A Comparison of Preference Responses of White and African-American Students to Musical versus Musical/Visual Stimuli - Morrison, Steven J. (Journal of Research in Music Education, 1998)
The purpose of this study was to examine the role of same- and other-group identification in musical preference decision-making. Subjects were African-American (n = 189) and white (n = 280) music students in Grades 6, 7, and 8. Each subject responded along a 9-point Likert scale to 10 instrumental music excerpts, five performed by African-American jazz artists and five performed by white jazz artists. Examples were presented according to one of three conditions: (1) music only, (2) music accompanied by a photograph of the performers, or (3) music accompanied by a photograph of different performers representing a different ethnicity. Results indicated that white subjects preferred examples by white performers regardless of presentation condition. African-American subjects preferred examples by white performers when presented with music alone, but preferred examples believed to be by African-American performers under the musical/visual conditions.
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Evolution of drought policy and related science in Australia and South Africa - O’Meagher, Bruce; Pisani, L.G. du; White, David (Agricultural Systems, 1998)
Australia and South Africa are dominated by extensive agriculture, both countries being predominantly arid and exposed to a highly variable climate. Limiting land degradation, maintaining the financial viability of farms and improving the risk-management skills of farmers are common problems which government and industry in both countries are attempting to address. Both countries are currently refining their approaches to drought management, and have been making substantial use of science in improving the monitoring and assessment of drought, and the management of the land. Unlike the situation in Australia, however, South Africa's approach is being reviewed against the backdrop of a fundamental reorientation of broader agricultural policies in the context of that country's transition to a fully fledged democracy. The changing approach to drought policy in South Africa can therefore only be fully understood in the context of this broader process of change. This paper compares the climate and agriculture of Australia and South Africa, and how their different drought policies have evolved. Observations are made on the role of scientists in providing advice to political decision makers, and ways in which the process of decision making with respect to drought may be improved.
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Challenges in Music Education Facing the New South Africa - Oehrle, Elizabeth (British Journal of Music Education, 1998)
South Africa is undergoing dynamic changes affecting all aspects of life, and legacies of the previous regime have a bearing on these changes. Music educators informal institutions face many challenges. Music-making in the informal sector is extensive, ongoing and relevant. Today, one of the greatest challenges for music educators in the formal sector is to realise the importance and value of developing a philosophy and process of music education that emanates and evolves from musics and musical practices existing in southern Africa.
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Pattern of Dietary Intake and Consumption of Street Foods among Nigerian Students - Oguntona, C. R. B.; Razaq, M.A.; Akintola, Tolulope T. (Nutrition and Health, 1998)
An assessment of the food and nutrient intake of 81 male and 35 female University students was conducted using structured questionnaires and 24-hr. diet recall procedures. The contribution of Street Foods (SF) to their nutrients intakes was also assessed. The major dietary sources of nutrients for both groups were Cereals, Roots and Tubers and Legumes. Energy intake by males (9.81 MJ or 83.9% RDA) was significantly (p < 0.05) higher than intake (8.59 MJ or 81.8% RDA) by female subjects. Street Foods contributed 50.3% and 48.3% of energy to male and female subjects respectively. Total Protein intake approximated RDA for both groups although on average only 25% of this was from animal sources. Intakes of minerals and vitamins were generally below RDA except for Calcium and vitamin A. Female subjects had significantly higher intakes of Iron, Thiamin and vitamin A than males. Overall Street food's contribution to RDA ranged from 23.0% (Iron in males) to 80.0% (vitamin A, also in males).
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Effects of Stabilization and Structural Adjustment on Education in Kenya: The Role of the State in Managing Economic Austerity - Okada, Aya (国際開発研究フォーラム, 1998)
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Education for All—the challenges for a developing country: the Zimbabwe experience - Peresuh, M.; Ndawi, Obert Paradzai (International Journal of Inclusive Education, 1998)
Education for All (EFA) entails a commitment on the part of the state to provide ‘Basic Education’ to all its citizens. Such education is intended to lead to the acquisition/possession of the knowledge, skills and competencies that will enable individuals to accomplish those transactions in which they normally wish or need to engage. Developing counries like Zimbabwe face the problems of increasing populations, coupled with rising costs of educational provision, against a background of diminishing external aid and an even faster dimishing value of the local currencies. The challenges to provide cheaper alternative approaches to educational provision and to redress the plight of the girl child have to be addressed if EFA is to be realized. Solutions to these problems must be sought through research in order to come up with a relevant curriculum and affordable alternative approaches to education provision. This would facilitate the realization of Education for All in a developing country.
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The Identification of Needs for the Provision of In-service Training in Music Education in Botswana - Phuthego, Mothusi (British Journal of Music Education, 1998)
This study investigates the in-service training needs of the primary school generalist teacher in Botswana. The findings established that singing is a major cross-curricular activity in schools. Dance on the other hand, despite being the most popular form of entertainment in and outside school, is not regarded as an aspect of music education. Instrumental teaching is virtually non-existent. Teachers' interests in further musical training are influenced by a misconception that singing should be the main activity in music lessons. As a result most are only interested in improving their skills in areas that will improve their singing, such as theory of music to aid sight reading.
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Assessing rangeland drought in South Africa - Pisani, L.G. du; Fouché, H.J.; Venter, J. C. (Agricultural Systems, 1998)
The meteorological and agricultural assessment techniques that have been developed in South Africa are discussed, with reference to their strengths and weaknesses, application and suggested future developments. Future challenges in drought assessment as influenced by democratization are also considered. We conclude that meteorological methods have several inherent deficiencies which render them risky for the optimum allocation of drought relief. Agricultural drought assessment is suggested to be more preferable. Current agricultural drought models should nevertheless be improved to deal more successfully with the dynamic nature of rangeland. Evidence indicates that no absolute objective biophysical criteria for the quantification of the onset and the end of a drought have been identified and that all current criteria have an inherent subjectivity. Choosing appropriate interpolation techniques for mapping drought extent is a cause for concern, and there is scope for future research. Remote sensing techniques, integrated with crop modelling techniques, are options to pusue further. We finally suggest that in a democratic South Africa, more attention should be given to a multi-disciplinary approach where impacts, other than meteorological and agricultural, on previously disadvantaged black farmers are also assessed.
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Geodynamic implications of intermediate-depth earthquakes and volcanism in the intraplate Atlas mountains (Morocco) - Ramdani, Faiçal (Physics of the Earth and Planetary Interiors, 1998)
Intermediate-depth earthquakes and igneous activity are unusual in the geodynamic models of intracontinental belts. In the Atlas mountains of NW Africa, they appear to be coeval and related to geodynamic processes in this region. Driving forces acting on the Atlas area including regional boundary conditions are investigated to suggest a geodynamic event that leads to subcrustal seismic events and related magmatism styles. This geodynamics concerns a period of 45 Ma in which the Atlas system experienced Cenozoic tectonic inversion of previous Mesozoic extensional basins. Keeping in mind the role of pre-existing tectonic events a period of about 45 Ma represents only 1% of the age of the Earth. Thus 99% of pre-existing tectonics are ignored. The Cenozoic interaction with Eurasia, including Alboran rifting in the Burdigalian, provide lateral constraints on the tectonics of the Moroccan Atlas region. A realistic model for the region is that the Alboran oceanic bodies, driven by the collision with Eurasia, have been moved horizontally into the surrounding African boundaries. These tectonic processes associated with collision and induced subduction for some 25 Ma should have resulted in thickening of the Atlas lithosphere, but such thickening is not observed. It is proposed that the present crustal velocity and geoelectric structures, negative Bouguer gravity, magmatic events and evidence for rapid uplift, in addition to localized high heat flows, can be better explained in terms of a delamination event. This accounts for two distinct processes of magmatism, the absence of crustal roots and the history of sublithospheric seismicity. Such a mechanism offers perspectives for relating intermediate-depth earthquakes to volcanic activity even though their occurrence are separated by a time delay of some 0.5 Ma at least.
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Institutionalizing International Influence: The Context for Education Reform in Africa. - Samoff, Joel (1998)
Perhaps because educational achievement often has been associated with elite status, the organization and focus of education nearly everywhere in the modern era reflects international influences, some more forceful than others. In this era, with few exceptions, the direction of influence is from European core to southern periphery. Institutional arrangements, disciplinary definitions and hierarchies, legitimizing publications, and instructional authority reside in that core, which periodically incorporates students and professors from the periphery, many of whom may never return home. Noting that education convergence in the current era has been marked by both imaginative innovations and the even more striking commonalities across diverse settings, this paper considers the general theme of international influence in education reform and explores the context for education reform in Africa, particularly South Africa. The paper discusses 20th-century education reform and the commonalities across national settings that have most intrigued scholars of comparative education. It describes the context for education reform, and socialist disarray and United States triumphalism, along with the resuscitation of modernization theory. The paper also considers the changing roles in the United Nations system, aid dependence, international education currents, education as investment, education as production, and education as delivery system. It discusses different aspects of education in contemporary Africa, the role(s) of research, and South African uniqueness. The paper concludes by outlining the challenges for those involved in reforming education in South Africa, in particular teacher education. Contains 49 notes and 86 references. (BT) Reproductions supplied by EDRS are the best that can be made from the original document.
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Ethnicity, Education, and Fertility Transition in Kinshasa, Congo. Working Paper 2-97-1. Revised. - Shapiro, David; Tambashe, B. Oleko (1998)
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Cost Recovery and its Implications for Student Teachers in Government Teacher Education Colleges in Zimbabwe - Shizha, Edward (Zimbabwe Journal of Educational Research, 1998)
Cost recovery measures imposed on Third World nations have had a perversive impact on the social welfare of the poor. Education is one of the areas in which this impact has been experienced. In Zimbabwe, the introduction of cost recovery or cutbacks in government expenditure resulted in socioeconomic hardships among the vulnerable groups in society. Shared responsibility between parents and government in financing education is one form of cost recovery introduced in tertiary education. Parents of students who are considered “able now pay for half the education costs of their children. This policy has not yet been introduced in teacher education. The purpose of the study was to investigate the implications of cost recovery measures on student teachers in government teacher education colleges. The study concluded that cost recovery in teacher education impacts negatively on students from disadvantaged backgrounds who are most likely to use teaching profession as a means of social mobility and a way of regulating their social conditions. Data collected in this study indicate that most student teachers in government teacher education colleges are children of peasants and urban low-income earners, the disadvantaged groups who cannot afford to pay for their education. Thus, in light of this finding, cost recovery measures in teacher education would impact negatively on children of the poor who generally use the teaching profession as a means for social mobility and as a way of regulating their social conditions, especially poverty.
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A survey of the Islamic sites near Aden and in the Abyan district of Yemen. By Geoffrey King and Cristina Tonghini. pp. viii, 96, 35 pls., 11 figs., including 3 maps. London, School of Oriental and African Studies, 1996. £18.00. - Smith, G. Rex (Journal of the Royal Asiatic Society, 1998)
A survey of the Islamic sites near Aden and in the Abyan district of Yemen. By Geoffrey King and Cristina Tonghini. pp. viii, 96, 35 pls., 11 figs., including 3 maps. London, School of Oriental and African Studies, 1996. £18.00. - Volume 8 Issue 2
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Campaigning against female genital mutilation in Ethiopia using popular education - Spadacini, Beatrice; Nichols, Pamela (Gender and Development, 1998)
In Ethiopia, the Italian Association for Women in Development (AIDOS) has been working with Ethiopia's National Committee on Traditional Practices Affecting the Health of Women and Children for 5 years. AIDOS began working on female genital mutilation in the early 1980s and rejects charges of cultural imperialism that are applied to Northern organizations attempting to help African organizations address this violation of universal human rights. In Ethiopia, 85% of women are mutilated, with most undergoing Sunna, or removal of the prepuce of the clitoris. The joint project seeks to increase awareness about the health consequences of female genital mutilation in the target group. The primary technique used is provision of training of trainers courses and presentation of four modular units and audiovisual materials specifically designed for use with socially influential women, male and female secondary school students, community leaders, and health workers. In addition, an information/education campaign uses videos and sound and slide shows with accompanying story books. A second category of communication tools was developed for a mass information campaign, including radio spots, posters, information leaflets, and a newsletter. When the project was ready for expansion into the southern region of the country, it became clear that a new participatory communication strategy was required to stimulate discussion, such as the use of role playing and theater. Working together, the two organizations have successfully confronted project constraints such as the difficulty in assessing project impact, scheduling problems, and gender-biased assess to information.
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HEALTH IMPACTS OF AIR POLLUTION FROM A FERTILIZER COMPLEX IN NIGERIA - Sridhar, Mk C (Epidemiology, 1998)
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Tectonic and volcanic controls on Early Jurassic rift-valley lake deposition during emplacement of Karoo flood basalts, southern Namibia - Stollhofen, Harald; Gerschütz, Stephan; Stanistreet, Ian G.; Lorenz, Volker (Palaeogeography, Palaeoclimatology, Palaeoecology, 1998)
The Karoo Igneous Province of southern Africa is one of the classic Mesozoic flood basalt provinces of the world. In the case of the early Jurassic Kalkrand Formation of Namibia the succession comprises three major flood basalt units that are separated by two stratigraphically important fluvio-lacustrine interlayers. These horizons preserve a record of the complex interplay between sedimentation, effusion of Karoo flood basalts and extensional tectonics that predated and accompanied the break-up of Gondwanaland. Both sediment layers start with the dominantly local derivation of weathered and eroded lava debris, followed by the emplacement of subaqueous mass flows and subsequent deposition of chemical sediments. The latter are characterised by interbedded stromatolitic carbonates, grass-like structured gypsum, and plane-bedded sandstones and mudstones containing euhedral displacive gypsum crystals that grew in the subsurface as well as rosettes which nucleated on the sediment surface. The central parts of the lacustrine units are overlain by thin deltaic sandstones showing bottomset, foreset, and topset layering and, finally, braided fluvial, trough cross-bedded sandstones. Evidence of subsidence synchronous with the formation of lake bodies can be explained by two principal mechanisms. The first acted in localised areas only and is reflected by the development of small, centrally subsiding basins. From the repeated occurrence of onlapping geometries within such a pool, a multiphase history of sagging is deduced, being most likely related to periodic magma withdrawal and reduction in magmatic pressures in subsurface lava feeders beneath the basin floor. Abundant syn-subsident fracture features at lava–sediment contacts, such as sediment-, hydrothermal calcite-, and sometimes basic lava-filled fissure systems indicate the pronounced interaction between the underlying volcanics and these small areas of pronounced subsidence. Fluids passing through the volcanic pile exhaled into the lake, giving it the characteristics of alkaline lake systems described from more recent flood basalt areas associated with the modern African Rift System. On the regional scale, however, northerly trending extensional fault systems controlled half-graben basin geometries and both facies and thickness variations across faults indicate that tectonism operated contemporaneously with volcanism and lacustrine sedimentation. The analysis of faults and associated structures, such as regularly aligned sediment-filled fissures, sets of micro-faults, folds and basaltic dykes constrains the extensional opening direction for the Karoo graben structures in this area that heralded the opening of the South Atlantic and thus provides a basis to discuss the extensional history of the Namibian coastal margin within the regional tectonic framework.
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Promoting Girls' Education in Africa: The Design and Implementation of Policy Interventions. Education Research Paper. - Swainson, Nicola; Bendera, Stella J.; Gordon, Rosemary; Kadzamira, Esme (1998)
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Making educational policy under influence of external assistance and national politics — a comparative analysis of the education sector policy documents of Ethiopia, Mozambique, Namibia and Zambia - Takala, Tuomas (International Journal of Educational Development, 1998)
The article analyses the context and content of current national education sector policy documents from four African countries (Ethiopia, 1994; Mozambique, 1995; Namibia, 1993; Zambia, 1996). These documents are examined in relation to the educational policy agenda presented in World Bank publications and in the documents of the Jomtien Education for All conference. In all four cases a considerable degree of agreement is found between the national documents and the donor agenda, particularly in the countries undergoing structural adjustment programmes. The analysis also suggests that this influence is moderated by multi-party politics, and by remnants of previous socialist ideology.
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Teaching strategies that honor and motivate inner-city African–American students - Teel, Karen; DeBruin‐Parecki, Andrea; Covington, Martin V. (Teaching and Teacher Education, 1998)
This paper describes a school/university collaboration resulting in the development of alternative teaching strategies which honored and motivated inner-city African–American middle-school students. The four strategies based on motivation and school failure theories were: non-competitive effort-based grading multiple performance opportunities increased responsibility and choice and validation of cultural differences. An experienced classroom teacher researcher used these strategies in an urban classroom for two years with two different groups of students. Findings indicated that with the use of these alternative teaching strategies the majority of students who appeared initially to lack motivation began to exhibit higher levels of engagement interest and confidence.
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Lessons for the Future: Comparison and Contrasts of the Master of Health Professions Education Programs Offered in China and Egypt - Tekian, Ara; Dwyer, Mary M. (Teaching and Learning in Medicine, 1998)
Purpose: This article compares and contrasts the Master of Health Professions Education (MHPE) program offered in China and Egypt. Its goal is to explain the successes and failures of the China project using the Egyptian experience as a model, and to provide suggestions for future overseas projects. The primary purpose of these projects was to establish a core group of reform-minded MHPE graduates who would work to implement institutional improvements in both countries. Summary: Results indicate that, in both countries, career standing for MHPE graduates improved. However, there are some important differences. In Egypt, graduates were able to establish long-term reforms. In China, graduates, on returning to their home provinces, found it difficult to affect institutional change on a large scale. Conclusions: Five areas where improvements could be made to better ensure the success of academic programs being held abroad in the future are discussed. These are cultural awareness, communication, teaching metho...
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Challenges to Reform: Botswana Junior Secondary School Science Teachers’ Perceptions of the Development Functions of Science Education - Vlaardingbroek, Barend (International Journal of Educational Reform, 1998)
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Teaching Culture: Thoughts from Northern Ghana - Wiggins, Trevor (British journal of music education (Print), 1998)
This article considers ideas and issues raised by an examination of the function of education, particularly music education in Ghana. There are many musical traditions in Ghana that the people want to pass on to the younger generation. How are these to be taught or learned? Where are the duties and boundaries of formal education to be drawn? What can be expected of parents and family? What is the situation for the teacher, given that few teachers return to their native area after training at a centralised institution? The article is based around an interview with the Paramount Chief (Naa) Puoure Puobe Chiir VII of Nandom in the Upper West Region of Ghana. He is one of twenty-five members of the National Council of State of Ghana (a non-elected Upper Chamber) and, as mentioned in the interview, vice-president of the National House of Chiefs and Chairman of its Research Committee.
