of forest subtypes in the province. (2) To explore the impact of palaeoclimatic change on forest distribution, providing an insight into the regional‐scale/historical forces shaping the pattern and composition of present‐day forest communities. (3) To investigate potential future shifts in forest distribution associated with projected climate change. Location KwaZulu‐Natal province, South Africa. Methods A BIOCLIM‐type approach is adopted. Bioclimatic ‘profiles’ for eight different forest subtypes are defined from a series of grid overlays of current forest distribution against nineteen climatic and geographical variables, using ArcInfo GIS grid‐based processing. A principal components analysis is performed on a selection of individual forests to identify those variables most significant in distinguishing different forest subtypes. Five models are developed to predict the distribution of forest subtypes from their bioclimatic profiles. Maps of the potential distribution of forest subtypes predicted by these models under current climatic conditions are produced, and model accuracy assessed. One model is applied to two palaeoclimatic scenarios, the Last Glacial Maximum (LGM) (≈18,000 BP ) and the Holocene altithermal (≈7000 BP ), and to projected future climate under a doubling in global atmospheric carbon dioxide. Results Seven variables; altitude, mean annual temperature, annual rainfall range, potential evaporation, annual temperature range, mean annual precipitation and mean winter rainfall, are most important in distinguishing different forest subtypes. Under the most accurate model, the potential present‐day distribution of all forest subtypes is more extensive than is actually observed, but is supported by recent historical evidence. During the LGM, Afromontane forest occupied a much reduced and highly fragmented area in the mid‐altitude region currently occupied by scarp forest. During the Holocene altithermal, forest expanded in area, with a mixing of Afromontane and Indian Ocean coastal belt forest elements along the present‐day scarp forest belt. Under projected climatic conditions, forest shifts in altitude and latitude and occupies an area similar to its current potential and more extensive than its actual current distribution. Main conclusions Biogeographical history and present physical diversity play a major role in the evolution and persistence of the diversity of forest in KwaZulu‐Natal. It is important to adopt a long‐term and regional perspective to forest ecology, biogeography, conservation and management. The area and altitudinal and latitudinal distribution of forest subtypes show considerable sensitivity to climate change. The isolation of forest by anthropogenic landscape change has limited its radiation potential and ability to track environmental change. Long‐term forest preservation requires reserves in climatically stable areas, or spanning altitudinal or latitudinal gradients allowing for forest migration, along with innovative matrix management strategies. Dune, sand, swamp, riverine and lowland forest subtypes are most at risk. Scarp forests are highlighted as former refugia and important for the future conservation of forest biodiversity.
Keywords: openalex:import

The influence of climate change on the distribution of indigenous forest in KwaZulu‐Natal, South Africa - Eeley, Harriet A. C.; Lawes, Michael J.; Piper, S. E. (Journal of Biogeography, 1999)
Summary Aims (1) To define the physical correlates of indigenous forest in KwaZulu‐Natal province and develop a model, based on climatic parameters, to predict the potential distribution of forest subtypes in the province. (2) To explore the impact of palaeoclimatic change on forest distribution, providing an insight into the regional‐scale/historical forces shaping the pattern and composition of present‐day forest communities. (3) To investigate potential future shifts in forest distribution associated with projected climate change. Location KwaZulu‐Natal province, South Africa. Methods A BIOCLIM‐type approach is adopted. Bioclimatic ‘profiles’ for eight different forest subtypes are defined from a series of grid overlays of current forest distribution against nineteen climatic and geographical variables, using ArcInfo GIS grid‐based processing. A principal components analysis is performed on a selection of individual forests to identify those variables most significant in distinguishing different forest subtypes. Five models are developed to predict the distribution of forest subtypes from their bioclimatic profiles. Maps of the potential distribution of forest subtypes predicted by these models under current climatic conditions are produced, and model accuracy assessed. One model is applied to two palaeoclimatic scenarios, the Last Glacial Maximum (LGM) (≈18,000 BP ) and the Holocene altithermal (≈7000 BP ), and to projected future climate under a doubling in global atmospheric carbon dioxide. Results Seven variables; altitude, mean annual temperature, annual rainfall range, potential evaporation, annual temperature range, mean annual precipitation and mean winter rainfall, are most important in distinguishing different forest subtypes. Under the most accurate model, the potential present‐day distribution of all forest subtypes is more extensive than is actually observed, but is supported by recent historical evidence. During the LGM, Afromontane forest occupied a much reduced and highly fragmented area in the mid‐altitude region currently occupied by scarp forest. During the Holocene altithermal, forest expanded in area, with a mixing of Afromontane and Indian Ocean coastal belt forest elements along the present‐day scarp forest belt. Under projected climatic conditions, forest shifts in altitude and latitude and occupies an area similar to its current potential and more extensive than its actual current distribution. Main conclusions Biogeographical history and present physical diversity play a major role in the evolution and persistence of the diversity of forest in KwaZulu‐Natal. It is important to adopt a long‐term and regional perspective to forest ecology, biogeography, conservation and management. The area and altitudinal and latitudinal distribution of forest subtypes show considerable sensitivity to climate change. The isolation of forest by anthropogenic landscape change has limited its radiation potential and ability to track environmental change. Long‐term forest preservation requires reserves in climatically stable areas, or spanning altitudinal or latitudinal gradients allowing for forest migration, along with innovative matrix management strategies. Dune, sand, swamp, riverine and lowland forest subtypes are most at risk. Scarp forests are highlighted as former refugia and important for the future conservation of forest biodiversity.