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Establishment of a LIS research and education network in the Republic of South Africa - Wormell, Irene (Education for Information, 1998)
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Do budgets really matter? - evidence from public spending on education and health in Uganda - Ablo, Emmanuel; Reinikka, Ritva (RePEc: Research Papers in Economics, 1998)
The authors demonstrate that budget allocations alone can be misleading in explaining outcomes and making policy decisions, when institutions are weak. They diagnose the problem, using empirical evidence from primary education and health care in Uganda, but arguing that a similar problem exists in many countries. Adequate public accounts are not available so they carried out a field survey of schools and clinics to collect data on spending. Problems with the flow of public funds have to do largely with governance and a lack of accountability. Among problems with the service delivery system: Primary enrollments increased 60 percent in 1991-95, but official figures indicate enrollments were stagnant. Such a stunning discrepancy indicates that official data cannot always be trusted. The government's share of funding increased over time, but public primary education was still funded largely by parents, who contributed, on average, more than 70 percent of total spending on schools in 1991 (median 40 percent) and 60 percent in 1995 (median 20 percent). Parents'contribution continued to increase despite higher public spending. Less than 30 percent of funding intended for nonsalary public spending actually reached the schools in 1991-95; district authorities kept and used most of the capitation grant meant for schools. (An increase in enrollments which was not taken into account when the total amount of the grant was calculated is responsible for the remaining discrepancy). Similarly, at best, schools were allowed to keep only a third of mandatory tuition fees from parents; the rest went to district education offices. By and large, salary payments did reach the schools, so at least the wage part of the increase in budget allocations filtered down through the system. The only systematic way of misappropriating salary funds wereghostson the payroll. Close to 20 percent of all teachers on the payroll were removed as ghosts in 1993. The behavior of public service facilities in the two sectors varies considerably. Schools, for example, keep systematic records of financial flows and enrollments (perhaps because parents provide most of the funding and are likely to insist on accountability). The health care sector does not keep good records.Since release of the survey results, there have been changes. Among them, monthly transfers of public funds are reported in the media; school-based procurement has replaced the central supply of construction and other materials; and an effort has been made to institute basic public accounting systems in the public sector, including districts.
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A QUALITATIVE ASSESSMENT OF TEACHER AND SCHOOLINFLUENCES ON AFRICAN AMERICAN ENROLLMENTS IN SECONDARY AGRICULTURAL SCIENCE COURSES - Jones, Kenneth R.; Bowen, Blannie E. (Journal of Agricultural Education, 1998)
The purpose of this study was to determine factors related to enrollment of African Americans in secondary agricultural science programs. Eleven agricultural science programs in Mississippi, North Carolina, and Virginia were studied during site visits. Also, one agricultural science teacher in each of the high schools was interviewed. Based on the observations and other data that were collected, the researchers found that agricultural science teachers’ attitudes toward teaching and students had a significant impact on African American enrollments in agricultural science courses. Those teachers who could relate well to all students and were enthusiastic about their programs had the highest number of African American students in their courses. In addition, programs that had high technology, science-based curricula enrolled more African American students than traditional production oriented programs. Also, schools with an African American agricultural science teacher had higher percentages of African American students in the agricultural science program.
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INFLUENCE OF STUDENT AND SCHOOL FACTORS ON AFRICAN AMERICAN ENROLLMENT IN AGRICULTURAL SCIENCE COURSES - Jones, Kenneth R.; Bowen, Blannie E. (Journal of Agricultural Education, 1998)
The purpose of this study was to identify factors related to African American enrollment in secondary agricultural science courses. Questionnaires were completed by 380 students from Mississippi, North Carolina, and Virginia high schools. Attitudes of students enrolled in agricultural science courses and those not enrolled (biology students) were analyzed by race. Agricultural science students were more positive than biology students on three attitudinal constructs (image of the agricultural sciences, future value of the agricultural sciences, and the role of significant others on student enrollment). Also, African Americans were more negative toward the agricultural sciences than students of other races on all three constructs. Three variables (gender, future value, and teacher attitude) explained 24% of the variance in students’ enrollment decisions. Students who were males, positive about the future value of the agricultural sciences, and who were enrolled in schools that had a agricultural science teacher with positive attitudes toward teaching tended to enroll in agricultural science courses.
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[Training at the African Institute of Tropical Ophthalmology in Bamako]. - Auzéméry, A; Huguet, Pierre; Auduge, André; Traoré, Jeannette; Jf, Ceccon; Jf, Schémann (PubMed, 1998)
The African Institute of Tropical Ophthalmology (AITO) is an OCCCMED institute, founded in Bamako in 1953. The OCCCMED itself is based at Bobo Dioulasso (Burkina Faso). AITO is a WHO collaborating center for the prevention of blindness. Training is one of the main activities of the institute, along with eye care, research and assessment. The prevalence of blindness in sub-Saharan countries is about 1.2%, with blindness mostly caused by cataracts, trachoma, glaucoma and onchocercosis. The demand for eye care is high but there are currently too few trained personnel to satisfy that demand. Therefore, AITO's role in training eye-care professionals is particularly important. The institute trains ophthalmologists, specialist nurses, eye surgeons (who remove cataracts) and spectacle manufacturers. Training is carried out within the framework of the community and apprenticeship in the workplace. The student must attain specific targets, listed in a "competency passport" issued at the start of training. Clinical and surgical ophthalmology and general eye care are taught. Training costs and grants are mostly paid by the Lions Club International Sight First Program or by the French Overseas Development Ministry. Since 1991, AITO has trained to graduation: 18 ophthalmologists; 24 eye surgeons; 83 specialist nurses; 16 spectacle manufacturers.
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[Food habits outside the home by school children in Cotonou (Benin)]. - Chauliac, Michel; Bricas, Nicolas; Ategbo, Eric Alain; Amoussa, Waliou; Zohoun, I. (PubMed, 1998)
Urban growth leads to the consumption of food outside the home, with the demand for street food coming particularly from school children. A survey of 240 primary school children aged 8 to 13 was carried out, by means of personal interviews. More than 90% were regularly given pocket money by their parents, and this money was used mainly for buying food from vendors inside or near their schools. Less than 20% of children ate breakfast at home before going to school. Food purchases occurred mostly before the end of school morning break and an average of 38 CFA Francs were spent on each purchase (7.6 US cents). A wide variety of foods were bought, mostly including cereals. This buying of food seems to be part of a family food strategy to reduce the preparation of breakfast at home. The combination of this demand, and the supply of food in schools provides a useful means for campaigns aimed at improving the quality of children's diets in the short and long term.
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Seroprevalence of hepatitis markers; HAV, HBV, HCV and HEV amongst primary school children in Freetown, Sierra Leone. - Hodges, Michael R.; Sanders, EA; Aitken, Campbell (PubMed, 1998)
The prevalence of hepatitis markers (Hepatitis A, B, C and E) in primary school children in Freetown, Sierra Leone was investigated in a government school, representative of the urban middle class. The children were aged between 6-12 years old. A sub-sample (n = 120) of the 450 pupils were invited to participate. Of the 66 volunteers (mean 8.32 years) 12 were positive for HBsAg (males 9, females 3) and 11 were confirmed. Six of these were HBeAg positive, anti-HBe negative, (male 5, female 1). Whilst 6 were HBeAg negative, anti-HBe positive (male 4, female 2). HBcAb was present in 47 children (71%). Hepatitis A, C and E antibodies were detected in 64 (97%), 1 (2%) and 5 (8%) of children respectively.
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A check list of the plant species at the site of the Kenya and Japan Social Forestry Training Project, Kitui, Kenya - Hayashi, Ichiroku; Gachathi, Francis N. (1998)
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African-Americans, Violence, Disabilities, and Public Policy: A Call for a Workable Approach to Alleviating the Pains of Inner-City Life. - Anderson, John M.; Dyson, Laronistine; Grandison, Terry (Western journal of black studies, 1998)
Abstract The crime problem in many African-American communities threatens the prospect that future generations will survive or live conventional lives. Despite the punitive practices used by the criminal justice system to prevent crime in these areas, problems exacerbate leaving many to doubt that this is the best approach. However, the public health approach holds promise for communities saturated by violence and social disorganization. Introduction The total amount of crime committed in the United States each year is calculated in three manners. Crime data are collected from official statistics of the Uniform Crime Reports, self-reports, and victimization surveys. All sources confirm that African-Americans commit a disproportionate number of crimes relative to their population composition. Crime indexes reveal that while African-Americans make up only 12 percent of the U.S. population, they account for 55 percent of the index crimes committed each year. What is more disturbing is that the most serious crime murder is disproportionately committed by African-Americans against other African-Americans. Wilson (1990) contends that blacks are responsible for committing at least 91 percent of black homicides. While the plight of African-Americans looks grim, many victims involved in murder attempts survive violent criminal episodes. However, because of serious bodily injuries, some never fully recuperate after victimization. These victims come to depend on the health care system for long term rehabilitation and therapeutic programs to aid them in adjusting to their injuries. This paper is divided into five parts. Part I offers theoretical explanations for crime in urban areas. Part II describes levels of violence that are concentrated in the inner-city urban areas where minorities disproportionately reside. Part III addresses the extent and costs of victimizations. Part IV provides criminal justice and health care approaches to reduce violence. Part V argues a viable policy strategy to reduce urban violence. In the final analysis, the research suggests that the health care approach can successfully reduce crime and violence in African-American communities. Part I: Theoretical Explanations for Crime in Urban Areas Crime statistics indicate that African-Americans living in urban areas commit and experience higher rates of crime and victimization than people in other geographical areas (Johnson et al., 1990). Therefore, there must be forces that exist in these environments that are crime-producing or at least crime-generating. Structural theorists contend that these environments exist because, historically, blacks were disenfranchised from employment, education, housing, and political activities. In addition, blacks were the victims of institutionalized racism, discrimination, and brutality at the hands of free citizens, as well as state officials who routinely ignored constitutional safeguards and protections (see Comer, 1985; Silberman, 1979). Today, many urban areas reveal the harsh reality of the legacy of systematic exclusion of equal access to the social, political, and economic resources in America. Structural scholars believe that social forces found in urban African-American communities are caused by structural inequalities that blacks have been forced to endure. They argue that because early in the nation's history, blacks were enslaved; forced into labor; made to feel inferior; and were systematically excluded from conventional avenues for success. The end result has been that many blacks chose crime as an alternative means to reach the culturally-induced goals of social status and economic prosperity. Because of unequal access and disenfranchisement, some negative social forces found in these urban areas are poverty; nontraditional families; juvenile delinquency; gangs; teenage pregnancies; drugs; despair; lawlessness; unemployment; and social disorganization (Shaw and McKay, 1931; Parks and Burgess, 1924; Mann, 1993; Pettigrew and Spier, 1962, and Sellin, 1938). …
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Paleocene-early Eocene alkaline volcanic activity in Tunisia phosphatic sediments; comparison with Cretaceous magmatism and geodynamic significance - Aicha, Beji Sassi; Nejia, Laridhi Ouazaa; Ali, Zaier; Clocchiatti, R. (1998)
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Chapter 12. CEREAL BANKS IN BURKINA FASO: Food Security, Drought, and Development (1998)
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Women in higher education in agriculture with reference to selected countries in East and Southern Africa - Acker, David; McBreen, Edna L.; Taylor, S. Elwynn (The Journal of Agricultural Education and Extension, 1998)
Abstract In Africa, the continued under-representation of women in education is particularly severe, especially in tertiary level programs relevant to agricultural development. The underlying premises of this paper are, firstly, that African agricultural development would be better served by an increase in the number of well-trained women leaders in agricultural research, extension, training and policy. Secondly, that there are currently very few women in positions of leadership in agriculture development agencies in countries visited in this study. And thirdly, that although there is a relatively low rate of participation of trained women agriculturalists in field positions, higher education in agriculture provides a passage through which women could gain greater access to leadership positions in agriculture. This paper examines the current status of women's participation in higher education in agriculture in selected East and Southern African countries, identifies existing obstacles to their greater participation, and presents several strategies attempted in Botswana, Tanzania, and Malawi, for surmounting these obstacles.
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Indigenous contractors' perceptions of the importance of topics for contractor training in Nigeria - Adams, Olugboyega A. (Habitat International, 1998)
Provision of training is prominent among other initiatives to enhance domestic contractors' performance and contributions to economic growth in developing countries. Unfortunately, efforts in this respect are only marginally successful. The literature on small-medium sized enterprises (SMEs) indicate that owner-managers' personal characteristics and factors relating to their organisations as well as the training programmes on offer influence their perceptions of importance of training, training needs and preferred delivery systems. Little effort was made in the past to train Nigerian indigenous contractors. This paper reports an exploratory study on contractors' perceptions of the importance of topics for training programmes to improve indigenous contractors' performance, part of a larger questionnaire survey of contractor training and development needs in south-west Nigeria. The majority of the respondents were trained construction professionals under forty five years old with previous work experience in the industry prior to establishing construction contracting business. The subject categories perceived as most important in descending order of importance are accounting and financial management, entrepreneurial studies and project management. Responses were analysed on the basis of certain personal and organisational factors, no statistical difference was observed in the perceptions of the sample in most instances. These findings provide insights into topics that will make training attractive to contractors in the region. The paper concludes that programmes to improve indigenous construction capacity in developing countries should promote entrepreneurial and managerial skills in construction education so that graduates are encouraged to consider self-employment or business ownership as alternative to career aspirations in employment. Thus trained indigenous professionals are better prepared as future owner-managers of construction enterprises. However, the findings cannot be generalised to other parts of the country due to the limitations of the study. Potential differences in personal and organisational characteristics imply differences in needs and preferences.
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Earthquake Hazard Analysis in Northern Egypt - Badawy, Ahmed (Acta geodaetica et geophysica Hungarica, 1998)
Earthquake activity and seismic hazard analysis are important components of the seismic aspects for very essential structures such as major dams and nuclear power plants. Setting of nuclear power plants becomes of increasing important in northern Egypt with the commitment towards promoting nuclear electric generation. Therefore, the annual seismic hazard maps with non-exceedence probability of 80%, 85% and 90% are given. These maps show that northern Egypt is severely affected by earthquakes from potential sources around Sinai peninsula. Three sites (Nile Delta, Cairo, and Ismailia region) have been chosen to estimate the earthquake hazard in more detailes to serve as a basic parameter to the safety factor of different projects in these regions. At each region six intensity levels have been examined. The annual expected number of earthquakes (N), the return periods (T), and the probability of occurrence (R) for each intensity level are given. These results indicate that the return period of an intensity VII in Nile Delta and Cairo regions is about 20 years with probability of 0.05%, while at Ismailia region is 10 years with 9% probability of occurrence. A seismic safety factor of intensity 8.5 should be considered in designing the vital projects in northern Egypt. On basis of the Trifunac and Brady (1975) formula, this earthquake intensity will generate seismic waves with vertical acceleration of 0.21g, and horizontal acceleration of 0.25g
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Information System Projects in Africa: Reflections on Learning and Systemic Devices - Bell, Simon (African Development Review, 1998)
Abstract: The paper examines some experiences in information technology (IT) projects in Africa. It reviews the twin contexts which IT projects in Africa bring together ‐ the experience of IT projects and the experience of projects in developing countries. It is shown that both have erratic track records but that valuable learning is contained from the experiences of each. Drawing on research experience from three developing country (two African) contexts, the paper draws out a series of lessons, which indicate good and poor practice in IT development. Finally a set of policy implications for IT projects in developing country contexts are discussed. The key lessons are: the IT professional is often a poor ‘expert’; local people must be drawn into the essentially social development process of IT systems planning; modest evolutionary systems have a better record than ambitious, multi‐sector projects; and effective monitoring and evaluation of IT projects requires a systemic assessment of qualitative and quantitative issues. RÉSUMÉ Cet article examine certaines expériences relatives aux projets de technologie de l'information (TI) en Afrique. Il analyse le contexte double des projets de TI en Afrique, à savoir l'expérience en matière de projets TI et l'expérience en matière de projets dans les pays en développement. L'expérience montre que l'un et l'autre types de projet donnent des résultats irréguliers, mais les leçons qui en découlent sont précieuses. A partir de l'expérience en matière de recherche enregistrée dans trois pays en développement dont deux africains, l'auteur de l'article tire une série de leçons qui révèlent des pratiques bonnes et mauvaises en matière de conception de technologies informatiques. Enfin, l'article analyse une série d'incidences de politiques relatives aux projets de TI dans le contexte de pays en développement. Les leçons essentielles sont les suivantes: le professionnel TI est souvent un “expert” médiocre; les populations locales doivent être associées au processus de planification des systèmes de technologie informatique essentiellement liée au développement social; des systèmes évolutifs modestes donnent de meilleurs résultats que les projets multisectoriels ambitieux; et le suivi et l‘évaluation rétrospective efficaces des projets de technologie informatique nécessitent une évaluation systémique des aspects qualitatifs et quantitatifs.
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They are learning and discerning: Evaluation of an adult education project of the national literacy cooperation of South Africa - Bhola, H. S. (Studies in Educational Evaluation, 1998)
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Education and Gender in Namibia, 1980-1997: An Annotated Bibliography - Buchholz, Irmela Marianne; Onyango, Fred K.; Gei-Khoibes, Marianne C. (1998)
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Learning and the Creation of Stock-Market Institutions: Evidence from the Royal African and Hudson's Bay Companies, 1670–1700 - Carlos, Ann M.; Key, Jennifer; Dupree, Jill (The Journal of Economic History, 1998)
In this article we use a unique source—a 30-year time series of the share transactions of two joint-stock companies—to examine the growth of the London capital market prior to and immediately after the Glorious Revolution. We argue that the London experience with open capital markets was not solely the result of 1689. Rather it was the learning by private individuals and goldsmith bankers which took place in the decades before 1689 that allowed the market to take full advantage of the property rights changes which occurred with the change in regimes.
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Forensic medicine training in Tunisia - Chadly, Ali (Journal of Clinical Forensic Medicine, 1998)
Forensic medicine is a specialty new to Tunisia since local teams started working in this field only 3 decades ago. Forensic medicine departments are now established in university hospitals, associated with the four national faculties of medicine. Medical undergraduate education includes forensic medicine as part of the curriculum because of the curent lack of forensic physicians and the need for practitioners with some training in this field. Specialization is achieved by a 4-year full-training residency, including both forensic pathology and medicine. The undergraduate and postgraduate education programmes are described.
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Re-Gendering Social Work Practice and Education: The Case for African-American Girls - Cousins, Linwood H.; Mabrey, Tracey (Journal of Human Behavior in the Social Environment, 1998)
Abstract While professional social work enjoys a solid history of working within African-American communities, there is evidence which suggests that one segment of the African-American community, African-American girls in urban settings, continues to be ignored by social work and other helping professions. This paper describes the changing expectations of African-American female adolescents in one urban high school. By critically interpreting the girls' demeanor and icons, the authors suggest that social workers are uniquely qualified to tender needed services to a vulnerable, often ignored, population.
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The relationship between credit system of buying and background characteristics of teachers in Accra, Ghana - Fianu, Docea A.G.; Ampofo, Lydia; Owusu, Matilda (Journal of Consumer Studies and Home Economics, 1998)
Abstract The main purpose of the study was to investigate the relationship between credit buying of clothing and background characteristics of teachers in primary and junior secondary schools in Accra, Ghana. Frequency and percentage distributions were used to analyse data collected from 180 respondents. The hypotheses that there were no relationships between credit buying of clothing and age, educational background, household size, religion, ethnicity, marital status and gender were tested using the chi–square statistic at the 5% level of significance. The majority (75.6%) bought clothing on credit. A total of 66.2% were women and 33.8% were men. The respondents used credit because of poor salaries, for convenience and to meet emergencies. Traders (44.4%) or traders and customers together (29.5%) decided on the terms of payment. The open‐account (39.4%) or instalment credit (36.2%) plans were used to honour payments. A total of 67.8% honoured their terms of payment. The traditional Kente cloth and fabrics for ‘Ntama and Kaba’ (slit and blouse), the traditional outfit for women, were mostly bought on credit from hawkers (58.3%). Accessories, undergarments and cosmetics were also credited by 33.8%, 16.9% and 7.3% respectively. Credit buying increased the number of clothing items of 73.3% of the respondents. There was a significant relationship between credit buying and gender but not between credit buying and age, religion, ethnicity, educational level, household size or marital status. The researchers suggest that a comprehensive study be carried out using representative samples from the 10 regions of Ghana to give an overall picture of the credit system of buying clothing among teachers in Ghana. A study of why Ghanaian consumers buy goods on credit could be carried out to determine whether the reasons for buying goods other than clothing are the same or are different.
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The relationship between credit system of buying and background characteristics of teachers in Accra, Ghana - Fianu, Docea A.G.; Ampofo, Lydia; Owusu, Matilda (Journal of Consumer Studies and Home Economics, 1998)
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Talking about Language: Zulu Students' Views on Language in the New South Africa - Finchilescu, Gillian; Nyawose, Gugu (South African Journal of Psychology, 1998)
The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were translated into English by the second researcher. The translations were thematically analysed. Some of the themes that emerged in the discussions were issues such as the practicality of the language policy, the multiple versus single language debate, ‘tribalism’, the meaning of language and its role in identity. In general, three major positions on the language issue were apparent, one favouring the increased status of the Zulu language, one favouring the pre-eminence of the English language, and one supporting a diglossia position.
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Policy, governance and the reconstruction of higher education in South Africa - Fisher, Glen (Higher Education Policy, 1998)
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Policy, governance and the reconstruction of higher education in South Africa - Fisher, Glen (Higher Education Policy, 1998)
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The development priorities of Ethiopian higher education teachers - Fisher, Roy; Swindells, David (Journal of in-service education, 1998)
Abstract This article briefly reports on the views of Ethiopian Higher Education teachers who participated in three Teaching Methodology Workshops which were held in Ethiopia during 1995 and 1996. Key issues relating to the development of higher education provision in Ethiopia are identified. The paper concludes with the suggestion that the best prescriptions for Ethiopian Higher Education are likely to arise from within the country, subject to appropriate exposure to potential models and techniques
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Engineering Education in Palestine: An Analytical Study - Ghadban, Shadi Sami (European Journal of Engineering Education, 1998)
SUMMARY This study describes the situation of engineering colleges in Palestine (i.e. Palestinian Territories occupied by Israel since 1967). It presents data relating to the gradual progress of engineering education from 1980 to 1996, and discusses the main objectives (general and specific) set for engineering education at the time of its establishment. Factors that have affected engineering education during the last 16 years are also discussed. The study focuses on analyzing the main aspects that would clarify the reality of engineering education during the specified period. These aspects are the faculty members, curricula and syllabuses, students and admission policies, specializations and sponsorship, material capabilities, buildings and equipment, administration, institutional organization, funding and linkage to society. The study concludes by arriving at possible approaches for the development of engineering education in the future based on the anticipated changes and progress in the comprehensive national development.
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Pandering to pedagogy or consumed by content: Brief thoughts on Mahmood Mamdani's “teaching Africa at the post‐apartheid university of cape town” - Graaff, Johann (Social Dynamics, 1998)
(1998). Pandering to pedagogy or consumed by content: Brief thoughts on Mahmood Mamdani's “teaching Africa at the post‐apartheid university of cape town”. Social Dynamics: Vol. 24, No. 2, pp. 76-85.
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Enhancing Connections Between Students and Instructors: African-American Students' Use of Computer-Mediated Communication - Griffin, Frank; Anderton-Lewis, Lillie (Business and Professional Communication Quarterly, 1998)
The move to incorporate computer-mediated communication (CMC) into the business curriculum is driven by job market demands for information technol ogy skills. Business instructors may discover, however, a pedagogical bonus: more communication with their students outside the classroom. We studied the perceptions and practices of 138 students in business communications at one of the historically black colleges and universities who used e-mail and the Internet to complete assignments. The results indicate that CMC encouraged students to become active learners and to contact instructors. Anecdotal evi dence suggests that e-mail helps African-American students to see instructors as facilitators, though it does not necessarily become a rhetorical "safe house," where students engage in vernacular discourse. Nevertheless, e-mail fosters an informal rhetorical relationship that rewards openness and collaboration among students and instructors within the formal academic setting.
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Teaching Africa at the post‐apartheid university of cape town: A response - Hall, Martin (Social Dynamics, 1998)
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Discussion of certain aspects of Mamdani's paper: Teaching Africa at the post‐apartheid university of cape town - Hartman, Nadia (Social Dynamics, 1998)
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School Factors in Substance Abuse Prevention Among Young Male African Americans - Haynes, Norris M.; Troutman, Michele R.; Nwachuku, Uchenna T. (Journal of educational and psychological consultation, 1998)
Despite reports that substance abuse among young Americans is on the decline, the problem among young male African Americans continues to be of major concern. School-based prevention strategies offer promising alternatives for reducing the risk factors for substance abuse among this group. The most successful of these programs appear to be those that include the entire school ecology as part of the prevention strategy and focus on the unique psychosocial development needs of these youth. In this article we discuss the prevalence of substance abuse among male African American youth, examine school correlates and risk factors, and review school-based prevention strategies that have shown varying degrees of effectiveness in addressing the substance abuse problems, directly through changing values, attitudes, and behaviors, and indirectly by reducing risk factors and strengthening protective mechanisms.
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Action research on total quality education in a South African primary school. - Hayward, Richard Pleydell Drury (1998)
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Un-Separate and Still Unequal? Three Books about American Education and Race at the End of the Liberal Century:Multicultural Education, Transformative Knowledge, and Action: Historical and Contemporary Perspectives.;Other People's Children: Cultural Conflict in the Classroom.;Beyond Desegregation: The Politics of Quality in African American Schooling. - Hess, Glenn (Anthropology & Education Quarterly, 1998)
Multicultural Education, Transformative Knowledge, and Action: Historical and Contemporary Perspectives. James Banks, ed. New York: Teachers College Press, 1996. 352 pp. Other People's Children: Cultural Conflict in the Classroom. Lisa Delpit. New York: The New Press, 1995. 206 pp. Beyond Desegregation: The Politics of Quality in African American Schooling. Mwalimu J. Shujaa, ed. Thousand Oaks, CA: Corwin Press, 1996. 268 pp.
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Engagement of African American Families in Research on Chronic Illness: A Multisystem Recruitment Approach - Holder, Barbara; Turner‐Musa, Jocelyn; Kimmel, Paul L.; Alleyne, Sylvan; Kobrin, Sidney; Simmens, Samuel J.; Cruz, Illuminado; Reiss, David (Family Process, 1998)
Our multisystem approach addressed the recruitment of African American families with a chronically, physically ill member. The approach focused on the social transactions between the family, the healthcare team, and the research staff, and the influence of these transactions on family recruitment. This multisystem approach included three core strategies: defining the membership of families in a culturally appropriate fashion and engaging those members; engaging the healthcare team; and building and maintaining the skills and morale of the research staff. A description of a longitudinal family health study and potential sources of recruitment biases is provided. Descriptive and bivariate analyses examined the effectiveness of the recruitment approach. A focus group explored the reciprocal process of family protectiveness that both facilitated and hindered family recruitment and the research staff's alliance with families and the dialysis staff. Discussion focuses on the family health study's recruitment rate, sampling biases, and methods for improving the effectiveness of the multisystem recruitment approach.
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MENARCHE STORIES: REMINISCENCES OF COLLEGE STUDENTS FROM LITHUANIA, MALAYSIA, SUDAN, AND THE UNITED STATES - Jc, Chrisler; Cb, Zittel (Health Care for Women International, 1998)
Women college students in four countries were invited to write the story of their first menstruation in as much detail as memory allowed. Stories were received from 26 Lithuanians, 27 Americans, 20 Malaysians, and 23 Sudanese. The stories were read and their contents analyzed for the presence or absence of information on such topics as emotional reaction, preparedness, sources of information about menstruation, changes in body image, and celebrations of this rite of passage. Similarities and differences among the groups are discussed, and passages from particularly interesting stories are quoted.
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Evaluation of the effectiveness of AIDS health education interventions in the Muslim community in Uganda. - Kagimu, Magid; Marum, Elizabeth; Wabwire‐Mangen, Fred; Nakyanjo, Neema; Walakira, Yusuf; Hogle, Janice A. (PubMed, 1998)
In 1992 the Islamic Medical Association of Uganda designed an AIDS prevention project and conducted a baseline survey prior to community level activities. Results of that baseline were previously reported in this journal. During 2 years of prevention activities in local Muslim communities, 23 trainers educated over 3,000 religious leaders and their assistants, who in turn educated their communities on AIDS during home visits and at religious gatherings. After 2 years, there was a significant increase in correct knowledge of HIV transmission, methods of preventing HIV infection and the risk associated with ablution of the dead and unsterile circumcision (p < 0.001). There was a significant reduction in self-reported sexual partners among the young respondents less than 45 years. In addition there was a significant increase in self-reported condom use among males in urban areas (p < 0.001). Collaboration between health professionals and religious leaders can be achieved and can contribute to the success of AIDS prevention efforts.In 1992, the Islamic Medical Association of Uganda designed an AIDS prevention project based on recognition of the role of the imam (mosque leader) as the teacher of family behavior and sexual values. Over a 2-year period, 23 trainers educated more than 3000 religious leaders and their assistants, who in turn educated their communities on AIDS during home visits and at religious gatherings. Almost 600,000 family contacts occurred. Comparison of findings of a baseline survey (n = 1907) with interviews conducted after 2 years of program implementation with both exposed (n = 1260) and nonexposed (n = 566) community members revealed significant increases in correct knowledge of transmission of HIV, vertical transmission, and the risk of unsterile skin-piercing instruments. Also recorded were significant increases in awareness of risks entailed in use of a common razor blade when a number of male infants are circumcised and ablution of the dead. Concurrent focus group discussions indicated weakened support for polygamy. There was a significant difference in condom use, number of sexual partners, and the incidence of extramarital sex reported at baseline compared with follow-up and between those exposed and not exposed to the project. The adoption of risk reduction behaviors was most marked among respondents under 45 years of age. The success of this intervention is attributed to its use of the Islamic religious organizational structure as a vehicle for HIV/AIDS education. This project demonstrates that positive collaboration between health professionals and religious leaders can be achieved and will enhance the success of community AIDS prevention efforts.
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Factors affecting asking questions in college classrooms: the Ethiopian context - Kebede, Seime (The Ethiopian Journal of Education, 1998)
The purpose of this study is to identify and examine the factors that affect asking que tions in an EFL setting in a tertiary level 'cience classroom in Ethiopia. To accomplish this task, 25 females and 19 males were provided with a list of factors that were reported by other group of students as inhibitive and were required to designate the extent to which each factor exert influence on them. From the sample students' ratings six factors were identified as restrictive by more than 56% of the respondents.
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African American Vernacular English and Education - Lanehart, Sonja L. (Journal of English Linguistics, 1998)
L'A. analyse les difficultes rencontrees par le locuteur noir americain pour assimiler la langue anglaise, langue de la culture dominante, langue de l'education. Il analyse la maniere dont la pedagogie vehicule l'ideologie de la langue, la suprematie de l'anglais standard sur l'anglais vernaculaire afro-americain
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Spatial versus nonspatial relational learning in free-ranging fox squirrels (Sciurus niger). - Lavenex, Pierre; Shiflett, Michael W.; Lee, R. K.; Jacobs, Lucia F. (Journal of Comparative Psychology, 1998)
This experiment was designed t o assess spatial and nonspatial relational learning i n free-ranging squirrels. The authors tested the possible use o f proximal landmarks a s conditional information to predict the locations of nuts, hidden in small dishes distributed on a plastic board. Squirrels were trained to associate the presence of 1 object, at the center of the board, with 1 set of baited dishes, whereas the presence of a 2nd object, placed alternatively at the same location, was associated with another set of dishes. They did not acquire the nonspatial relational task on the basis of proximal landmarks. They developed a win-stay spatial strategy relying on directional information derived from distant visuospatial cues and neglected proximal spatial information when it conflicted. They relied on their memory of the food locations in the previous trial to predict the nuts' locations, even though the objects were the only predictors of these locations.
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Is African studies to be turned into a new home for Bantu education at UCT? - Mamdani, Mahmood (Social Dynamics, 1998)
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Teaching Africa at the post‐apartheid university of cape town: A critical view of the introduction to Africa’ core course in the social science and humanities faculty's foundation semester, 1998 - Mamdani, Mahmood (Social Dynamics, 1998)
(1998). Teaching Africa at the post‐apartheid university of cape town: A critical view of the introduction to Africa’ core course in the social science and humanities faculty's foundation semester, 1998. Social Dynamics: Vol. 24, No. 2, pp. 1-32.
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Activity pattern and energy expenditure of male students in a Nigerian college of agriculture - Onimawo, I.A. (Nutrition research (New York, N.Y.), 1998)
Twenty five male students aged 18 – 28 years were studied to determine their activity pattern and energy expenditure. Activity pattern was determined by use of activity diaries on a 24 hours basis for a period of 7 days. Energy expenditure was calculated using factorial method. Food energy was determined by weighed inventory method to enable the computation of energy balance. The subjects spent more than 45% of their time on energy sapping activities such as walking, washing, farming operations etc. Mean daily energy balance was negative (−446Kcal) which accounted for mean low body weight of the subjects (59.2; + 5.8kg) for mean height of 172.0 + 4.1cm as against FAO/WHO/UNU recommended body weight of 66.5kg. Consequently, they compensated for the energy spent on obligatory farm work by spending more time (>50%) on low energy discretionary activities.
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Special education provision in Zimbabwe - Peresuh, M.; Barcham, Lesley (British Journal of Special Education, 1998)
Munhuweyi Peresuh, Senior Lecturer in Special Education at the University of Zimbabwe, and Lesley Barcham, Distance Learning Co‐ordinator, with the British Institute of Learning Disabilities, examine issues of policy, provision, facilities and human resources characterising special education in Zimbabwe, and analyse the key opportunities and difficulties in providing special education in a developing country. Their article examines the impetus for growth in integrated provision for children with disabilities and difficulties in learning.
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Getting Books to School Pupils in Africa - Radebe, Thuli; Sidibe, Ab.; Amaral, Wd.; Odini, Cephas (RePEc: Research Papers in Economics, 1998)
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Getting Books to School Pupils in Africa: Case Studies from Ghana and Tanzania, Mali, South Africa, Mozambique, and Kenya. Education Research Paper. - Rosenberg, Diana (1998)
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A Multimedia Approach to Music Education in South Africa. - Roux, Irene le; Potgieter, Hetta (1998)
The population in South Africa represents a microcosm of the world. The music of various cultural groups and countries is heard daily. A typical South African style is being developed by the blending of these various styles. The Unit for Telematic Teaching and Learning and the Department of of the University of Pretoria (South Africa) have designed a music program on CD-ROM, Music in South to expose students in music education to the various styles. This paper describes the purpose of this program, shows how it was designed, and briefly reviews a few highlights related to the four main sections of the program--elements of music, art music, popular music, and folk music. Seven sample screens are included. (Author/DLS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** 00 00 C) 00 A Multimedia Approach to Education in South Africa PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY G.H. Marks TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Mrs. Irene le Roux Instructional designer Unit for Telematic Teaching and Learning University of Pretoria, South Africa E-mail: ILEROUX@cbt.up.ac.za Dr. H.M. Potgieter Subject specialist Lecturer Education Department of University of Pretoria, South Africa E-mail: POTGIET@libarts.up.ac.za U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Irnprovernent EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: The population of South Africa represents a microcosm of the world. The music of various cultural groups and countries is heard daily. A typical South African style is being developed by the blending of these various styles. The Unit for Telematic Teaching and Learning and the Department of of the University of Pretoria have designed a music program on CD-Rom, in South Africa, to expose students in Education to the various styles. This paper will describe the purpose of this program, show how it was designed and briefly review a few highlights. The population of South Africa represents a microcosm of the world. The music of various cultural groups and countries is heard daily. A typical South African style is being developed by the blending of these various styles. The Unit for Telematic Teaching and Learning and the Department of of the University of Pretoria have designed a music program on CD-Rom, in South Africa, to expose students in Education to the various styles. This paper will describe the purpose of this program, show how it was designed and briefly review a few highlights. 1 The Purpose of the Program in South Africa The population of South Africa represents a microcosm of the world. The music of various cultural groups and countries is heard daily. A typical South African style is being developed by the blending of these various styles. An aim of the CD-ROM program in South Africa was to expose students in Education to the various styles. Those charged with the teaching of music often do not have the resources, knowledge and skills to make Education relevant to pupils and students. Especially in the previously disadvantaged communities, this program can also be used for in-service (INSET) training to provide teachers with a wider background of musical concepts and styles. It can also be used for basic teacher training (PRESET) and music enrichment. The University of Pretoria needs to position itself for the 21st century by employing more appropriate teaching models. These include the expansion of distance learning opportunities with technology, in particular computers, TV's and satellites, that will form an integral part of these teaching models. These modern technologies can be used to provide teaching material to address backlogs in education. This program will provide students with the opportunity to work at their own pace and whenever it suits them. Little has been done in the area of music programs that focus on learning. This program aims to meet this need. 2 The Design Approach The Quest Net Multimedia Authoring System was used as authoring tool. Using an on-screen design approach, an artist designed the backgrounds and colourful borders, the subject expert provided the content, while the instructional designer was responsible for the layout and structuring of the program. It was an interactive process in which the realization of the possibilities of the authoring system provided new ideas to
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Complement reduction impairs the febrile response of guinea pigs to endotoxin - Sehic, Elmir; Li, S.; Ungar, A. L.; Blatteis, Clark M. (American Journal of Physiology-regulatory Integrative and Comparative Physiology, 1998)
Although it is generally believed that circulating exogenous pyrogens [e.g., lipopolysaccharides (LPS)] induce fever via the mediation of endogenous pyrogens (EP) such as cytokines, the first of these, tumor necrosis factor-α, is usually not detectable in blood until at least 30 min after intravenous administration of LPS, whereas the febrile rise begins within 15 min after its administration. Moreover, although abundant evidence indicates that circulating LPS is cleared primarily by liver macrophages [Kupffer cells (KC)], these do not secrete EP in immediate response. This would imply that other factors, presumably evoked earlier than EP, may mediate the onset of the febrile response to intravenous LPS. It is well known that blood-borne LPS very rapidly activates the intravascular complement (C) system, some components of which in turn stimulate the quick release into blood of various substances that have roles in the acute inflammatory reaction. KC contain receptors for C components and are in close contact with afferent vagal terminals in the liver; the involvement of hepatic vagal afferents in LPS-induced fever has recently been shown. In this study, we tested the hypothesis that the initiation of fever by intravenous LPS involves, sequentially, the C system and KC. To test this postulated mechanism, we measured directly the levels of prostaglandin E 2 (PGE 2 ) in the interstitial fluid of the preoptic anterior hypothalamus (POA), the presumptive site of the fever-producing controller, of conscious guinea pigs over their entire febrile course, before and after C depletion by cobra venom factor (CVF) and before and after elimination of KC by gadolinium chloride (GdCl 3 ). CVF and GdCl 3 pretreatment each individually attenuated the first of the biphasic core temperature (T c ) rises after intravenous LPS, inverted the second into a T c fall, and greatly reduced the usual fever-associated increase in POA PGE 2 . We conclude, therefore, that C activation may indeed be pivotal in the induction of fever by intravenous LPS and that substance(s) generated presumably by KC in almost immediate reaction to the presence of LPS and/or C may transmit pyrogenic signals via hepatic vagal afferents to the POA, where they rapidly induce the production of PGE 2 and, hence, fever.