Keywords: openalex:import; openalex:yes

The influence of climate change on the distribution of indigenous forest in KwaZulu‐Natal, South Africa - Eeley, Harriet A. C.; Lawes, Michael J.; Piper, S. E. (Journal of Biogeography, 1999)
Summary Aims (1) To define the physical correlates of indigenous forest in KwaZulu‐Natal province and develop a model, based on climatic parameters, to predict the potential distribution of forest subtypes in the province. (2) To explore the impact of palaeoclimatic change on forest distribution, providing an insight into the regional‐scale/historical forces shaping the pattern and composition of present‐day forest communities. (3) To investigate potential future shifts in forest distribution associated with projected climate change. Location KwaZulu‐Natal province, South Africa. Methods A BIOCLIM‐type approach is adopted. Bioclimatic ‘profiles’ for eight different forest subtypes are defined from a series of grid overlays of current forest distribution against nineteen climatic and geographical variables, using ArcInfo GIS grid‐based processing. A principal components analysis is performed on a selection of individual forests to identify those variables most significant in distinguishing different forest subtypes. Five models are developed to predict the distribution of forest subtypes from their bioclimatic profiles. Maps of the potential distribution of forest subtypes predicted by these models under current climatic conditions are produced, and model accuracy assessed. One model is applied to two palaeoclimatic scenarios, the Last Glacial Maximum (LGM) (≈18,000 BP ) and the Holocene altithermal (≈7000 BP ), and to projected future climate under a doubling in global atmospheric carbon dioxide. Results Seven variables; altitude, mean annual temperature, annual rainfall range, potential evaporation, annual temperature range, mean annual precipitation and mean winter rainfall, are most important in distinguishing different forest subtypes. Under the most accurate model, the potential present‐day distribution of all forest subtypes is more extensive than is actually observed, but is supported by recent historical evidence. During the LGM, Afromontane forest occupied a much reduced and highly fragmented area in the mid‐altitude region currently occupied by scarp forest. During the Holocene altithermal, forest expanded in area, with a mixing of Afromontane and Indian Ocean coastal belt forest elements along the present‐day scarp forest belt. Under projected climatic conditions, forest shifts in altitude and latitude and occupies an area similar to its current potential and more extensive than its actual current distribution. Main conclusions Biogeographical history and present physical diversity play a major role in the evolution and persistence of the diversity of forest in KwaZulu‐Natal. It is important to adopt a long‐term and regional perspective to forest ecology, biogeography, conservation and management. The area and altitudinal and latitudinal distribution of forest subtypes show considerable sensitivity to climate change. The isolation of forest by anthropogenic landscape change has limited its radiation potential and ability to track environmental change. Long‐term forest preservation requires reserves in climatically stable areas, or spanning altitudinal or latitudinal gradients allowing for forest migration, along with innovative matrix management strategies. Dune, sand, swamp, riverine and lowland forest subtypes are most at risk. Scarp forests are highlighted as former refugia and important for the future conservation of forest biodiversity.
Keywords: openalex:import; openalex:yes

The influence of climate change on the distribution of indigenous forest in KwaZulu‐Natal, South Africa - Eeley, Harriet A. C.; Lawes, Michael J.; Piper, S. E. (Journal of Biogeography, 1999)
Summary Aims (1) To define the physical correlates of indigenous forest in KwaZulu‐Natal province and develop a model, based on climatic parameters, to predict the potential distribution of forest subtypes in the province. (2) To explore the impact of palaeoclimatic change on forest distribution, providing an insight into the regional‐scale/historical forces shaping the pattern and composition of present‐day forest communities. (3) To investigate potential future shifts in forest distribution associated with projected climate change. Location KwaZulu‐Natal province, South Africa. Methods A BIOCLIM‐type approach is adopted. Bioclimatic ‘profiles’ for eight different forest subtypes are defined from a series of grid overlays of current forest distribution against nineteen climatic and geographical variables, using ArcInfo GIS grid‐based processing. A principal components analysis is performed on a selection of individual forests to identify those variables most significant in distinguishing different forest subtypes. Five models are developed to predict the distribution of forest subtypes from their bioclimatic profiles. Maps of the potential distribution of forest subtypes predicted by these models under current climatic conditions are produced, and model accuracy assessed. One model is applied to two palaeoclimatic scenarios, the Last Glacial Maximum (LGM) (≈18,000 BP ) and the Holocene altithermal (≈7000 BP ), and to projected future climate under a doubling in global atmospheric carbon dioxide. Results Seven variables; altitude, mean annual temperature, annual rainfall range, potential evaporation, annual temperature range, mean annual precipitation and mean winter rainfall, are most important in distinguishing different forest subtypes. Under the most accurate model, the potential present‐day distribution of all forest subtypes is more extensive than is actually observed, but is supported by recent historical evidence. During the LGM, Afromontane forest occupied a much reduced and highly fragmented area in the mid‐altitude region currently occupied by scarp forest. During the Holocene altithermal, forest expanded in area, with a mixing of Afromontane and Indian Ocean coastal belt forest elements along the present‐day scarp forest belt. Under projected climatic conditions, forest shifts in altitude and latitude and occupies an area similar to its current potential and more extensive than its actual current distribution. Main conclusions Biogeographical history and present physical diversity play a major role in the evolution and persistence of the diversity of forest in KwaZulu‐Natal. It is important to adopt a long‐term and regional perspective to forest ecology, biogeography, conservation and management. The area and altitudinal and latitudinal distribution of forest subtypes show considerable sensitivity to climate change. The isolation of forest by anthropogenic landscape change has limited its radiation potential and ability to track environmental change. Long‐term forest preservation requires reserves in climatically stable areas, or spanning altitudinal or latitudinal gradients allowing for forest migration, along with innovative matrix management strategies. Dune, sand, swamp, riverine and lowland forest subtypes are most at risk. Scarp forests are highlighted as former refugia and important for the future conservation of forest biodiversity.