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Academic Achievement of African American Preadolescents: The Influence of Teacher Perceptions - Seyfried, Sherri F. (American Journal of Community Psychology, 1998)
Abstract The purpose of this study was to identify the factors associated with the academic success of predominantly, middle‐class African American preadolescent students. This study proposed an ecological model that considered the interaction of family environment, teacher perceptions of social skills, and student characteristics. The estimated model explained 58% of the variance in grade point average. Path analysis revealed three direct effects on grade point average, (a) grade level (negative), (b) teacher perceptions of social skills, and (c) academic ability. Findings revealed that teacher perceptions of social skills was a stronger predictor of grade point average than academic ability. Two indirect effects on grade point average were found. The first indirect effect was negative: gender predicted academic ability, which predicted teacher perceptions of social skills, which predicted grade point average. The second indirect effect was positive and it was from ability to teacher perceptions to grade point average. Implications for policy and practice are made that suggest a collaborative model of school counseling designed to “promote” the social and academic competence of African American students. Interventions that enhance teacher practices are also suggested.
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Growing Up African American in Catholic Schools - Slaughter-Defoe, Diane; Hufferd-Ackles, Kimberly (Teachers College Record, 1998)
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The “Picnic” model for research training at African universities: Evaluation and preliminary comparison - Stigter, C.J.; Bor, W. van den; Daane, J.R.V.; Adam, Hussein S.; Mohammed, A.E.; Ng’ang’a, J.K.; Mungai, D.N. (The Journal of agricultural education and extension, 1998)
Abstract What distinguishes the “Picnic” model for research training at African universities from more classical models is reviewed and it is shown how the “Picnic” model deals with remaining drawbacks from the now popular “Sandwich” model. Starting with managerial experiences, criteria guiding this evaluation are used as sub-headings: realistic planning; adequate resource provision; partnership instead of aid; long term impact; high quality supervision; quality and quantity of student input; open and interactive communication; willingness to adapt to local circumstances; ongoing critical reflection; gradual expatriate withdrawal. The training output of the “Picnic” model tests in the four TTMI-countries is assessed after the actual and prospective jobs of its former students. The on-farm quantification of protecting systems/structures led in many TTMI PhD-research cases to improved design criteria for such systems/structures, with direct increases of yield or its preservation. In comparison with the “Sandwich” model, the “Picnic” model particularly incorporates institutional strengthening in the aim that the southern countries will become able to provide adequate education at the postgraduate level, teaching their students how to apply knowledge in their own environment. Degrees obtained at southern universities, therefore, have distinct advantages but joint responsibilities of universities for such degrees are difficult to organize, given the presently existing modes of output-related financing of Dutch universities. In a situation of institutional deterioration, such as Africa is experiencing, the best hope probably lies in strengthening networks of individuals and a collective sense of academic commitment, pending the revival of universities themselves. Emergency research related to the protection of the African agricultural environment by African universities, training NARS staff, must in the long run contribute to restoring an agricultural basis for part of the economies of the many poor African countries. Knowledge developed locally remains the most powerful vehicle for change from within.
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[Behavior linked to orodental health in 12-year-old students in the province of Kadiogo, Burkina Faso]. - Tapsoba, Hadissa; Baumann, Michèle; Bakayoko-Ly, R (PubMed, 1998)
The authors present the results of a study carried out within the context of a diagnosis of the state of dental health among 300 twelve years old students in school in the province of Kadiogo (Burkina Faso). The data collected by questionnaires explore the range of behaviours linked to dental health: dental hygiene, eating habits, use of fluoride and use of dental health services. Half of students report that they brush their teeth at least once a day. Among them, there are 2 girls out of three, and one boy out of two. For half of the children, their mothers are the main people who teach them how to brush their teeth. For three children out of four, a tooth brush and tooth paste are the most common methods. Roughly 17% understand the usefulness of fluoride and 70% have never heard of it. Four children out of five consume sugared drinks on a daily basis. 85% say they have never been to the dentist. The information collected could serve as a base for the development and implementation of health promotion and education programmes for dental health within schools.
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Prostate Cancer Education in African American Churches - Weinrich, Sally; Holdford, David A.; Boyd, Marlyn D.; Creanga, Dana; Cover, Kay; Johnson, Alonzo; Frank‐Stromborg, Marilyn; Weinrich, Martin C. (Public Health Nursing, 1998)
Abstract The use of churches as recruitment sites of African Americans into health promotion activities is a popular theme in the 1990s literature. This research measured the impact of previous exposure to cancer on participation in an educational program and a free prostate cancer screening. Cues to action from the Health Belief Model provided the conceptual framework. Over 500 men attended a prostate cancer educational program at their church. Men who participated in the educational program and completed the questionnaire were given a voucher that they could take to their doctor of choice for a free prostate cancer examination. Having a member of the congregation who was previously diagnosed with cancer was a significant cue to attendance at the educational program ( P = 0.03). Recommendations for future cancer screening in churches are given.
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“Volcano needing constant watching”: South African white labour and socialist culture 1900–1924 - Wyk, Johann Van (Journal of Literary Studies, 1998)
Summary This paper explores the forgotten legacy of white labour and socialist culture from the first two decades of the twentieth century in South Africa. It investigates the strikes, marches and processions in terms of carnival and an oral and public culture in which the trade union leader or party leader as orator, on the one hand, and the The Red Flag as song and banner, on the other, played an important role. The focus then shifts to the newspapers and the doggerel which appeared in the newspapers with special emphasis on the themes of empire, civilisation and reason. The paper concludes that much of the spontaneity which marked this popular movement, was destroyed because of the increasing centralised control by the Comintern and directives from Moscow.
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Critical Practitioner Inquiry and the Transformation of Teacher Education in Namibia - Zeichner, Kenneth M.; Amukushu, Alina Kakunde; Muukenga, Katonyala Miriam; Shilamba, Pelagia Peggy (Educational Action Research, 1998)
Abstract This article analyses the role of action research (‘critical practitioner inquiry’) in furthering the implementation of democratic educational reforms in the southern African country of Namibia. The focus is on action research that is carried out by school and college-based teacher educators as part of a staff development course organised by Umea University (Sweden) and the Namibian Ministry of Education and Culture [MEC]. Three of the authors were participants in this course and one was an external facilitator brought in to support the action researchers. Following a description of the general political, economic and educational situation in Namibia, and of the nature of the democratic reforms in teaching and teacher education, six action research projects completed by the 1995 course participants are briefly described. These studies uncovered gaps between the rhetoric and reality of the reforms, illuminated the complexities under less than ideal conditions, and contribute concrete ideas about how to address some of the problems that arose in implementing the reforms. The role of action research in teacher education reform in developing countries is considered.
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The evolution of the lithospheric mantle along the N. African Plate: geochemical and isotopic evidence from the tholeiitic and alkaline volcanic rocks of the Hyblean plateau, Italy - Trua, Teresa; Esperança, Sonia; Mazzuoli, R. (Contributions to Mineralogy and Petrology, 1998)
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African American Mothers and Urban Schools: The Power of Participation - Winters, Wendy Glasgow (1998)
Wendy Winters examines here the role of parental involvement in the education of African-Americans, as well as the effect such involvement has in actualizing African-American mothers' personal growth. Culled from first hand research in some of America's most at-risk communities, Winters combines vignettes with analysis and discussion of viable inner-city programs to magnify the link between one's contributions to society and one's personal growth.
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Training at the African Institute of Tropical Ophthalmology - Auzéméry, A; Huguet, Pierre; Auduge, André; Traoré, Jeannette; Ceccon, Jean-François; Schémann, Jean-François (Cahiers d'études et de recherches francophones / Santé, 1998)
Cree en 1953, l’Institut d’ophtalmologie tropicale de l’Afrique appartient a l’Organisation de cooperation et de coordination des grandes endemies (OCCGE) dont le siege est a Bobo-Dioulasso (Burkina Faso). L’IOTA est un centre collaborateur de l’Organisation mondiale de la sante (OMS) pour la prevention de la cecite. La formation est une des vocations de l’Institut avec la prestation de soins oculaires de niveau tertiaire, la recherche clinique et operationnelle, l’expertise au profit des Etats. En Afrique subsaharienne, la prevalence de la cecite est d’environ 1,2 %. Les principales causes de cecite sont representees par la cataracte, le trachome, le glaucome, l’onchocercose et la xerophtalmie. Dans ce contexte, l’insuffisance des ressources humaines pose le probleme de la formation qui est une des missions prioritaires de l’IOTA. Les filieres de formation concernent : - les medecins specialistes en ophtalmologie (en collaboration avec la faculte de Medecine, de Pharmacie et d’Odonto-Stomatologie du Mali) ; - les operateurs de la cataracte ; - les infirmiers specialistes en ophtalmologie ; - les techniciens lunetiers. Les objectifs generaux sont axes sur la communaute et sur l’apprentissage de tâches en milieu professionnel. Les objectifs specifiques sont regroupes dans un « passeport de competences », remis aux etudiants (infirmiers et operateurs de la cataracte) en debut de formation. Celle-ci allie une formation clinique et chirurgicale traditionnelle a une formation en ophtalmologie de sante publique. Le montant des frais pedagogiques et de l’allocation mensuelle versee aux etudiants est pris en charge par une bourse dont le quota le plus important est assure par le programme Sight First du Lions Club International. Les autres bourses sont prises en charge par l’Union europeenne, le Fonds d’aide et de cooperation du secretariat d’Etat francais de la Cooperation ou, plus rarement, par des organisations non gouvernementales ou l’OMS. Apres la description des conditions de candidature, le bilan de la formation des 7 dernieres annees (1991-1997) fait apparaitre que l’IOTA a forme 148 personnes dans le domaine de la sante oculaire (18 ophtalmologistes, 24 operateurs de la cataracte, 83 infirmiers specialistes en ophtalmologie, 16 techniciens lunetiers, 3 operateurs pour la formation en chirurgie du trichiasis et 4 specialistes de l’exploration fonctionnelle). Si la formation qui a pris son essor en 1994 continue a ce rythme, il est envisageable d’atteindre les objectifs theoriques de l’OMS vers l’an 2015 pour les pays appartenant a l’OCCGE, soit 1 ophtalmologiste pour 500 000 habitants, 1 operateur de la cataracte pour 250 000 habitants et 1 infirmier specialiste en ophtalmologie pour 100 000 habitants.
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“‘Warm Demanders’ Do National Certification Standards Leave Room for the Culturally Responsive Pedagogy of African-American Teachers?” COMMENTARY - Fraser, James W.; Irvine, Jacqueline Jordan (Education week, 1998)
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Education, democracy and political development in Africa (Choice Reviews Online, 1998)
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Statement on the Implications of Curriculum 2005 for History Teaching in the Schools by the South African Historical Society (South African Historical Journal, 1998)
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Labour education in Nigeria: structures and implications for nation building - Aderinoye, Rashid (International Journal of Lifelong Education, 1998)
Education for the workers has long been the most specifically targeted policy area of our society. This springs from the specialization and fragmentation of tasks characteristic of modern production methods. There is continuing debate as to whether personnel should be trained for particular jobs, or educated in skills and knowledge which may be adapted to a range of tasks as circumstances require. Thus, workers’ education directed at employees as a body and organized through their trade unions is the focus of this paper. It is not, however, unconcerned with education for work par excellence, and education for service. It examines the background, the scope, structures and implications for development with the hope of meeting the needs of workers throughout the system.
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African‐Americans and higher education: An exigence in need of applied communication - Artz, Lee (Journal of Applied Communication Research, 1998)
Abstract Responding to signs of increasing racial tension across the United States, in the spring of 1997, undergraduate communication majors at Loyola University Chicago initiated and organized a campaign on “African‐Americans and Higher Education.” Bitzer's (1968) construct of the rhetorical situation served as an organizing tool for the student planners and here provides the frame for a case study of the project. In the case study, communication undergraduates applied their understanding of communication theories to advocacy for increased African‐American enrollment at this university. The limited positive results from their project demonstrate potential for a more thorough and rigorous application of communication theory and research for social justice.
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The Skills Training Centres in The Gambia. - Benett, Yves (1998)
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Disabling myth or writing for the world: the secondary schools language project in the Eastern Province, South Africa - Bleach, Jean (Campus-wide information systems, 1998)
The majority of learners in South African schools are black, and they learn through English as a second language (L2). This contrasts with white students who learn through their first language (L1), English or Afrikaans. Most black students in South Africa are multilingual, and new developments in the curriculum promise to value this achievement. Even now, young black students display considerable competence in their written English when they use electronic links to communicate with fellow students and adults worldwide. Computers motivate students as writers and language learners. One of the many disabling myths that threatens to impede progress towards equity in educational outcomes in South Africa is the myth that teachers of writing in historically black schools will wait a very long time for the technologies of word processing and e‐mail to be available to them. In the Eastern Province many schools have no telephones or electricity. The ANC Government is struggling to meet basic needs quickly and computers could then be used to promote equity among learners. In this study, students had only limited access to keyboard and e‐mail facilities, yet the enthusiasm and concentration computers generated meant that they could leapfrog many hours of classroom instruction.
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The Role of a Business School in an Emerging Country—The Case of Ghana - Brown, Steve; Masten, John T. (Journal of Education for Business, 1998)
Abstract Business schools in developing countries face a dilemma: How can they meet world educational standards and still serve local needs? Ghana, like most other African countries, uses the British system of higher education. Unfortunately, this system does not address the service needs of a fledgling free market economy. Using Ghana as a case study, this article addresses the actual versus the requisite role of African business schools. Successful implementation of the suggestions in the requisite model should contribute to an improved business climate and a more robust economy.
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School quality and educational outcomes in South Africa - Case, Anne; Deaton, Angus (RePEc: Research Papers in Economics, 1998)
That educational inputs should be important determinants of educational outcomes is a proposition that appeals to common sense, but is nevertheless controversial in the literature both for developed and lessdeveloped countries. Surveys by Hanushek (1986), for developed countries, and (1996), for developing countries, argue that school facilities have at best tenuous effects on outcomes, particularly on test scores. Kremer (1996), emphasizes that such a negative overall assessment of the evidence rests on Hanushek?s interpretation of statistically insignificant findings as evidence against an effect of school quality, but notes that there is a singular absence of evidence from developing countries that the pupil-teacher ratio is an important determinant of outcomes.
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Surgical training in 21st-century Africa--a South African perspective. Presented at the General Assembly of the Pan African Association of Surgeons, January 1998, Abuja, Nigeria. - Dm, Dent (PubMed, 1998)
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African American Students' Attitudes Toward Entrepreneurship Education - Ede, Fred O.; Panigrahi, Bhagaban; Calcich, Stephen (Journal of Education for Business, 1998)
Abstract Though making up more than 12% of the U.S. population, African Americans own only 3% of the small businesses. Given the rapidly changing demographics in the United States, this group must increase its rate of enterprise creation if the job-creating flow of business start-ups is to continue. This study examines the attitudes of African American students toward entrepreneurship education in a southeastern, historically Black university. The results reveal different levels of student attitudes toward various aspects of the entrepreneurship curriculum. Differences were found in attitude levels with respect to sex, age, parental background, GPA, number of entrepreneurship classes taken, and student classification. Implications for curriculum development are discussed.
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Assessment without standardization? Occupational therapy in a farm school in South Africa - Harris, Zara (World Federation of Occupational Therapists Bulletin, 1998)
AbstractThis article is a narrative about an English/American, school-basal occupational therapists volunteer activity in an all black farm school in South Africa. It describes how she balances her experience and practice in an international school compared to a farm school and comes to terms with using non-scientific methods to provide intervention.
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Teachers' Resource Centres in Southern Africa; an investigation into local autonomy and educational change - Hoppers, Wim (International Journal of Educational Development, 1998)
Abstract During the last two decades the concept of Teachers' Resource Centres (TRCs) has become widely accepted across Southern Africa as an essential ingredient of a professional support structure for teachers and schools. This paper demonstrates that the present general consensus conceals a history of conflicting interpretations regarding the structure and functioning of this provision in relation to educational change. Tracing the ups and downs of TRCs and their related structures of school clusters in Mozambique, Zambia and Zimbabwe it shows that their fate has been closely associated with changing philosophies and concomitant policies on school development and the roles of teachers in educational development. Earlier official encouragement towards local pedagogical autonomy, emphasizing teachers' creative contributions to educational renewal through professional self-development, is contrasted against more recent pressures towards centralised control over strategies for school improvement combined with decentralised delivery of support services. Changes are analysed within the larger context of the political and socio-economic climate in the sub-region and the intervention of external agencies. A case is made for the reversal of these trends, in particular so as to create space for indigenous approaches to educational development.
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The survey of the availability of the non-projected of geography in the and utilization media resource for the teaching secondary schools in Uasin-gishu district of Kenya - Kafwa, Nabwire Violet (1998)
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Distance Education and Open Learning in Africa: What Works or Does Not Work - Kinyanjui, Peter E. (1998)
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School‐based Management of Chronic Asthma Among Inner‐city African‐American Schoolchildren in Dallas, Texas - McEwen, Melanie; Johnson, Pauline Taglialavore; Neatherlin, Jacque; Millard, Mark; Lawrence, Gretchen (Journal of School Health, 1998)
ABSTRACT: Asthma, a chronic disease of the respiratory tract, affects approximately five percent of the U.S. population, including almost five million children. Childhood asthma has been identified as the leading cause of school absences. This study was to examined efficacy of a school‐based program to prevent exacerbation of asthma symptoms and manage asthma in school children using measured doses of an inhaled anti‐inflammatory medication. The sample consisted of 22 African‐American children in one inner‐city elementary school in Dallas, Texas, ages 5–12 years with confirmed diagnoses of asthma. For three months, each child came to the school clinic two times per day for medication administration and measurement of respiratory peak flow rates. Data were collected for a number of variables including bronchodilator use, school absences, self‐report of asthma symptoms, and number of visits to the physician. During the study, mean peak flow rates improved approximately 15%, and bronchodilator use decreased 66%. Improvement also was evident in several other areas.
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Guest Column: Naming the Problem That Led to the Question “Who Shall Teach African American Literature?”; or, Are We Ready to Disband the Wheadey Court? - McKay, Nellie Y. (Publications of the Modern Language Association, 1998)
We whose names are underwritten, do assure the World, that the poems in the following Page, were (as we verily believe,) written by phillis, a young Negro Girl, who was but a few Years since, brought an uncultivated Barbarian from Africa. […] She has been examined by some of the best Judges, and is thought qualified to write them. Attestation in Phillis Wheatley's Poems on Various Subjects, Religious and Moral The poems written by this young negro bear no endemial marks of solar fire or spirit. They are merely imitative; and, indeed, most of those people have a turn for imitation, though they have little or none for invention. Anonymous reviewer of Wheatley's poems in 1764 (Shields 267) It was not natural . And she was the first. […] Phillis Miracle Wheatley: The first Black human being to be published in America. […] But the miracle of Black poetry in America, the difficult miracle of Black poetry in America, is that we have been rejected […] frequently dismissed […] because, like Phillis Wheatley, we have persisted for freedom. […] And it was not natural. And she was the first. […] This is the difficult miracle of Black poetry in America; that we persist, published or not, and loved or unloved: we persist. June Jordan (252, 254, 261) More than two hundred years have gone by since the spring of 1773, when Phillis Wheatley, subject of the epigraphs of this essay, an African slave girl and the first person of her racial origin to publish a book in North America, collected her best poems and submitted them to public scrutiny. In search of authentication, she appeared with them before eighteen white men of high social and political esteem, “the best Judges” for such a case in colonial Boston. Wheatley's owners and supporters arranged this special audience to promote her as a writer. According to popular wisdom of the time, Africans were intellectually incapable of producing literature. None of the Anglo-Americans beyond her immediate circle could imagine her reading and writing well enough to create poetry.
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Schooling, Modernization, and Race: The Continuing Dilemma of the American SouthSchooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920. James L. LeloudisTheir Highest Potential: An African American School Community in the Segregated South. Vanessa Siddle Walker - Mohr, Clarence L. (American Journal of Education, 1998)
Previous articleNext article No AccessReview EssaySchooling, Modernization, and Race: The Continuing Dilemma of the American South Schooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920. James L. Leloudis Their Highest Potential: An African American School Community in the Segregated South. Vanessa Siddle Walker Clarence L. MohrClarence L. Mohr Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 106, Number 3May, 1998 Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/444191 Views: 10Total views on this site Citations: 1Citations are reported from Crossref Copyright 1998 The University of ChicagoPDF download Crossref reports the following articles citing this article:Wanda Rushing Inequality and Education Reform: formulating a macro-historical sociology perspective, Race, Ethnicity and Education 4, no.11 (Feb 2001): 29–44.https://doi.org/10.1080/13613320120031455
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Desertification, Drought, and Surface Vegetation: An Example from the West African Sahel - Nicholson, Sharon E.; Tucker, Compton J.; Ba, Mamoudou B. (Bulletin of the American Meteorological Society, 1998)
Many assumptions have been made about the nature and character of desertification in West Africa.This paper examines the history of this issue, reviews the current state of our knowledge concerning the meteorological aspects of desertification, and presents the results of a select group of analyses related to this question.The common notion of desertification is of an advancing "desert," a generally irreversible anthropogenic process.This process has been linked to increased surface albedo, increased dust generation, and reduced productivity of the land.This study demonstrates that there has been no progressive change of either the Saharan boundary or vegetation cover in the Sahel during the last 16 years, nor has there been a systematic reduction of "productivity" as assessed by the water-use efficiency of the vegetation cover.WTiile it also showed little change in surface albedo during the years analyzed, this study suggests that a change in albedo of up to 0.10% since the 1950s is conceivable.
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Desertification, Drought, and Surface Vegetation: An Example from the West African Sahel - Nicholson, Sharon E.; Tucker, Compton J.; Ba, Mamoudou B. (Bulletin of the American Meteorological Society, 1998)
Many assumptions have been made about the nature and character of desertification in West Africa.This paper examines the history of this issue, reviews the current state of our knowledge concerning the meteorological aspects of desertification, and presents the results of a select group of analyses related to this question.The common notion of desertification is of an advancing "desert," a generally irreversible anthropogenic process.This process has been linked to increased surface albedo, increased dust generation, and reduced productivity of the land.This study demonstrates that there has been no progressive change of either the Saharan boundary or vegetation cover in the Sahel during the last 16 years, nor has there been a systematic reduction of "productivity" as assessed by the water-use efficiency of the vegetation cover.WTiile it also showed little change in surface albedo during the years analyzed, this study suggests that a change in albedo of up to 0.10% since the 1950s is conceivable.
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Desertification, Drought, and Surface Vegetation: An Example from the West African Sahel - Nicholson, Sharon E.; Tucker, Compton J.; Ba, Mamoudou B. (Bulletin of the American Meteorological Society, 1998)
Many assumptions have been made about the nature and character of desertification in West Africa.This paper examines the history of this issue, reviews the current state of our knowledge concerning the meteorological aspects of desertification, and presents the results of a select group of analyses related to this question.The common notion of desertification is of an advancing "desert," a generally irreversible anthropogenic process.This process has been linked to increased surface albedo, increased dust generation, and reduced productivity of the land.This study demonstrates that there has been no progressive change of either the Saharan boundary or vegetation cover in the Sahel during the last 16 years, nor has there been a systematic reduction of "productivity" as assessed by the water-use efficiency of the vegetation cover.WTiile it also showed little change in surface albedo during the years analyzed, this study suggests that a change in albedo of up to 0.10% since the 1950s is conceivable.
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Desertification, Drought, and Surface Vegetation: An Example from the West African Sahel - Nicholson, Sharon E.; Tucker, Compton J.; Ba, Mamoudou B. (Bulletin of the American Meteorological Society, 1998)
Many assumptions have been made about the nature and character of desertification in West Africa.This paper examines the history of this issue, reviews the current state of our knowledge concerning the meteorological aspects of desertification, and presents the results of a select group of analyses related to this question.The common notion of desertification is of an advancing "desert," a generally irreversible anthropogenic process.This process has been linked to increased surface albedo, increased dust generation, and reduced productivity of the land.This study demonstrates that there has been no progressive change of either the Saharan boundary or vegetation cover in the Sahel during the last 16 years, nor has there been a systematic reduction of "productivity" as assessed by the water-use efficiency of the vegetation cover.WTiile it also showed little change in surface albedo during the years analyzed, this study suggests that a change in albedo of up to 0.10% since the 1950s is conceivable.
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Prevalence of diabetes mellitus and impaired glucose tolerance in a group of urban adults in Nigeria. - Olatunbosun, Samuel T.; Ojo, PO; Fineberg, Naomi S.; Bella, A F (PubMed, 1998)
This survey was undertaken to determine the prevalence of diabetes mellitus and impaired glucose tolerance in a group of urban adults in Ibadan, Nigeria. A total of 998 subjects randomly selected from five main ministries and departments in the Government Secretariat participated in the survey. Each subject was asked to fast overnight and ingested 75 g of glucose dissolved in 250 mL of water after answering a questionnaire. Relevant anthropometric measurements such as weight, height, waist and hip diameters, and blood pressure also were taken. After 2 hours, of blood was drawn and plasma glucose concentration measured. Diagnosis of diabetes or impaired glucose tolerance was based on 1985 World Health Organization (WHO) cut-off values. Blood glucose results were available in 875 subjects. Seven subjects were found to be diabetic for a prevalence of 0.8%, with the majority (5 subjects) being newly diagnosed. Nineteen were found to have impaired glucose tolerance for a prevalence of 2.2%. There were no sex differences between the two groups. All of the newly diagnosed diabetics were asymptomatic. Multivariate analysis revealed that subjects with a family history of diabetes, higher body mass index, and higher systolic blood pressure had higher blood glucose levels. The prevalence of diabetes in this survey is lower than rates reported in recent surveys in Nigeria that used less stringent criteria and different methodologies. The rate is comparable to that of a Tanzanian study that used WHO criteria. However, the rate of impaired glucose tolerance in this study, first to be reported in Nigeria, is lower than that obtained in the Bantu population.
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Action research in West African schools: problems and prospects - Pryor, John B. (International Journal of Educational Development, 1998)
This paper investigates the claims of action research as an appropriate research methodology for investigating West African education. It suggests that since action research is sensitive to context and is directly relevant to practitioners, it might avoid some of the criticisms that have been levelled at some other methodologies. However, data from Ghana are used to problematize this position. The paper concludes with a discussion of ways in which collaboration between academics and teachers, based on action research, might develop so that both useful knowledge about education in West Africa is derived and practice is improved.
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Screening secondary school students in the Gaza strip for β-thalassaemia trait - Sirdah; Bilto; Jabour, El; Najjar, Walid (Clinical and Laboratory Haematology, 1998)
A small scale screening study for beta-thalassaemia trait has been carried out in the Gaza Strip, involving 1650 secondary schools healthy students, 16-18 years old and from both sexes. The results showed that the overall prevalence in the Gaza Strip of beta-thalassaemia was 4.3%. The frequency of beta-thalassaemia trait in the microcytic (defined as MCV < or = 80fl and/or MCH < or = 26 pg) subjects was 27.1%. The efficacies of some of the proposed discrimination functions in the differentiation between beta-thalassaemia trait and non-thalassemic microcytosis were evaluated. The Mentzer index, MCV of < or = 72fl, England & Fraser DF and the Shine & Lal formula were found to correctly identify 91.6%, 82.4%, 81.3% and 62.6% of the studied cases of microcytosis as having or not having the beta-thalassaemia trait. It was concluded that both beta-thalassaemia and microcytic anaemias are major health problems in the Gaza Strip. The various forms of consanguineous marriages, in addition to poor economic conditions in the Gaza Strip may have contributed to the concentration of beta-thalassaemia and the prevalence of microcytic anaemias in this population.
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Environmental Education in Primary Education: status and trends in southern and eastern Africa - Taylor, Christopher (Environmental Education Research, 1998)
Summary This study presents the results of an international comparative study (based on secondary analysis techniques) into the status of environmental education (EE) in primary education in 10 southern and eastern African countries. The study concludes that the current provisions for EE in primary education in the countries sampled are insufficient for the comprehensive development of national programmes. The major barriers to the further development ofEE include inadequate provisions for EE in education policy, deficiencies in teacher training in EE and a lack of instructional materials. The study recommends that the most important step towards improving the status of EE in primary education in the region is the inclusion of EE in education policy, combined with the development of a mechanism that would facilitate policy implementation.
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The health and nutritional status of schoolchildren in Africa: evidence from school-based health programmes in Ghana and Tanzania - THEPARTNERSHIPFORCHILDDEVELOPM (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1998)
Surveys of the health of schoolchildren in Tanga Region, Tanzania and Volta Region, Ghana are reported. Two age groups of both sexes were studied: 8-9 and 12-13 years old. Children themselves tend to have a poor perception of their health status. This is confirmed by biomedical surveys. Evidence was common of chronic ill-health due to undernutrition, anaemia, parasitic infections and micronutrient deficiencies. The older age groups of both sexes were significantly more stunted (height-for-age z score < 2 below National Center for Health Statistics reference values) than the younger groups, indicating that linear growth continues to falter throughout the school-age years. Anaemia was common: 38% of children in Ghana and 75% of children in Tanzania had a haemoglobin level < 120 g/L. Younger children were more likely to be anaemic than older children, but no significant difference between the sexes was observed. Helminth infections which cause blood loss (Schistosoma haematobium and hookworms) were common and only 37% of children in Ghana and 14% in Tanzania had no evidence of worm infection. In Ghana, 71% of children had a low urinary iodine concentration; in Tanzania 38%. The burden of ill-health suggests that school health programmes in these countries which deliver anthelmintics and micronutrient supplements have the potential to improve the health, growth and educational achievements of schoolchildren.
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Self-Evaluation Processes of African American Youth in a High School Completion Program - Whaley, Arthur L.; Smyer, Dawn A. (The Journal of Psychology, 1998)
Abstract In the present study, regression analyses were used to determine whether particular domains of perceived competence, alienation from school, and cultural mistrust of society in general predicted judgments of global self-worth and global self-discrepancy in a group of African American high school dropouts in a compensatory program. The participants were 31 African American high school dropouts between 16 and 24 years of age (M = 17.7 years, SD = 1.81) who were enrolled in a state-sponsored high school completion program. Perceived job competence and peer-related social competence were the most significant predictors of self-evaluations. Cultural mistrust of society was associated with students' self-evaluation and overshadowed alienation from school in the prediction of global self-worth. The implications of these results for interventions with African American high school dropouts in this type of program are discussed.
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"Trustees and agents of the state?": Missions and post-union policy formation towards African education 1910-1920 - Krige, Sue (1998)
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Three dimensional velocity structure and relocated aftershocks for the 1985 Constantine, Algeria (MS = 5.9) earthquake - Bounif, Mohand Ou Abdallah; Dorbath, Catherine (Annals of geophysics (Print), 1998)
Local earthquake travel-time data were inverted to obtain a three dimensional tomographic image of the region centered on the 1985 Constantine earthquake. The resulting velocity model was then used to relocate the events. The tomographic data set consisted of P and S waves travel-times from 653 carefully selected aftershocks of this moderate size earthquake, recorded at 10 temporary stations. A three-dimensional P-wave velocity image to a depth of 12 km was obtained by Thurber's method. At shallower depth, the velocity contrasts reflected the differences in tectonic units. Velocities lower than 4 km/s corresponded to recent deposits, velocities higher than 5 km/s to the Constantine Neritic and the Tellian nappes. The relocation of the aftershocks indicates that most of the seismicity occured where the velocity exceeded 5.5 km/s. The aftershock distribution accurately defined the three segments involved in the main shock and led to a better understanding of the rupture process.
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The supposed Egyptian earthquakes of 184 and 95 B.C. Critical review and some lines of research in historical seismology using Greek papyri from Egypt - Mazza, Roberta (Annals of geophysics (Print), 1998)
In the context of a project to update the data collected in the catalogue of Guidoboni et al.(1994), we noticed that two Egyptian earthquakes of 184 and 95 B.C. mentioned in the catalogue of Ambraseys et al. (1994, p. 20) were not included. A search to verify whether these two events should be added to the list of seismic events in the ancient Mediterranean area led to the conclusion that the two Egyptian earthquakes of 184 and 95 B.C. never occurred. The texts cited by the authors (a papyrus and an inscription) seem to deal with other events; in fact the word seismós, which has among others the meaning of 'earthquake', in these sources means 'blackmail' or 'extortion'. This conclusion leads to further discussion of relationships between ancient history and historical seismology and in particular of the use of Greek papyri from Egypt to study ancient earthquakes. A research project on Greek papyri, which will also consider other kinds of evidence such as Coptic literary and documentary texts, has been initiated by a group of researchers belonging to the SGA, in order to continue investigation of ancient earthquakes in the Mediterranean area.
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Training in plastic surgery is being set up in The Gambia - Stanley, Ian F; Mohammed, Paul (BMJ. British medical journal (Clinical research ed.), 1998)
EDITOR—With the demise of the overseas training scheme in plastic surgery1 and the implications of Calmanisation for training in general for visiting surgeons,2 alternative strategies for meeting the training requirements of surgeons from the developing world need to be considered. Training in the developing world may …
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Peer coaching as part of a professional development scenario for science teachers in Botswana - Thijs, Annette; Berg, Ellen van den (1998)
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Quaternary perpotassic magmatism in Uganda (Toro-Ankole Volcanic Province): age assessment and significance for magmatic evolution along the East African Rift - Boven, A.; Pasteels, Paul; Punzalan, L.; Yamba, T.K.; Musisi, J.H. (Journal of African Earth Sciences, 1998)
The Toro-Ankole volcanics in the northern sector of the Western Branch of the East African Rift are generally assumed to be of Quaternary age. New field observations and comparative KAr and ArAr analyses on whole rock samples and phenocrysts of perpotassic lavas reveal the presence of excess Ar and led to the conclusion that apparently no volcanics have been erupted prior to 50 ka. The present geochronological data, compared with previous ones for the Virunga and South Kivu volcanic fields, suggest that a Late Quaternary pulse of volcanic activity occured in the three areas, with the emission of perpotassic, mildly potassic or sodic alkaline magmas. The genetic implications of such a synchronous activity with wide compositional variation are briefly discussed with respect to basement age and assumed lithosphere characteristics. Le champ volcanique Toro-Ankole situé dans la partie nord de la branche occidentale du Rift Est Africain est réputé d'âge Quaternaire tardif. De nouvelles observations de terrain et des résultats comparatifs KAr et ArAr de laves perpotassiques, sur phénocristaux et roche totale, démontrent la présence d'excès d'Ar. En conclusion il apparaît qu'il n'y a pas eu d'émissions de roches volcaniques plus anciennes que 50 ka dans la région. Ces résultats géochronologiques comparés à ceux publiés précédemment pour les champs volcaniques du Sud Kivu et des Virungas, amènent à considérer l'existence d'une phase éruptive Quaternaire dans les trois régions avec mise en place de magmas alcalins perpotassiques, moyennement potassiques ou sodiques. Les implications génétiques d'un tel synchronisme dans l'activité volcanique, accompagné d'une large variation de composition géochimique, sont présentées brièvement et en fonction des charactéristiques crustales et lithosphériques.