Keywords: openalex:import

Public relations practice and education in Africa : the view from South Africa - Ferreira, Emanuel Lucas (Communicare; Journal for Communication Sciences in Southern Africa, 1999)
South Africa, being the most developed country in Sub-Saharan Africa, has an established public relations profession and extensive educational opportunities in this field. The researcher felt that South Africa should thus be in a position to offer a contribution to the development of public relations on the rest of the African continent. However, apart from contact with its neighbouring countries, the public relations profession and public relations education in South Africa are largely isolated from the rest of Africa. This article reports on research undertaken to provide South African public relations practitioners and educators with an overview of the development and current state of public relations practice and education in the rest of Africa.
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Tertiary education policy in Ghana - an assessment : 1988-1998 - Girdwood, Alison (1999)
This study was prepared as one of several activities following the conclusion of the Tertiary Education Project in Ghana, which was designed to assist the Government with restructuring, and quality enhancement of its tertiary education sector. The purpose of this study is to provide an external perspective on the effectiveness of the policies currently in place, and suggest recommendations for the appropriate implementation of agreed key policies. It indicates that the complexity of the policy agenda, and the desired sector development objectives were significant factors to influence the progress of policy implementation, hindered by structural constraints which impeded implementation, particularly, administrative capacity, and resource allocation mechanisms. Furthermore, the emerging political process - and the transition from military to civilian rule - may have negatively influenced evolving relationships between the government, and the tertiary education sector. Within the policy context, the reform program is examined, reviewing the effectiveness of the policy framework, assessing the access, equity, and financing of tertiary education, and, the strengths of the polytechnic system, and the need for institutional capacity, are emphasized. Conclusions suggest polytechnic education, as a priority area for future investment, in addition to investments in information, and communications technology.
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African American Students' Persistence at a Predominantly White University: Influences of Social Support, University Comfort, and Self-Beliefs. - Gloria, Alberta M.; Kurpius, Sharon E. Robinson; Hamilton, Kimberly D.; Willson, Marica S. (1999)
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The African-American student's guide to surviving graduate school. - Isaac, Alicia (Cultural Diversity & Ethnic Minority Psychology, 1999)
Graduate School Is... Making the Right Choice about Where To Go to Graduate School and Getting in with Money Developing a Master Plan Staying in the Game - with Robert Brandau Know When to Leave the Party A Handbook for Mastering the Moves Selecting and Managing Your Major Professor and Advisory Committee Getting Through the Thesis or Dissertation Surviving the Defense Looking Back and Moving Forward - With Donna Walter and L Denise Edwards When Racism Rears Its Ugly Head
Keywords: openalex:import

A Kenyan Christian Education Project - Jenkins, Brenda (1999)
Keywords: openalex:import

Characterization of Glutathione S-Transferases (GST) Activities in Perna perna and Mytilus galloprovincialis Used as a Biomarker of Pollution in the Agadir Marine Bay (South of Morocco) - Kaaya, A.; Najimi, S.; Ribera, D.; Narbonne, J. F.; Moukrim, Abdellatif (Bulletin of Environmental Contamination and Toxicology, 1999)
Keywords: openalex:import

Parameters associated with Schistosoma haematobium infection before and after chemotherapy in school children from two villages in the Coast province of Kenya - Kahama, Anthony I.; Vennervald, Birgitte J.; Kombe, Yeri; Kihara, Ruth W.; Ndzovu, Malick; Mungai, Peter; Ouma, John H. (Tropical Medicine & International Health, 1999)
We evaluated the impact of praziquantel therapy (40 mg/kg body weight) on indicators of infection with Schistosoma haematobium by following a cohort of infected children from schools located 12 km apart in the Coast province of Kenya, at 0, 2, 4, 6, 12 and 18 months after treatment. Within this period, measurements of infection parameters pertaining to egg counts and haematuria (micro-, macro- and history) were evaluated at all time points. The initial prevalence of 100% dropped significantly 8 weeks after treatment with a similar trend in the intensity of infection. Microhaematuria followed the same trend as observed for egg counts while macrohaematuria remained low after treatment. Reinfection following successful therapy differed significantly between schools; in one school the children were reinfected immediately while those in the other remained uninfected despite similar starting prevalences, intensities of infection and cure rates. Transmission between the two areas looked homogeneous before treatment but when both groups were treated, contrasting transmission patterns became evident. In a regression model we evaluated factors that might be associated with reinfection, and after allowing for pretreatment infection level, age and sex, area (school) remained a highly significant predictor.