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Impaired contractile G protein function in antrum and colon circular muscle from pregnant guinea pigs - Chen, O.; Zuo, Xuelan; Biancani, Piero; Behar, Joachim A. (Gastroenterology (New York, N.Y. 1943), 1998)
It has been previously shown that pregnancy has an inhibitory effect on the motility of gastrointestinal (GI) tract. We therefore examined the mechanisms responsible for this impaired GI motility in pregnant guinea pigs. Antrum and left colon were removed from adult third-trimester pregnant guinea pigs and nonpregnant female guinea pigs (control). Circular smooth muscle ceils were isolated by enzymatic digestion with collagenase and permeabilized by brief exposure to saponin as needed. Cell contraction was expressed as percent shortening with respect to control muscle cells. Contraction in response to CCK-8 (0.1 pM to 0.1 laM) was significantly reduced in both antrum and colon circular muscle from pregnant guinea pigs with a maximal shortening of only 14.2-+0.2% and 14.5 -+0.7% respectively when compared to 22.5 -+ 1.1% and 21.7 -+0.9% shortening in control animals (p<0.01, by ANOVA). Contraction in response to direct G protein activation with GTP,/S was also significantly reduced in antrum and colon circular muscle cells from pregnant guinea pigs. GTP)'S at 10 laM caused a maximal shortening of only 11.9 -+ 0.8% and 11.3 -+ 0.7% in antrum and colon circular muscle ceils from pregnant animals, respectively, as opposed to 20.1:1: 0.4% and 20.5 -+ 1.1% in controls. In contrast, the contraction of both antrum and colon circular muscle cells induced by a second messenger IP3 was similar between pregnant and control guinea pigs. Furthermore, the contractile responses to potassium chloride, which is a receptor-G protein independent agonist, were not significantly different from controls, These data suggested that pregnancy might affect the function of G proteins in the GI circular smooth muscle. To further confirm this hypothesis, the function of G proteins in antrum and colon circular muscle from both groups of animals was assessed by using [35S]GTP'¢S binding. Crude membranes derived from antrum and colon circular muscle were incubated with 30 nM [35S]GTPTS with or without agonist stimulation. CCK-8 at 1paM caused a significant increase of [35S]GTP)'S binding to Gq/1 let over the basal level (without CCK), but not to Gietl-2, Giet3, or Gsa. The stimulation of Gq/1 let binding was significantly reduced in antrum and colon circular muscle from pregnant guinea pig when compared to that from control animals (p<0.05, by t test). However, VIP at 1 taM caused a significant increase of [35S]GTPyS binding to Gset, but not to Gq/llet, Gietl-2 or Giot3. The stimulation of Gset binding induced by VIP was similar between these two groups. In conclusion, pregnancy appears to impair gastrointestinal muscle contractility by downregulating certain G proteins that mediate muscle contraction such as Gq/1 let protein. This research was supported by NIH grant R01-DK27389.
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Infant mortality differences between whites and African Americans: the effect of maternal education. - Din‐Dzietham, Rebecca; Hertz‐Picciotto, Irva (American Journal of Public Health, 1998)
OBJECTIVES: Despite decreasing infant mortality in North Carolina, the gap between African Americans and Whites persists. This study examined how racial differences in infant mortality vary by maternal education. METHODS: Data came from Linked Birth and Infant Death files for 1988 through 1993. Multiple logistic regression models adjusted for confounders. RESULTS: Infant mortality risk ratios comparing African Americans and Whites increased with higher levels of maternal education. Education beyond high school reduced risk of infant mortality by 20% among Whites but had little effect among African Americans. CONCLUSIONS: Higher education magnifies racial differences in infant mortality on a multiplicative scale. Possible reasons include greater stress, fewer economic resources, and poorer quality of prenatal care among African Americans.
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Salt taste sensitivity and blood pressure in adolescent school children in southern Nigeria. - Eo, Okoro; Ge, Uroghide; Et, Jolayemi (PubMed, 1998)
This cross-sectional study was undertaken to observe the relationship between taste recognition threshold for NaCl (salt taste sensitivity) and blood pressure (BP) prior to the onset of clinical hypertension. The study involved 160 girls and 159 boys aged ten through seventeen years. Three hundred and nineteen (35%) of the total population were relatively insensitive to NaCl taste (defined as threshold value > or = 60mM NaCl). In this, there was significant gender difference (chi 2 = 9.66, df = 2, p = 0.022) in the distribution of salt taste sensitivity, with more boys than girls having higher threshold values (> or = 60mM NaCl). In addition, a highly significant (p = 0.0103) but weak association (r = 0.1439) between salt taste sensitivity, and systolic BP was evident after adjustment for other confounding variables. This finding appears fairly specific for NaCl sensitivity, as no systematic relationship between any of the individuals parameters of BP (that is systolic, diastolic and mean arterial pressures) and threshold values for sucrose, urea and HCl was apparent. Overall, however, the bulk of the data does not support a major role for NaCl taste sensitivity in the determination of BP levels in this group of Nigerian adolescents. Rather, height and gender were the most important factors that influenced BP.
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Cultural and gender differences in responses to depressive mood: a study of college students in Ghana and the U.S.A. - Eshun, Sussie; Chang, Edward C.; Owusu, Vida (Personality and Individual Differences, 1998)
The present study examined the role of culture as a potential moderator of gender differences in response to depressive mood in 315 college students from two separate nationalities (203 from Ghana and 112 from the U.S.A.). Participants from both cultural groups completed the Response Styles Questionnaire (RSQ; Nolen-Hoeksema & Morrow, 1991) which assesses individual differences in coping with depressed mood. Results from conducting a series of analyses of variances indicated a significant gender (male vs female) × culture (Ghanaian vs American) interaction for one of the four sub-scales of the RSQ. Specifically, culture was found to moderate the effects of gender on scores for Dangerous Activity response style. Also a significant cultural as well as gender effect was found for Rumination. The present findings support the importance of cultural sensitivity in research and psychotherapy.
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Drought and saving in West Africa: are livestock a buffer stock? - Fafchamps, Marcel; Udry, Christopher; Czukas, Katherine (Journal of Development Economics, 1998)
Households in the West African semi-arid tropics (WASAT) face substantial risk—an inevitable consequence of engaging in rainfed agriculture in a drought-prone environment. It has long been hypothesized that these households keep livestock as a buffer stock to insulate their consumption from income fluctuations. This paper tests this hypothesis. Results indicate that livestock transactions play less of a consumption smoothing role than often assumed. Livestock sales compensate for at most thirty percent, and probably closer to fifteen percent of income shortfalls due to village-level shocks alone. We discuss possible explanations for these results and suggest directions for future work.
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Drought and saving in West Africa: are livestock a buffer stock? - Fafchamps, Marcel; Udry, Christopher; Czukas, Katherine (Journal of Development Economics, 1998)
Households in the West African semi-arid tropics (WASAT) face substantial risk—an inevitable consequence of engaging in rainfed agriculture in a drought-prone environment. It has long been hypothesized that these households keep livestock as a buffer stock to insulate their consumption from income fluctuations. This paper tests this hypothesis. Results indicate that livestock transactions play less of a consumption smoothing role than often assumed. Livestock sales compensate for at most thirty percent, and probably closer to fifteen percent of income shortfalls due to village-level shocks alone. We discuss possible explanations for these results and suggest directions for future work.
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Drought and saving in West Africa: are livestock a buffer stock? - Fafchamps, Marcel; Udry, Christopher; Czukas, Katherine (Journal of Development Economics, 1998)
Households in the West African semi-arid tropics (WASAT) face substantial risk—an inevitable consequence of engaging in rainfed agriculture in a drought-prone environment. It has long been hypothesized that these households keep livestock as a buffer stock to insulate their consumption from income fluctuations. This paper tests this hypothesis. Results indicate that livestock transactions play less of a consumption smoothing role than often assumed. Livestock sales compensate for at most thirty percent, and probably closer to fifteen percent of income shortfalls due to village-level shocks alone. We discuss possible explanations for these results and suggest directions for future work.
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Drought and saving in West Africa: are livestock a buffer stock? - Fafchamps, Marcel; Udry, Christopher; Czukas, Katherine (Journal of Development Economics, 1998)
Households in the West African semi-arid tropics (WASAT) face substantial risk—an inevitable consequence of engaging in rainfed agriculture in a drought-prone environment. It has long been hypothesized that these households keep livestock as a buffer stock to insulate their consumption from income fluctuations. This paper tests this hypothesis. Results indicate that livestock transactions play less of a consumption smoothing role than often assumed. Livestock sales compensate for at most thirty percent, and probably closer to fifteen percent of income shortfalls due to village-level shocks alone. We discuss possible explanations for these results and suggest directions for future work.
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Drought and saving in West Africa: are livestock a buffer stock? - Fafchamps, Marcel; Udry, Christopher; Czukas, Katherine (Journal of Development Economics, 1998)
Households in the West African semi-arid tropics (WASAT) face substantial risk—an inevitable consequence of engaging in rainfed agriculture in a drought-prone environment. It has long been hypothesized that these households keep livestock as a buffer stock to insulate their consumption from income fluctuations. This paper tests this hypothesis. Results indicate that livestock transactions play less of a consumption smoothing role than often assumed. Livestock sales compensate for at most thirty percent, and probably closer to fifteen percent of income shortfalls due to village-level shocks alone. We discuss possible explanations for these results and suggest directions for future work.
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Roadmaps for the Highway: the evaluation of an information literacy training programme for South African students - Jager, Karin de; Nassimbeni, Mary (Education for Information, 1998)
Students from historically disadvantaged educational systems have not been exposed to information technologies and information sources. The School of Librarianship at the University of Cape Town has recognised the need for information literacy training that would be appropriate for students from the developing world. It is therefore offering a single semester course to undergraduates in the Faculty of Social Sciences and Humanities, with the specific aim of providing students with transferable learning and information skills. This paper presents an overview and an evaluation of the course.
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Geochronology of volcanic rocks and evolution of the Cenozoic Western Branch of the East African Rift System - Kampunzu, A.B.; Bonhomme, Michel; Kanika, M. (Journal of African Earth Sciences, 1998)
New KAr age data from the Virunga, Bukavu and Mwenga-Kamituga Volcanic Provinces in the Western Branch of the East African Rift System are given. In the Virunga Province, the earliest volcanic episode, hereafter “initial” Virunga, includes fissural eruptions of continental tholeiites and Na alkaline lavas. These volcanics erupted along normal faults (sub-)parallel to the main north-south rift axis. Tholeiitic flows (first cycle) are directly overlain by Na alkaline lavas (second cycle). The ages of the volcanics from both petrological groups range approximately between 11 and 9 Ma. The data suggest that both the tholeiitic and Na alkaline lavas probably accumulated in a few bursts. The last flows of Na alkaline lavas, dated at around 9 Ma, were outpoured in the Bishusha and Tongo areas and mark the initial phase of rift subsidence in the northwest part of the Virunga Basin. Pliocene-Pleistocene volcanism associated with the eight major central volcanoes of the Virunga Range are highly undersaturated, potassic, ultra-alkaline lavas, outpoured after a long period of quiescence (between ca 9 to <3 Ma). This ultra-alkaline volcanism developed along fracture systems transverse to the main axis of the rift system. In the Bukavu Province, tholeiites are also the earliest flows (first cycle) overlain by Na alkaline lavas (second cycle). The field relationships indicate that there is some overlap between the last and earliest flows of the above two volcanic cycles. New KAr datings show that the earliest flows of the second cycle of alkaline affinity are ca 8 Ma old, whereas the youngest olivine-normative tholeiites are ca 6 Ma old. The transition from tholeiitic to alkaline volcanism (8-6 Ma) date the initiation of the Bukavu Rift Basin. Southwest of Bukavu, the initial volcanism in the Mwenga-Kamituga Province is poorly dated but should be close to 6 Ma. The Kamituga half-graben developed around 4-3 Ma. The volcanism in the Rungwe Volcanic Province started around 9 Ma. The age of the earliest volcanics along the main axis of the Western Branch of the East African Rift System decreases from Virunga (ca 11 Ma) to Bukavu (ca 10 Ma) and then to Rungwe (ca 9 Ma). In addition, the rift basin is older in the Edward-Albert Lakes zone (16-13 Ma). All together, these dates display a north to south polarity of ages marking an along-axis propagation of lithospheric extension in the Western Branch of the East African Rift System. The Tanganyika Basin is marked by an important subsidence but is typically avolcanic. Available data indicate underplating of magmas below the Tanganyika Rift. In all the examples examined, the changes in composition of the magmas with time appear to mark major phases of rift evolution. Des nouvelles datations KAr dans les provinces volcaniques de Virunga, Bukavu et Mwenga-Kamituga le long de la branche occidentale du rift Est-Africain sont données. Dans les Virunga, le plus ancien épisode volcanique, dénommé Virunga initial, comprend des émissions éruptives fissurales de tholéiites continentales et de laves alcalines sodiques. Ces volcanites ont été émises le long des failles normales subparallèles à l'axe Nord-Sud du rift principal. Les coulées tholéiitiques (premier cycle) sont directement surmontées par les laves alcalines (second cycle). Les âges KAr obtenus sur ces deux groupes pétrologiques sont compris entre 11 et 9 Ma. Les dernierès coulées de laves alcalines émises aux alentours de 9 Ma dans les secteurs de Bishusha et Tongo datent la phase initiale de subsidence dans la partie NW du bassin des Virunga. Le volcanisme pliocène-pléistocène de Virunga Récent à Actuel s'est développé apres une longue période d'inactivité (entre 9 à <3 Ma) et marque l'édification de huit volcans centraux de la chaîne des Virunga. Ces volcans émettent des laves ultra-alcalines et se sont édifiés le long de fractures transverses par rapport à l'axe principal du rift. Dans la province volcanique de Bukavu, les laves tholéiitiques représentent les coulées les plus anciennes (premier cycle) surmontées par des laves alcalines sodiques (second cycle). Les données de terrain indiquent certains recouvrements entre les dernières et les premières émissions de ces deux cycles volcaniques successifs. Les nouvelles datations montrent que les premières coulées du second cycle se sont épanchées vers 8 Ma alors que les dernières émissions volcaniques du premier cycle sont datées à environ 6 Ma. La transition entre ces deux cycles volcaniques (8-6 Ma) date l'initiation de la subsidence du bassin de Bukavu. Au SW de Bukavu, les laves de Mwenga-Kamituga sont encore peu datées mais les premières émissions remontent à environ 6 Ma. Le demi-graben de Kamituga s'est développé autour de 4-3 Ma. Le volcanisme de Rungwe a commencé aux alentours de 9 Ma. L'âge des laves les plus anciennes le long de la zone axiale de la branche occidentale du rift Est-Africain décroit depuis les Virunga (11 Ma) jusqu'a Bukavu (10 Ma) et Rungwe (9 Ma). De plus, le rift des lacs Edward-Albert est plus ancien (16-13 Ma). L'ensemble de ces données met en evidence une polarité Nord-Sud des âges marquant la propagation axiale de la distension lithosphérique le long de la branche occidentale du rift Est Africain. Le bassin de Tanganyika est marqué par une forte subsidence, mais il est typiquement avolcanique. Les données disponibles permettent de suggérer l'existence des corps magmatiques mis en place à la base ou dans la croûte. Dans tous les cas considérés, les changements de composition des magmas avec le temps marque les phases majeures dans l'évolution du rift.
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IMPACT OF POLLUTION ON PRODUCTIVITY AND FISHERIES OF FISHERIES OF LAKE MARIUT, EGYPT - Khalil, Magdy T. (Egyptian Journal of Aquatic Biology and Fisheries, 1998)
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The role of NGOs in democratisation and education in peace time Rwanda - Kuzwe, C. Nungwa (Community Development Journal, 1998)
The role of NGOs in democratisation and education in peace time Rwanda Get access C. Nungwa Kuzwe C. Nungwa Kuzwe Dr Kuzwe is President of the Forum of Rwanda NGOs Search for other works by this author on: Oxford Academic Google Scholar Community Development Journal, Volume 33, Issue 2, April 1998, Pages 174–177, https://doi.org/10.1093/cdj/33.2.174 Published: 01 April 1998
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Moral Orientation of Batswana High School Pupils in South Africa - Maqsud, Muhammad (The Journal of Social Psychology, 1998)
(1998). Moral Orientation of Batswana High School Pupils in South Africa. The Journal of Social Psychology: Vol. 138, No. 2, pp. 255-257.
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Spinel Peridotite Xenoliths from the Al Ashaer Volcano, Syria: A Contribution to the Elemental Composition and Thermal State of Subcontinental Arabian Lithosphere - Medaris, L. Gordon; Syada, G. (International Geology Review, 1998)
Spinel peridotite xenoliths from the Pliocene Al Ashaer volcano, Syria, have been investigated to expand the database on mantle-derived xenoliths in the western part of the Arabian plate and to evaluate possible geographic and secular differences in the major-element composition and thermal state of the Arabian plate lithospheric mantle. Eighteen Al Ashaer peridotite xenoliths vary widely in major-element composition (MgO = 37.8-45.0 wt%; CaO = 0.61-3.00 wt%; Mg# = 88.1-90.1; Cr# = 2.7-30.2), resulting from up to 40% extraction of partial melt from a fertile protolith. This wide range in composition spans almost the entire range for all published analyses of other peridotite xenoliths in the Arabian plate. With respect to olivine composition and modal content, peridotite xenoliths from the Arabian plate have affinities with peridotite xenoliths worldwide that have been erupted through Phanerozoic terranes, in contrast to xenoliths that have been erupted through Proterozoic or Archean terranes. Al Ashaer spinel peridotite xenoliths are well equilibrated, and individual samples yield similar temperatures from geothermometers based on the two-pyroxene miscibility gap, the composition of orthopyroxene in equilibrium with spinel and olivine, and Mg-Fe2+ exchange between olivine and spinel. Minerals in four samples were analyzed by electron microprobe, and all have temperatures from 1000° to 1100°C and f(O2) within −.7 to +0.1 log units of FMQ (calculated at Ptotal = 15 kbar). The maximum pressure, 18.8 kbar, for the most aluminous and highest-temperature xenolith and the thickness of crust beneath the Al Ashaer volcano require that the analyzed xenoliths were extracted from shallow depths of 40 to 60 km in the uppermost mantle. Temperatures for the Al Ashaer and other Arabian plate peridotite xenoliths are below the solidus for dry lherzolite, but above a steady-state conductive geotherm predicted by the regional low surface heat flow (∼45 mW/m2). The mantle in the western part of the Arabian plate has been heated by an event young enough such that surface heat flow has not yet equilibrated with lithospheric temperatures. There is no apparent correlation between peridotite xenolith temperature and geographic position with respect to the Red Sea rift and the Dead Sea transform, but temperatures for the Pliocene Al Ashaer xenoliths are slightly higher than those for Quaternary xenoliths in the Arabian plate. We suggest that heating of the Arabian plate lithosphere was caused by Neogene magmatism, as recorded in Pliocene xenoliths, and that a small amount of thermal relaxation and cooling occurred by the time that Quaternary xenoliths were erupted.