Keywords: openalex:import

Earth Science Education in Tanzania - Kinabo, Crispin; Muhongo, S. (Journal of African Earth Sciences, 1999)
In Tanzania, the earth sciences are only taught at the University of Dar es Salaam, in the Department of Geology. The Department was founded in 1974, acquired its first Tanzanian staff in 1975 and produced its first graduates in 1977. Now the Department is completely run by Tanzanian staff and about 25 Geology students graduate annually. The Department offers B.Sc., M.Sc. (taught and by research) and Ph.D. degrees. Students enter the University after 13 years of schooling, thus, upon completion of A levels. Currently, about 30 students a year are admitted to the Geology course, of whom about five will fail to complete. Normally, only 5 to 10% of the undergraduates are women. Currently, most students obtain employment with exploration and mining companies. The Department has dedicated laboratories for teaching and research and has several items of analytical equipment. There are 15 academic staff, most with Ph.D.s, many of whom were trained in the 1980s and 1990s in Germany and Finland through collaborative training programmes. Current research projects are funded by Sweden, the Netherlands and the Tanzanian Government. En Tanzanie, les Sciences de la Terre sont enseignées uniquement au Département de Géologie de l'Université de Dar es Salaam. Le département fut fondé en 1974, eut son premier enseignant tanzanien en 1975 et délivra ses premiers diplômes en 1977. Maintenant, le Département n'a que du personnel tanzanien et environ 25 étudiants géologues par an obtiennent leur diplôme. Le Départment enseigne en premier (B.Sc.), deuxième (M.Sc.: enseignement et recherche) et troisième (Ph.D.) cycles. Les étudiants entrent à l'Université après treize ans d'ècole et obtention du niveau A. Actuellement, environ 30 étudiants par an sont admis en cours de géologie, à peu près cinq d'entre eux échoueront. Normalement, seulement 5 à 10% des diplômés de premier cycle (B.Sc.) sont des femmes. Les étudiants trouvent en général un emploi dans les compagnies minières et d'exploration. Le département a des laboratoires pour l'enseignement et la recherche et un équipement analytique varié. Il a 15 enseignants, la plupart ayant une Thèse de Doctorat (Ph.D.), et beaucoup d'entre eux ont suivi une formation en Allemagne et en Finlande grâce à des programmes de formation en collaboration. Les projets actuels de recherche sont financés par la Suède, les Pays-Bas et le gouvernement Tanzanie.
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‘Trustees and Agents of the State’? Missions and the Formation of Policy towards African Education, 1910–1920 - Krige, Sue (South African historical journal, 1999)
(1999). ‘Trustees and Agents of the State’? Missions and the Formation of Policy towards African Education, 1910–1920. South African Historical Journal: Vol. 40, No. 1, pp. 74-94.
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Stepping over the Color Line: African-American Students in White Suburban Schools. - Lasch-Quinn, Elizabeth; Wells, Amy Stuart; Crain, Robert L. (Journal of Southern History, 1999)
This study of a school choice plan in St Louis, Missouri - which allowed black students to attend suburban schools - reveals the ugliness and beauty of race relations. It describes the resistance of suburban white educators and the courage of the black students who crossed the colour line.
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Vaccination of Guinea Pigs with Nutritionally Impaired Avirulent Mutants of Mycobacterium bovis Protects against Tuberculosis - Lisle, Geoffrey W. de; Wilson, Theresa; Collins, Desmond M.; Buddle, Bryce M. (Infection and Immunity, 1999)
Four nutritionally impaired strains of Mycobacterium bovis produced by illegitimate recombination were tested for their ability to protect guinea pigs against intratracheal challenge with virulent M. bovis. All four strains and M. bovis BCG induced significant levels of protection as measured by the reduced spread of infection to the spleen and liver. In animals vaccinated with BCG or two of the other strains, the bacterial counts from the lungs were significantly lower than those of the nonvaccinated animals.
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The impact of multinational enterpriseson employment, training and regionaldevelopment in Namibia and Zimbabwe:A preliminary assessment - Lyanda, Olukunle (RePEc: Research Papers in Economics, 1999)
Analyses the economic contributions of multinational enterprises (MNEs) to the Namibian and Zimbabwean economies. Looks at certain social aspects and compares the volume, distribution and contributions of MNE capital to the two countries’ economies before and after economic liberalization.