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Learning Styles and Personality Types of African American Children: Implications for Science Education. - Melear, Claudia T.; Alcock, Martha Wilson (1998)
This study focuses on determining whether the learning styles of African American children, as described in the literature, are related to the preference of feeling and the sensing-perceiving temperament as defined by the Myers Briggs Type Indicator (MBTI). Science teachers were particularly interested in understanding influences because science educators are trying to engage more underserved populations in science for both lifelong personal benefits and for careers in science. This study aimed to present type preferences for African American high school students in North Carolina, to identify learning style differences between minority and majority high school males, to compare the learning style preferences of African American high school students to the learning style preferences of male Howard University students, and to compare the learning style preferences of Grade 6 and Grade 11 African American students. Analysis of the data show learning style differences among African American youth and a population of white male students. The learning styles of African Americans have more heterogeneity than previously reported. It is suggested that white Americans must take major responsibility for the underrepresentation of African American students in science careers. (Contains 37 references and results of the MBTI survey.) (DDR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Learning Styles and Personality Types of African American Children: Implications for Science Education PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 by Claudia T. Melear Associate Professor The University of Tennessee 311 Claxton Addition Knoxville, Tennessee 37996-3400
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USAID, Disability and Development in Ghana - Metts, Robert L.; Metts, Nansea (Journal of Disability Policy Studies, 1998)
The authors conducted research in Ghana in 1995 to determine the extent to which the United States Agency for International Development (USAID) mission in Ghana included people with disabilities as providers and recipients of services. Finding that no attempt had been made by USAID to include people with disabilities in any of its activities, the authors then examined the current USAID development assistance strategy in Ghana, in search of opportunities to immediately begin to include people with disabilities. In this article, the authors present their results within the framework of their original model of the relationship between disability and development, and they recommend cost-effective strategies for including people with disabilities in current USAID development assistance activities in Ghana.
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The socio-cultural contexts of sexually transmitted diseases in South Africa: Implications for health education programmes - Meyer-Weitz, Anna; Reddy, Priscilla; Weijts, Wies; Borne, Bart van den; Kok, Gerjo (AIDS Care, 1998)
Sexually transmitted diseases (STDs) are widespread in South Africa and contribute to the growing HIV epidemic. As an important step in curtailing the spread of STDs, this study explores STD patients' illness representations within its socio-cultural context, particularly gender relationships. In-depth interviews were conducted with Xhosa- and Zulu-speaking patients in clinics in Cape Town, Western Cape (N = 67) and in rural areas of Kabokweni, Mpumalanga (N = 21) The findings suggest that STD patients' illness representations are reflections of their socio-cultural understanding of disease and of culturally defined gender relations. This, in turn, impacts on their general perceptions of the cause of STDs, their perceptions of the risk of contracting STDs, them entering and using formal and traditional medical treatment and on their ideas of prevention. Thus, healthy behaviours need to be facilitated through multiple educational strategies focusing on an improved understanding of the cause of the STD in its context of gender relations, the development of interpersonal and technical skills, as well as focusing on cues for action.Widespread sexually transmitted diseases (STDs) in South Africa are contributing to the growing HIV epidemic in the country. The authors interviewed 88 patients seeking care at STD clinics in 2 sites in South Africa in the attempt to learn about illness representations within participants' sociocultural contexts, especially in terms of gender relationships. Interviews were conducted with 67 Xhosa- and Zulu-speaking patients in clinics in Cape Town, Western Cape, and 21 in the rural areas of Kabokweni, Mpumalanga. Only 25 of the 52 males and 36 females were over age 30 years. Study findings suggest that STD patients' illness representations reflect their sociocultural understanding of disease and of culturally defined gender relationships. These representations affect patients' general perceptions of the causes of STDs, their perceptions of the risk of contracting STDs, the seeking and use of formal and traditional medical care, and notions of prevention. Healthy behaviors should be promoted through the application of multiple educational strategies which focus upon attaining a better understanding of the cause of STDs in its context of gender relations, and the development of interpersonal and technical skills.
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
Keywords: openalex:import; openalex:yes

The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
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Attributions for Youth Crime Among British and Nigerian Primary School Children - Pfeffer, Karen; Cole, Bankole; Dada, Mahomed (The Journal of Social Psychology, 1998)
(1998). Attributions for Youth Crime Among British and Nigerian Primary School Children. The Journal of Social Psychology: Vol. 138, No. 2, pp. 251-253.
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ADAPTATION TO CLIMATE IN COMMON BEAN (PHASEOLUS VULGARIS L.): PHOTOTHERMAL FLOWERING RESPONSES IN THE EASTERN, SOUTHERN AND GREAT LAKES REGIONS OF AFRICA - Qi, Aiming; Smithson, J. B.; Summerfield, R. J. (Experimental Agriculture, 1998)
The photothermal flowering responses of 25 diverse genotypes of common bean ( Phaseolus vulgaris L.) were examined in 25 African Bean Yield Adaptation Nurseries (AFBYAN) in the Eastern, Southern and Great Lakes regions of Africa during 1988 and 1991. The trials were located at latitudes between 0.6 and 29.3° and at altitudes from 780 to 2200 m asl. In those 13 trials where daily records of maximum and minimum temperature were available, mean pre-flowering temperatures for individual genotypes ranged from 17.9 to 24.6 °C and mean pre-flowering photoperiods varied from 12.7 to 14.7 h d −1 . The time from sowing to first flowering ( f ) for the 25 genotypes varied from 26 to 42 d in the most-inductive regime to as late as 47 to 80 d in the least-inductive circumstances. The stepwise linear regression on daily mean temperature during the pre-flowering period explained most (52–86%) of the variation in the rate of progress from sowing towards flowering of 21 genotypes. In contrast, in four genotypes (GLPx 92, Ikinimba, G 13671 and G 2816) the fitted values of days to flowering using temperature alone were much earlier than the times observed in the two trials at Maseru in Lesotho (the highest latitude and coolest location). These differences may well reflect photoperiodic effects but from the photothermal combinations encountered this could not be confirmed and so remains to be proven. The overall mean absolute difference between the observed and fitted time to flowering was just 2.6 d. The estimated optimum temperatures ranged from 20.4 to 23.3 °C, at which the minimum times taken to flower were between 28 and 44 d. The derived base and ceiling temperatures ranged from 7.1 to 13.2 °C and from 29.1 to 40.2 °C respectively. Not surprisingly, the use of long-term monthly temperatures (for those trials from which daily temperature records were not available) gave poor agreement between predicted and observed flowering times. The significance and implications of these findings are discussed in relation to those from other studies on the photothermal flowering responses in common bean and the breeding and testing of common beans in Africa.
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Seeing the Light: Literacy Education and Citizenship in Botswana. - Riemer, Frances Julia (1998)
Botswana's national literacy program and its role in both democracy building and national development efforts is discussed in this paper. Literacy groups can be found in villages and towns throughout the country. The proportion of literate adults has increased from 34% in 1966 to 68.9% in 1993. Yet the absence of 81% of the eligible population brings into question its ability to attract participants. Participation is a poor contender to the other demands placed upon Botswana's adults due to their everyday struggle to feed themselves and their families. Based upon an 18-month ethnographic study of literacy in Botswana, the paper describes the supports provided by the national program and the everyday practices of learners and non-learners. Discrepancies between structure and local meaning have resulted in the interruption of existing social positions and divisions of labor. Reasons for the discrepancies are examined. Analysis of the program across gender, ethnic , and geographic lines identifies places where adult learners have been able to find safety, inspiration, and guidance. However, it is noted that the literacy program does not provide skills beyond decoding text, and does not help adults become upwardly mobile. Speaking to relationships among adult education, empowerment, and social transformation, the paper focuses on why the program has not been more effective in educating Botswana's citizens. Contains 18 references. (BT) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Seeing the Light: Literacy Education and Citizenship in Botswana. by Frances Julia Riemer BEST COPY AVAILABLE 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY feitkircs -T-u/A9. ie EN E,of TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION X.., CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
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Religious Connectedness Among Urban African American Families Who Have A Child With Disabilities - Rogers-Dulan, Jeannette (Mental Retardation, 1998)
The role of religion and its relation to adjustment for 52 African American caregivers who had a child with mental retardation was examined. Comparative studies of cultural/ethnic contexts of families with a child who has disabilities often cite religion as a salient factor in family adjustment. This finding was expanded upon through (a) a focus on the African American population, (b) the relation of adjustment to religious experiences considered relevant to most African American families, and (c) documentation of the validity and reliability of the participants' responses to the Religious Connectedness Questionnaire. Religion in personal and family life and church support were related to positive outcomes in adjustment. Analysis of open-ended responses co-validated the quantitative outcomes.
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Psychological Adjustment and Coping Styles of Urban African American High School Students - Steward, Robbie J.; Jo, Han Ik; Murray, Darrick A.; Fitzgerald, William E.; Neil, Douglas M.; Fear, Frank A.; Hill, Martin (Journal of Multicultural Counseling and Development, 1998)
In a study of African American (n = 208) urban high school students, grade point average (GPA) and specific strategies for coping with day-to-day stressors were found to be significantly related to psychological adjustment. Students who had higher GPAs tended to use family members as a means of solving problems, minimized problems by the use of humor, and used relaxation activities less often were found to have the most positive psychological adjustment, as measured by the index score of the Affects Balance Scale (ABS). Reported negative affect was not found to be significantly influenced by coping style, whereas positive affect was.
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State of the Art of Quality Assurance in South African Higher Education: evaluation of existing initiatives and reflections on new initiatives to meet a changing higher education context - Strydom, A.; Lategan, L.O.K. (Quality in Higher Education, 1998)
Abstract Quality assurance is a world‐wide phenomenon that urges Higher Education institutions to be accountable and reflect value for money in all their activities. In the South African Higher Education system quality assurance practices and procedures differ. The present practices and initiatives directed towards quality improvement and assurance within the universities and technikons are examined. There is, in quality assurance activities, the complexity of mechanisms to assure quality, and the necessity of a holistic approach to quality assurance. Quality assurance in South African Higher Education is still in a developmental stage. Engaging in quality assurance activities requires acquaintance with the present state of the art of South African Higher Education quality assurance practices.
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Teachers' perspectives on classroom practice in Botswana: Implications for pedagogical change - Tabulawa, Richard (International Journal of Qualitative Studies in Education, 1998)
Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g., as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano ( Social Harmony ), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results.
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Focused Female Condom Education and Trial: Comparison of Young African American and Puerto Rican Women's Assessments - Torres, María Idalí; Tuthill, Robert W.; Lyon-Callo, Sarah; Hernández, Christina M.; Epkind, Paul (International quarterly of community health education (Print), 1998)
This article compares the experience of young African-American and Puerto Rican women with the female condom during a thirty-day trial period by examining qualitative data from participant observations and in-depth interviews conducted at the end of the trial. Research was funded by CDC and conducted in two neighborhood health centers in the city of Springfield, Massachusetts. Salient findings identify inter-group similarities and differences in the local sociocultural community context in which African-American and Latina young women considered using the female condom as a method of protection against unplanned pregnancy and sexually transmitted infections, including HIV, adopted strategies to introduce and negotiate the device with male partners, and communicated their experiences in post-trial interviews. Inter-group diversity is highlighted in community structures for promoting sexual health protection, and in women's patterns of communication, descriptions of their male partner's reactions to the device and trial activities and suggestions for health education focused on the female condom. Potential implications of these findings for future research and interventions in multicultural communities are also discussed.
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Education Reform in South Africa: Challenges, Adversaries and Considerations - VanBalkom, W. Duffie; Ngcongo, Rejoice; Steenbergh, Deborah (International Journal of Educational Reform, 1998)
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The impact of drought on sub-saharan African economies - Benson, Charlotte (1998)
This paper arose out of interest in the broader implications of droughts in African countries and in particular, the droughts of Southern Africa in the mid-1990s. Although the physical aspects and agricultural impacts of drought and government and donor response as well as household coping and survival strategies in the event of drought have been well studied, little research has occurred on either its nonagricultural or economy-wide macroeconomic impacts in Sub-Saharan Africa. This paper has developed a new framework to understand the wider economic impacts of drought and explain why some economies are more susceptible to drought than others. Findings include the following: (a) Drought shocks have large but highly differentiated economy-wide impacts; (b) Counterintuitively, relatively more developed economies in Africa may be more vulnerable to drought shocks; (c) Different regions of Africa are experiencing different long-term climatic trends; (d) Structural adjustment programs can also provide a framework the broader economy-wide impacts may be more effectively contained; and (e) There has been typically little sustained interest in drought mitigation measures except in terms of improving food security.
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South African Higher Education: Emergent Issues and Debates - Mabokela, Reitsumetse (International higher education, 1998)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Tertiary Distance Learning in Africa - Saint, William (International higher education, 1998)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Scientists explore relationship between volcanoes, tectonics, climate, and human evolution in Africa - Arndt, N. T.; Manighetti, Isabelle (Eos, Transactions American Geophysical Union, 1998)
Did Ethiopian flood basalts cause rifting of the African continent, or were they merely a passive response of plate movements on a far larger scale? We know that the 30 Ma eruption of the youngest major flood basalt province was followed by opening of the Red Sea and Gulf of Aden, and that volcanic and tectonic activity continues to the present day along rift zones in the Afar depression. But we do not fully understand the link between these phenomena. Eruption of the Ethiopian flood basalts coincided with major climate changes, but not with mass extinctions, unlike the events at the Cretaceous‐Tertiary and Permian‐Triassic boundaries. Was this due to the character of the volcanism, or to other factors? Lucy and the first hominoids were found in rift valleys in central Afar. Could human evolution have been related to peculiar climatic, geographic, or geomorphological conditions in Ethiopia 500,000 years ago?
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A reflection on perspectives on multiculturaiity in South African higher education - Lategan, L.O.K. (Koers, 1998)
The South African higher education system is facing dramatic new changes. One of the most challenging issues is that of multiculturaiity. Multiculturaiity in higher education exists next to other challenges such as a new National Qualifications Framework; quality assurance initiatives; an Act on Higher Education in which a New social and academic role is given to higher education; the massification of the university system; increased access to higher education by former disadvantaged students; and the emphasis on social and human development by means of higher education programmes. This article will reflect on the way in which multiculturality should be understood with in the new context of higher education in South Africa.
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Personal and behavioural variables and the self-regulated learning abilities of African learners - Monteith, J.L. de K. (Koers, 1998)
Personal and behavioural variables and the self-regulated learning abilities of African learners A ccepting responsibility f o r one's learning is not only an im portant variable that influences effective learning, but is also one o f the main characteristics o f self regulated learning. Self-regulated learners know how to use their knowledge o f the person al (e.g. g oal setting) and behavioural variables (e.g. learning strategies) that affect learning to their advantage. Within the context o f self-regulated learning, much emphasis is p la c e d on the role o f the s e lf and self-knowledge. In this article self-regulated learning an d the role o f the s e lf are evaluated from a Christian perspective. In the research underlying this article it was establish ed that, although there were som e statistically significant relationships between som e person al an d behavioural variables an d the self-regulated learning abilities o f African students, these relationships were not o f practical significance. The results o f the research le d to the conclusion that the subjects lacked knowledge o f themselves as learners.
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An emerging vision for education management development in South Africa - Westhuizen, Philip C. van der; Mosoge, M. J. (Koers (Potchefstroom), 1998)
In this article an overview is given of an emerging vision for education management development in South Africa. The draft documents for education management before the election in 1994 will be stated briefly, after which a more detailed discussion will follow of the events that led to the proposed Institute as formulated in the Report of the Task Team on Education Management Development in December 1996. This Report will be discussed in more detail. In conclusion, some information on the most recent developments, that is, since the beginning of 1997, will be given.
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98/01195 Biogas energy production in Ghana: environmental pollution analysis (Fuel and Energy Abstracts, 1998)
Surveys of rural household energy use activities incorporating the production and utilisation of woody biomass, and of the forest products industries incorporating forest harvesting, wood processing and residues generation, were undertaken to assess the availability of wood biomass that could be utilised in biomass-electricity systems in Kenya. Government forests could not be relied upon to supply fuelwood to decentralised village gasifier installations as they were far from main village clusters, and were mostly protected against subsistence harvesting. Although farm forestry on farms in rural areas was assessed to be well established, the standing stock of woody biomass of 0.7–4.6 m3 per farm was considered inadequate for continuous operation of a downdraft gasifier.The greatest potential was at sawmills processing more than 720 tonnes of logs per year and generating more than 390 tonnes of solid residues per year. Each of the 73 mills in this category (medium-large scale) had an annual potential to generate more than 0.85×106 m3 of low heating value gas (4.6 MJ/m3). The total annual gas potential from the 73 mills was 221 million cubic metres (Mm3), equivalent to 24,000 tonnes of oil. The gas could generate up to 76 GWh (electric), and if part of a co-generation system, an additional 141.4 GWh of heat could be harnessed and used in timber drying kilns. Factors that determine the viability of biomass-electricity systems are discussed. The need for a demonstration unit installation at one of the sawmills is emphasised.