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Changing home treatment of childhood fevers by training shop keepers in rural Kenya - Marsh, Vicki; Mutemi, W M; Muturi, J; Haaland, Ane; Watkins, William M.; Otieno, G.; Marsh, Kevin (Tropical Medicine & International Health, 1999)
Malaria control in Africa relies primarily on early effective treatment for clinical disease, but most early treatments for fever occur through self-medication with shop-bought drugs. Lack of information to community members on over-the-counter drug use has led to widespread ineffective treatment of fevers, increased risks of drug toxicity and accelerating drug resistance. We examined the feasibility and measured the likely impact of training shop keepers in rural Africa on community drug use.In a rural area of coastal Kenya, we implemented a shop keeper training programme in 23 shops serving a population of approximately 3500, based on formative research within the community. We evaluated the training by measuring changes in the proportions of drug sales where an adequate amount of chloroquine was purchased and in the percentage of home-treated childhood fevers given an adequate amount of chloroquine. The programme was assessed qualitatively in the community following the shop keeper training.The percentage of drug sales for children with fever which included an antimalarial drug rose from 34.3% (95% CI 28.9%-40.1%) before the training to a minimum of 79.3% (95% CI 71.8%-85.3%) after the training. The percentage of antimalarial drug sales where an adequate amount of drug was purchased rose from 31.8% (95% CI 26.6%-37.6%) to a minimum of 82.9% (95% CI 76.3%-87.3%). The percentage of childhood fevers where an adequate dose of chloroquine was given to the child rose from 3.7% (95% CI 1.2%-9.7%) before the training to a minimum of 65.2% (95% CI 57.7%-72.0%) afterwards, which represents an increase in the appropriate use of over-the-counter chloroquine by at least 62% (95% CI 53.7%-69.3%). Shop keepers and community members were strongly supportive of the aims and outcome of the programme.The large shifts in behaviour observed indicate that the approach of training shop keepers as a channel for information to the community is both feasible and likely to have a significant impact. Whilst some of the impact seen may be attributable to research effects in a relatively small scale pilot study, the magnitude of the changes support further investigation into this approach as a potentially important new strategy in malaria control.
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Error assessment in the teaching of translation : a case of Garyounis University, Libya - Megrad, Ramadan Ahmed (1999)
The research investigates the ways in which the needs of a particular translation teaching-situation are provided for. The argument runs against the general practice where a translation model is independently adopted and is thought to provide the teacher with the necessary methodological and pedagogical background. The study demonstrates that active interaction rather than the passive reception from the teacher within the existing models is essential. This is possible in the light of a product-based analysis of actual training in which the identification of a translation problem must precede the development or adoption of a theory of translation. Error analysis offers in this case the appropriate tool to check the students' needs in a particular training situation in terms of the actual text being translated. In the event of an error analysis, three main interdependent processes should be observed: diagnosis of the deficiency, evaluation of its gravity and recommendation of the appropriate translation teaching therapy. On the basis of an analysis of Arabic/English trainees' performance and teachers' evaluation, we have identified a number of problems relating to the students' use of language and translation skills, and teachers' assessment of their trainees' errors. A two-stage translation course is recommended accordingly. The frrst is preparatory; it serves to eliminate the students' language deficiencies and provide the necessary background for teachers to devise the appropriate translation teaching tools. The second emphasises their needs in terms of translation skills, which our results show, are best identified and represented in a text-typological format.
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• Perceptions of african-american law school students toward law librarianship as a career choice - Mosley, Madison (The Journal of Academic Librarianship, 1999)
The gastrointestinal (GI) tract has a multitude of roles including ingestion; digestion of food; absorption of nutrients and water; elimination of waste; and defense against toxins, antigens, and pathogens. To meet these challenges, there is an elaborate sensory system, with distinct chemo- and mechanosensory modalities, that monitors the various processes along the GI tract, providing feedback and maintaining physiological function. This chapter will focus on physiological and pathophysiological mechanosensory processes within the wall of the gut and along the whole length of the GI tract.
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Earth Science Education in Zambia - Nyambe, Imasiku (Journal of African Earth Sciences, 1999)
Mining in Zambia has been practised for centuries, and in the last 70 years Zambia has risen to become one of the world's leading Cu producers as a result of the exploitation of the Zambian Copperbelt orebodies. In contrast to this long history of mining, Zambia has a relatively short history of Earth Science Education. For the past 24 years, the earth sciences have been taught within the School of Mines in University of Zambia. The School started operation on 1st June, 1973, with the purpose of training professional geologists, extractive metallurgical/mineral processing engineers and mining engineers to service the needs of the mining industry in Zambia. The School consists of three departments — Geology, Metallurgy and Mineral Processing, and Mining Engineering — which deliver a five-year undergraduate programme. Students are admitted to the School after completing a one-year programme in the School of Natural Sciences of the University of Zambia. Students with an average of C+ or better in Biology, Chemistry, Mathematics and Physics are admitted into the School of Mines. The School of Mines has a total of 36 teaching positions — 12 for each Department. To successfully complete their course, students must pass 40 courses over a period of five years. During this time, industrial training is mandatory in the vacation periods after the third and fourth years of study. This training is mainly within the mining industry who in most cases sponsor the students for their studies in the School. The School admits 50 students on average per year, of whom five students take up Geology as a career. So far only two female students have studied in the School of Mines, both of them in Geology. The student to staff ratio in the Geology Department is 3 to 1. The low enrolment in Geology is thought to be because of a lack of knowledge of geology as a possible career by prospective students and a perceived lack of progression, once employed in industry. This has lead to a ‘Geoscience in Schools’ project with the main aim of making secondary school students aware of geology as a career. The Geology Department enjoys close co-operation with geology departments in a number of universities around the world, with industry, government ministries and regional bodies. It is hoped that the current increase in employment prospects for Geology graduates in Zambia will attract more students to geology as a career. L'industrie minière est active en Zambie depuis des siècles et, dans les dernières 70 années, la Zambie est arrivée à devenir l'un des producteurs mondiaux de Cu à la suite de l'exploration des gisements de la Ceinture de Cuivre de Zambie (Zambian Copperbelt). A la différence de cette longue histoire minière, la Zambie a une histoire assez courte en enseignement des Sciences de la Terre. Durant les dernières 24 années, les Sciences de la Terre ont été enseignées à l'Ecole des Mines de l'Université de Zambie. L'Ecole a ouvert ses portes le 1° Juin 1973 avec mission de former des géologues professionnels, des ingénieurs en procédés d'extraction métallurgique et minéralogique et des ingénieurs des mines pour couvrir les besoins de l'industrie minière de Zambie. L'école est formée de trois départements — Géologie, Métallurgie et procédés d'extraction, et Ingénierie minière — qui propose un programme de premier cycle de cinq ans. Les étudiants sont admis à l'école après avoir terminé un programme d'une année à l'Ecole des Sciences Naturelles de l'Université de Zambie. Les étudiants de niveau C+ ou mieux en biologie, chimie, mathématiques et physique sont admis à l'Ecole des Mines. L'Ecole des Mines possède un total de 36 postes d'enseignants, 12 dans chaque département. Pour réussir leur scolarité, les étudiants doivent réussir 40 cours dans une période de cinq ans. Pendant ce temps, la formation industrielle est obligatoire dans les périodes de vacances après les troisième et quatrième années d'études. Cette formation se déroule surtout dans l'industrie minière qui finance les études. L'école admet 50 étudiants par an en moyenne, parmi lesquels cinq entreprendront une carrière de géologie. Jusqu' à présent, seules deux étudiantes ont suivi les cours de l'Ecole des Mines, toutes les deux en géologie. Le rapport étudiant/enseignant au département de géologie est de 3 pour 1. Le faible nombre d'inscriptions en géologie est dû à l'ignorance de la géologie comme une carrière possible par les étudiants potentiels et au manque supposé de promotions dans les emplois de l'industrie. Ce constat a conduit au projet ‘Géosciences à l'Ecole’ dans le but d'apprendre aux élèves des écoles secondaires l'existence de la carrière de géologie. géologie de nombreuses universités dans le monde, avec l'industrie, les ministères et les collectivités régionales. On espère que l'accroissement actuel des prévisions d'emplois pour les diplômés en géologie de Zambie attirera plus d'étudiants à choisir la géologie comme carrière.
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Strategies for music education in Africa: Towards a meaningful progression from tradition to modern - Nzewi, Meki (International Journal of Music Education, 1999)
There are three stage of music education in traditional Africa. The first stage inducts a new born baby into feeling the sensations of musical pulse and sound as a sympathetic participant till the age of about two years. The second stage focuses on inculcating the sense of rhythm from the ages of about two to eight years. The third stage is music education for life; and starts from the age of eight, by which time gifted children could be recruited into adult groups. Specialists emerge on such specialised aspects of musical creativity and performance as master instruments, master singing, dance, theatre, etc. The objectives of music education in African cultures are human oriented. Yet modern music education in African countries has not derived from the theoretical content and performance principles of traditional music. Pedagogic models for the teaching of any aspect of African traditional musical practices should be founded on authentic African musical thinking, and based thereon, develop modern techniques while accruing inter-cultural sensibilities that would enhance modern, world interaction.
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Statistics Anxiety among African American Graduate Students: An Affective Filter? - Onwuegbuzie, Anthony J. (Journal of Black Psychology, 1999)
The recruitment and retention of African Americans in graduate schools remains a significant problem. Statistics anxiety has been found to be prevalent among graduate students, being implicated both as a barrier to success in quantitative courses and a barrier to completion of theses and dissertations. To date, it is unclear whether African American graduate students experience higher levels of statistics anxiety. Thus, the purpose of this study was to compare levels of statistics anxiety between African American and Caucasian American graduate students. A series of t tests revealed that the African American graduate students had higher levels of statistics anxiety than did their Caucasian American counterparts. Recommendations for future research are provided. Also, implications for educators responsible for recruiting and retaining African American graduate students are discussed.
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Earth Science Education in Kenya - Opiyo-Akech, Nobert; Barongo, Justus (Journal of African Earth Sciences, 1999)
The University of Nairobi is currently the only University in Kenya which offers degree level courses in the earth sciences. The Department was founded in 1961, became part of an autonomous University in 1970, awarded its first degrees in 1972 and awarded its first Geology degrees in 1978. The Department currently offers a four-year B.Sc. course - delivered as part of a course unit system - and an M.Sc. programme in Geology. Students are admitted to the University after eight years of primary and four years of secondary schooling. Graduates find employment either in government departments or in the private sector. The Department currently has 15 academic staff who are involved in a variety of research projects. Currently, there are collaborative links with Universities in Germany, Sweden and South Africa. L'Université de Nairobi est actuellement la seule du Kenya á proposer des cours en sciences de la terre. Le Départment fut fondé en 1961, devint composante d'une Université autonomen en 1970, délivra les premiers diplômes en 1972 et les premiers diplômes en Géologie en 1978. Le Département offre actuellement un cours de B.Sc. en quatre ans - délivré comme partie d'un système unique de cours - et un programme de deuxième cycle (M.Sc.) en Géologie. Les étudiants sont admis à l'Université après huit ans d'école primaire et quatre ans d'école secondaire. Les diplômés trouvent un emploi soit dans les départements du gouvenrnement, soit dans le secteur privé. Actuellement, le Département a un personnel de 15 enseignants qui sont impliqués dans une grande variété de projets de recherche. II existe aussi des liens de collaboration avec des Universités d'Allemagne, de Suéde et d'Afrique du Sud.
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Tobacco consumption among Swaziland high-school students and their parents and teachers. - Pritchard, D J; Sitas, Freddy; Viljoen, E. (PubMed, 1999)
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School Overcrowding and Infrastructure Needs for the Development of the Educational System in Palestine - Qudaimat, Ali J. (1999)
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Assessing South Africa Learners’ Attitudes Towards Technology by Using the PATT (Pupils’ Attitudes Towards Technology) Questionnaire - Rensburg, Susan van; Ankiewicz, Piet; Myburgh, Chris (International Journal of Technology and Design Education, 1999)
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Earth Science Education in Africa: an overview - Rollinson, Hugh; Affaton, Pascal; Ayonghe, S.N.; Tredoux, M.; Walsh, Kévin (Journal of African Earth Sciences, 1999)
Implicit in the African Renaissance is the synergy between government, the private sector, the educated minority and the disadvantaged majority. For this concept to work, belief and commitment must arise first from the African individual, whatever his or her potential contribution may be. The geosciences in South Africa provide a currently vibrant example of such cooperation, which has the potential to contribute significantly to the upliftment of the country and its neighbouring states. Based largely on personal interviews with various role players, from the Presidency of South Africa, through ministerial levels, the corporate sector and down to the individual, we present a spectrum of viewpoints and initiatives which are starting to result in practical implementation of the African revival. An end to conflict and xenophobia, the entrenchment of democratic government and corporate expression of the entrepreneurial spirit are essential to provide the framework within which the individual African can become a “Renaissance Man or Woman”.
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Concerns about climate change mitigation projects: summary of findings from case studies in Brazil, India, Mexico and South Africa - Sathaye, Jayant; Andrasko, Kenneth; Makundi, Willy; Rovere, Emílio Lèbre La; Ravindranath, N. H.; Melli, Anandi; Rangachari, Anita; Imaz, Mireya; Friedmann, Rafael; Goldberg, Beth; Horen, Clive van; Simmonds, Gillian; et al. (Environmental science & policy, 1999)
The concept of joint implementation as a way to implement climate change mitigation projects in another country has been controversial ever since its inception. Developing countries have raised numerous issues at the project-specific technical level and broader concerns having to do with equity and burden sharing. This paper summarizes the findings of studies for Brazil, India, Mexico and South Africa, four countries that have large greenhouse gas emissions and are heavily engaged in the debate on climate change projects under the Kyoto Protocol. The studies examine potential or current projects/programs to determine whether eight technical concerns about joint implementation can be adequately addressed. They conclude that about half the concerns were minor or well managed by project developers, but concerns about additionality of funds, host country institutions and guarantees of performance (including the issues of baselines and possible leakage) need much more effort to be adequately addressed. All the papers agree on the need to develop institutional arrangements for approving and monitoring such projects in each of the countries represented. The case studies illustrate that these projects have the potential to bring new technology, investment, employment and ancillary socioeconomic and environmental benefits to developing countries. These benefits are consistent with the goal of sustainable development in the four study countries. At a policy level, the studies' authors note that in their view, the Annex I countries should consider limits on the use of jointly implemented projects as a way to get credits against their own emissions at home, and stress the importance of industrialized countries developing new technologies that will benefit all countries. The authors also observe that if all countries accepted caps on their emissions (with a longer time period allowed for developing countries to do so) project-based GHG mitigation would be significantly facilitated by the improved private investment climate.
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IMPAIRED RENAL FUNCTION, NOT ETHNICITY, ALTERS MYCOPHENOLIC ACID PHARMACOKINETICS IN AFRICAN-AMERICAN RENAL TRANSPLANT PATIENTS - Shaw, Leslie M.; Korecka, Magda; Aradhye, Shreeram; Grossman, Robert; Bayer, Linda; Innes, Christine; Barker, Clyde F.; Naji, Ali; Brayman, Kenneth L. (Transplantation, 1999)
323 Important to designing optimal mycophenolate mofetil(MMF) dosing in individual renal transplant patients(RTP) is knowing if there are significant effects of ethnicity on mycophenolic acid(MPA) pharmacokinetics(PK). Thus we evaluated the following in 20 caucasian(Cau) and 13 African-American(AA) RTP: 2hr MPA AUC which correlates well to the 12 hr AUC (HaleM, Cost B1 Medicine 1997, pp229-35), MPA free fraction (MPAff), free MPA AUC2(fMPA AUC2) and pre-dose concentrations of MPA glucuronide (MPAGpre). Methods: On the day of transplant surgery each RTP received MMF(1 g BID), CsA(HPLC target blood concentration range: 100-250 μg/L) and steroids. In all RTP, MPA AUC2 (validated HPLC) were determined on post-surgery days 4,7,14,28 and 90 in the AM after an overnight fast. Results: PK parameters in all AA vs Cau RTP were not significantly different (Transplantation 1998; 66:S5); there was a trend to lower MPA AUC2 values in the AA RTP. But, when the 8 AA RTP with delayed graft function(DGF) were compared to nonDGF RTP, there were significant differences between AA DGF vs all nonDGF RTP(5AA, 17Cau) in the early post-surgery period. Lower MPA AUC values in DGF AA RTP, days 4-14, are offset by the increased MPAff such that fMPA values are comparable between the 2 groups except on day 7. Significantly higher fMPA AUC2 in DGF AA RTP, day 7, shows that early post-surgery there is an increase in pharmacologically active fMPA concentration. All PK values were comparable in DGF and nonDGF RTP by day 28. The 5 nonDGF AA RTP had PK values comparable to those of Cau nonDGF and the 3 Cau DGF had PK parameters comparable to those of AA DGF (data not shown). (Table)TableConclusions: DGF AA RTP have altered MPA PK early post-surgery. The temporary provision of increased active fMPA concentration affords additional immunosupression in DGF RTP. By day 28 all PK parameters in the AA DGF patients were comparable to the values in nonDGF RTP. These data are consistent with the hypothesis that DGF, not ethnicity, causes a change in MPA PK early post-transplant and that for RTP with impaired renal function both fMPA AUC2 and MPA AUC2 may be needed to evaluate MPA exposure.
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I. Teaching Gender in Psychology at a South African University - Shefer, Tamara; Potgieter, Cheryl; Strebel, Anna (Feminism & Psychology, 1999)
Gender courses and women’s studies departments have proliferated in South African tertiary institutions over the past decade (Bonnin, 1995). These developments tie in with changes in the constitution of the country as well as the ‘almost worldwide emergence of women’s studies as a field of research, teaching and study’ (Mama, 1996: 2). A focus on gender and the inclusion of such debates in the curriculum is relatively new in South African psychology, which has been historically dominated by white, middle-class men (Seedat, 1990; Shefer et al., 1997), with black women particularly underrepresented (Levett and Kottler, 1997; Potgieter and de la Rey, 1997). Although there is some international literature on teaching gender in tertiary institutions (for example, Culley and Portuges, 1985; Gardner et al., 1989; Lewis, 1990), there are only a handful of works reflecting on gender interventions at tertiary sites in the South African context (see Bonnin, 1995; Kottler and Long, 1997). This paper aims to contribute to discussion about the teaching of gender in South Africa and internationally, by reflecting on a gender course taught in the psychology department at the University of the Western Cape (UWC), a historically black South African university located in Cape Town.
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Earth Science Education in Eritrea - Teklay, Mengist (Journal of African Earth Sciences, 1999)
Abstract In Eritrea, Earth Science Education is taught only by the Earth Sciences Department based at the College of Science, University of Asmara. Currently, the University of Asmara has eight teaching Colleges: Agriculture & Aquatic Sciences, Arts and Social Sciences, Business and Economics, Education, Engineering, Health Sciences, Law, and Science offering Bachelor degrees, Diplomas and Certificates in various fields. The Earth Sciences Department was established as a Geology Unit in 1983 and until 1996 offered minor and service geology courses for students of Science and Agriculture. The Department started a four-year degree programme in Geology (B.Sc. in Geology) at the beginning of the 1996/97 academic year. The B.Sc. programme in Geology provides students with a Geology major and a minor in Physics or Chemistry. Potential major organisations which employ the geology graduates include the Ministry of Mines and Energy, and the Ministry of Land, Water and Environment, as well as mining and petroleum companies which are currently active in mineral resources exploration in the country.
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