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Editorial II The State of Geography in Higher Education in South Africa (Journal of Geography in Higher Education, 1998)
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Democratisation of Governance in Tertiary Institutions: A Critical Analysis of Perceived Involvement of the Student Union in the Administration of Institutions of Higher Learning in Nigeria - Arikewuyo, M. Olakekan (Zimbabwe Journal of Educational Research, 1998)
The study investigated the perception of academic and non-academic staff, heads of tertiary institutions, students, student union executives, and parents about the participation of student unions in the administration of institutions of higher learning in Nigeria. Specifically, the study investigated the areas in which the respondents perceived that the student union should or should not be involved. A Student Union Involvement Questionnaire (SUIQ) was administered to the respondents. A total of 45 academic staff, 61 nonacademic staff, 140 students, nine heads of institutions, and 52 parents returned their questionnaires. The data were analyzed with the aid of the t-test statistics. The study found that there was no significant difference between the perception of academic and nonacademic staff and the perception of students and their parents about the involvement of students in the administration of tertiary institutions. However, there was a significant difference in the perception of student union executives and heads of institutions. The study recommends that tertiary institutions should initiate democratic reforms in the administration of the institutions. Indeed, every member of the academic community; academic and nonacademic staff and studentsshould be actively involved in every aspect of the institution’s administration. This, it is hoped, will go a long way in reducing the crisis that has almost crippled teaching and research in Nigerian tertiary institutions.
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Refuting Myths, Making Electronic Links with the World: writing in secondary schools in the Eastern Province, South Africa - Bleach, Jean (Changing English: Studies in Culture and Education, 1998)
ABSTRACT Older pedagogies that separate learning English in South African schools into LI and L2 inevitably bring in their train judgements of ESL achievements as relatively fixed in quality and as less good in kind than those of L1 users. New curriculum emphases on the dynamic creativity of human language‐learning potential entail more positive and success‐oriented criteria for assessing additional language learning. Electronic links with students in Canberra, Australia and with a Californian Professor of Writing showed Standard 7 students from the Eastern Province as already competent in writing communicatively in English. However, disabling myths still threaten to impede progress towards equity of educational outcomes in South Africa.
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Epidemic optic neuropathy in primary school children in Dar es Salaam, Tanzania - Bourne, Rupert; Dolin, Paul; Mtanda, A. T.; Plant, Gordon T.; Mohamed, Abdirisak Ahmed (British Journal of Ophthalmology, 1998)
BACKGROUND An epidemic of bilateral optic neuropathy is affecting large numbers of people aged between 10 and 40 in Dar es Salaam, the capital city of Tanzania. The disease is characterised by acute onset of bilateral visual impairment, bilateral impairment of colour vision, and a characteristic temporal pallor of the optic discs. The disease often occurs in association with peripheral neuropathy and sensorineural hearing loss. This report presents the first data on disease prevalence in adolescents, based on a rapid assessment of schoolchildren. METHODS Three schools in Dar es Salaam were visited and all children aged between 10 and 16 were screened for the disease. RESULTS The prevalence of bilateral optic neuropathy among the schoolchildren is estimated to be 1.0% (95% CI 0.5–1.4%). This suggests that 5000 children (95% CI 2600–7300) aged 10–16 in Dar es Salaam may have the disease. CONCLUSION The results of this rapid assessment indicate this epidemic is a major public health problem. The prevalence of the disease in the community is likely to be far higher than found in this survey because children with the disease may have withdrawn from school. As the disease predominantly affects young adults, resulting in impaired vision and hearing, the economic and social consequences are enormous.
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A Botswana education: experiences in teaching English as a foreign language - Clark, Phillip M. (System, 1998)
This article examines the early experiences of a teacher of English as a Foreign Language (EFL) in Botswana, Africa, followed by his time as a teacher trainer and his earlier graduate school experiences. As a case study, this article offers personal and professional insights about “new” teachers, teacher preparation, language learning and multiculturalism.
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Teaching in a Developing Country: Mistakes Made and Lessons Learned in Uganda - Cohn, Stuart R. (Social Science Research Network, 1998)
When, out of the blue, I was asked to direct a 3-week workshop in Uganda relating to that country’s recently created capital market infrastructure, I asked to review the laws and regulations that had been adopted to date. Upon examination these laws and regulations were so well developed and sophisticated that I wondered whether there was anything I could provide to people who obviously already knew what they were doing. Imagine my great surprise when some pre-workshop phone calls to Uganda produced the information that the laws and regulations had essentially been copied from other countries and that very few people within the public sector responsible for administering the capital knew what the rules meant or how they should be applied. Thus began a most interesting challenge and learning experience.
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Teacher–student style wars in South Africa: the silent battle - Dreyer, Carisma (System, 1998)
This article describes a silent battle occurring in the North-West Province of South Africa. This battle is comprised of style conflicts between high school teachers and their students. In an empirical study, the author examines a variety of style dimensions exhibited by learners of English as a second language (Afrikaans-speakers and Setswana/Sesotho-speakers) and their teachers. Results showed statistically significant style disparities between teachers and students. The majority of teachers were intuitive and introverted, preferring abstract ideas and independent work. In contrast, the students tended to be concrete-sequential and extraverted, needing direct experience, large amounts of linear structure and abundant classroom interaction. Teachers misunderstood the differences and often branded students as “loud-mouthed”, “incompetent” or “disruptive”. Students labelled in this way received lower grades. The author indicates how teachers can end this silent battle by paying attention to the instructional needs of all students.
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Booker T. Washington High School (1916-1974): Voices of Remembrance. Portraits of Excellence--African-American Teachers in an Urban Segregated High School--Columbia, South Carolina. - Edwards, Anthony L. (1998)
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Cultural sensitivity and readability of breast and prostate printed cancer education materials targeting African Americans. - Guidry, Jeffrey J.; Fagan, Pebbles; Walker, V.A. (PubMed, 1998)
Cancer prevention materials such as pamphlets, booklets, and fact sheets play a significant role in reducing cancer disparities. Little is documented in the literature about the cultural sensitivity of materials targeting African Americans. The Cancer Prevention Materials and African Americans project was conducted to assess the cultural sensitivity and readability of printed cancer education materials targeting African Americans. Results showed current breast and cancer materials are not written at appropriate reading levels, and only 54% of the breast and 40% of the prostate cancer materials were found to be culturally sensitive. Even though the materials are being developed and disseminated in health fairs, physician offices, barber shops, and other locations, the materials are still not reflective of the African-American populations and do not consider literacy, visual, written messages, and format as factors in their utilization. Future studies should assess the appropriateness of materials for African Americans to promote and prevent cancer in African Americans.
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The social context of the special education debate in South Africa - Gwalla‐Ogisi, Nomsa; Nkabinde, Zandile P.; Rodríguez, León (European Journal of Special Needs Education, 1998)
ABSTRACT As a newly independent country, South Africa is faced with an enormous task of providing educational services to its previously neglected African population, including the estimated 12 per cent of the population that has disabilities. Beginning with an overview of the development of special education in South Africa, this paper includes a brief description of the general educational structure, an historical background of South Africa's special education services and discussions of legislation, administration, policy issues, prevalence data and service delivery. Critical educational issues being debated in the country are reviewed; these centre on the amalgamation of an education system that was previously fragmented on racial lines, eradication of a racial ideology that marginalized and denied access to a free and compulsory education to some members of the population and creating access to education for all with the limited resources and funds available. Reform in special education will require: (a) expanding services to all racial groups; (b) transforming the curriculum from one of oppression to one of empowerment; (c) preparing teachers to form partnerships and to work with families and related disciplines; (d) developing culturally sensitive assessment instruments in the diverse African languages; and (e) delivering culturally sensitive and competent instruction grounded in the South African context.
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Reliability of the Maranell Theism Scale among Ghanaian, Nigerian, Northern Irish and Swazi university students - Lewis, Christopher Alan; Dorahy, Martin J.; Schumaker, John F.; Akuamoah-Boateng, Robert; Duze, Mustapha C.; Sibiya, Thokozile E. (Personality and Individual Differences, 1998)
The reliability of the 12-item Theism Sub-Scale of the Maranell Religious Attitudes Scale was examined among four cross-cultural samples. 186 Ghanaian, 177 Nigerian, 140 Northern Irish, and 74 Swaziland university students completed the Theism Scale. Across all four cultural groups data confirmed the reliability and unidimensionality of the scale. The Theism Scale is commended for further research.
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An Investigation of African American Students' Mathematical Problem Solving - Malloy, Carol E.; Jones, M. Gail (Journal for Research in Mathematics Education, 1998)
In this study we examined the problem-solving characteristics, strategy selection and use, and verification actions of 24 African American 8th-grade students. Students participated in individual, talk-aloud problem-solving sessions and were interviewed about their problem solutions and attitudes about learning mathematics. Students displayed approaches attributed to African American learners in the literature, regularly using holistic rather than analytic reasoning; their display of confidence and high self-esteem did not appear to be related to success. Students' problem-solving actions matched previously reported characteristics of good mathematical problem solvers: successful use of strategies, flexibility in approach, use of verification actions, and ability to deal with irrelevant detail. Success was highly correlated with strategy selection and use and moderately correlated with verification actions.
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An Investigation of African American Students' Mathematical Problem Solving - Malloy, Carol E.; Jones, M. Gail (Journal for Research in Mathematics Education, 1998)
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An investigation of the relationship between academic performance and use of self-regulated learning strategies among form IV students in Zimbabwe - Matambo, Alex R. (1998)
A ZBTE research investigation on the relationship between learning performance and self-regulated learning strategies among form four Zimbabwean students.
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Civic education in Malawi - Mtumbuka, Martin (Irish Educational Studies, 1998)
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Academic and vocational preferences of nigerian secondary school students: a challenge to policy makers - Nwagwu, Cordelia C. (Journal of Vocational Education and Training, 1998)
Abstract One of the reasons for restructuring Nigerian secondary education in 1977 was to introduce compulsory pre-vocational subjects in the Junior Secondary and vocational subjects in the Senior Secondary Schools. The aim was to prepare high school leavers for both higher education and the world of work. However, doubts have been expressed about the impact of the policy and programmes on the academic and vocational preferences of students. The academic and occupational preference of males and females were compared, and substantial differences were observed.The major reasons given by the respondents for their choices were examined. Based on the findings, appropriate recommendations were made.
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The schools and colleges permaculture (SCOPE) programme in Zimbabwe - Nyika, Mugove Walter (1998)
A schools programme aimed at sustainable agriculture by minimizing environmental degradation.
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Special education reform in Nigeria: prospects and challenges - Obiakor, Festus E. (European Journal of Special Needs Education, 1998)
ABSTRACT Nigeria has exerted tremendous and well‐documented efforts to address the problems confronting persons with special needs. One of these laudable efforts is the promulgation of Section 8 of the National Policy on Education, which gives guidelines for programmatic stability in special education. In its content, Section 8 is a piece de resistance; in practice, it is a national policy and not a national law instituted by legislation. In addition, it is plagued by endemic problems of culture, socio‐economic factors and politics. The government continues to be a military dictatorship that disallows procedural safeguards and freedom of advocacy. The nation continues to flounder in mediocrity and its divergent cultures consistently intrude in special education reform programmes. As a consequence, one is left with more questions than answers. In this paper, prospects and challenges facing special education reforms in Nigeria are discussed. In addition, recommendations are made for policy reforms and advan...
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Dermatophytoses among school children in Aba, Abia State--Nigeria and some physiological studies on the isolated etiologic agents. - Okafor, J. I.; Agbugbaeruleke, A K (PubMed, 1998)
A total of 1,136 school children comprising 433 males and 703 females, within the age groups 4 to 16 years and all resident in Aba municipal town of Abia State were examined for clinical signs of dermatophytoses. Out of this number examined 196 (17.3%), which included 108 males and 88 females, had clinical lesions on various parts of the body including the head, skin, finger nails and toe webs characteristic of dermatophytoses. While the infection occurred highest among children between the ages of 10 and 12 years, male children were significantly more infected than the females (P = 0.05). The most common type of the disease was tinea capitis (10.8%) followed by tinea corporis (5.8%). The dermatophytes identified included Trichophyton mentagrophytes (19.4%). T. tonsurans (12.3%), Microsporum audoninii (7.7%) and M. gypseum (2%). All the isolates grew well at both 25 degrees C and 37 degrees C but none survived at 45 degrees C. On solid media, all, with the exception of M. gypseum produced extracellular lipase enzyme while none produced lecithinase, deoxyribounclease and protease enzymes. Only T. tonsurans and T. mentagrophytes produced urease enzyme.
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The control of formaldehyde vapour in the human anatomy laboratory of a traditionally disadvantaged South African medical school - Oosthuizen, Jacques (International Journal of Environmental Health Research, 1998)
Formaldehyde vapour monitoring was conducted over the period July 1993 to September 1995 in the Human Anatomy Laboratory of the Faculty of Medicine; University of Natal. During the initial study, ambient levels of formaldehyde vapour exceeded the American (ACGIH) threshold limit value (TLV). An intervention in the form of ventilation controls was implemented and proved to be effective in reducing formaldehyde vapour levels. Whether that reduction is sufficient to prevent long-term health effects such as neoplasms and sensitisation remains to be established. The use of alternative methods of environmental control of exposures to formaldehyde are discussed and recommendations are made to reduce the exposure of workers in such situations.
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Tech Talk–For Social Studies Teachers: Ancient Egypt - Pahl, Ronald H. (The Social Studies, 1998)
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A comparative analysis of Bruner's and Ausubel's views on the learning process and their implications for Zimbabwe - Peresuh, M. (Zimbabwe Journal of Educational Research, 1998)
Bruner’s work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Students must understand the more general concepts, or subsumers, before mastering details and sub-concepts. This paper compares and critically analyses the views of Bruner and Ausubel on the learning process and their relevance to Zimbabwe. Bruner’s four principles of teaming and Ausuble’s meaningful verbal learning theory are presented and their implications for teaching with reference to Zimbabwe are discussed.
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Kill Them Before They Grow: Misdiagnosis of African American Boys in American Classrooms - Porter, Michael E. (1998)
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Speaking from Experience: Anglo-American Teachers in African American Schools - Reed, Daisy F. (The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1998)
(1998). Speaking from Experience: Anglo-American Teachers in African American Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 71, No. 4, pp. 224-230.
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The relationship between racial identity and self-esteem in African American college and high school students. - Rowley, Stephanie J.; Sellers, Robert M.; Chavous, Tabbye M.; Smith, Mia A. (Journal of Personality and Social Psychology, 1998)
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Growing Up African American in Catholic Schools.:Growing Up African American in Catholic Schools - Schneider, Jo Anne (Anthropology & Education Quarterly, 1998)
Growing Up African American in Catholic Schools. Jacqueline Jordan Irvine and Michele Foster, eds. New York: Teachers College Press, 1996.
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Science and Technology-based careers for African students - Sikakana, Ike (Discovery and Innovation, 1998)
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The strategic roles and challenges of mentor or co-operating teachers in the preparation of pre-school teachers in Zimbabwe. - Siyakwazi, Ben John; Siyakwazi, P. (1998)
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‘We Know Why We're Here’: the experience of African children in a ‘coloured’ school in Cape Town, South Africa - Soudien, Crain (Race Ethnicity and Education, 1998)
Abstract With the abolition of formal apartheid in education in South Africa there has been a movement of children classified African into schools which were previously reserved for Indians, ‘coloureds’ and whites. While this development has yielded a number of highly positive outcomes, of concern, has been the difficulty host schools have encountered in dealing with the social, cultural and economic backgrounds which entering children have brought with them. Significantly, host schools previously classified ‘coloured’ have had as much difficulty as white schools in dealing with social and cultural difference. This article is based on research conducted in a working‐class community in Cape Town which has admitted a large number of children classified African. Drawing on extensive interviews with African boys and girls, it looks at the problems which they have encountered and how they have dealt with these problems in giving voice to their identity. The argument which the article seeks to make is that young people develop complex identities in the process of attending schools which seek to pull them into the dominant discourse of apartheid. They recognise the exclusionary strategies in school which seek them to sublimate their Africanness and work with these strategies in the classroom and the playground. While they accede to the dominant messages of school, at the same time they reject the representational structures within those messages.
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The Influence of Physical Maturation and Hassles on African American Adolescents’ Learning Behaviors - Spencer, Margaret Beale; Dupree, Davido; Swanson, Dena Phillips; Cunningham, Michael (Journal of Comparative Family Studies, 1998)
Potential stressors during early adolescence include physical characteristics (related to puberty), peer acceptance, and familial expectations. Pubertal timing and stressful experiences have previously been identified as effecting academic achievement. This study examines the impact of these constructs on adolescents’ learning experiences and behaviors as potential mediators of achievement variables. Stressful experiences include negative life events and the experience of hassles. Longitudinal data collected include findings obtained during the 1989 and 1993 academic years for 562 African American middle-school adolescents (ages 11 - 15). Pubertal and stress data from the initial year (Year 1) were used to predict learning responsibility (LR) and learning preferences in the subsequent year (Year 5). For boys, independence-linked hassles were a positive predictor of LR, while negative life events predicted negative learning preference attitudes. For girls, negative life events predicted LR and preference for group learning, while independence-linked hassles predicted the learning preference pattern: negative learning (attitudes) learning preference.
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Exercise tolerance, body composition and blood lipids in obese African-American women following short-term training. - Szmedra, L.; LeMura, Linda M.; Shearn, W. (PubMed, 1998)
The purpose of this investigation was to examine the exercise tolerance, body composition and blood lipids in African-American women, possessing greater than or equal to 30% body fat, following six weeks of endurance training.Oxygen consumption (VO2), central hemodynamics, blood lipids, body weight, body fat, and the body mass index of seven subjects (21.0 +/- 0.8 yrs) were studied. Heart rate (HR), blood pressure (BP), exercise duration, rating of perceived exertion (RPE), blood lactate (bLA) and VO2 were obtained in response to a maximal exercise tolerance test on a motorized treadmill. Subjects trained three times per week for 50 minutes per session (30 minutes at 70% maximal oxygen consumption (VO2max).Dependent "t"-tests revealed significant (p < 0.05) increases in VO2max, 27%; exercise duration, 31%; as well as peak HR, systolic blood pressure (SBP), and bLA. Values for submaximal HR, SBP, RPE during the post-training test were lower. In addition, body weight, body fat and the body mass index decreased 2.2%, 1.3% and 3.4% respectively. There were no changes in blood lipids.These findings suggest short-term training at 70% VO2max provides the necessary stimulus for obese women to improve exercise tolerance and body composition. However, the training stimulus is insufficient to alter lipid profiles.
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Schistosomiasis haematobia in Mali: prevalence rate in school‐age children as index of endemicity in the community. - Traoré, Mamadou; Maude, G. H.; Bradley, David J. (Tropical Medicine & International Health, 1998)
In a nationwide survey of schistosomiasis conducted in Mali from 1984 to 1989, 56265 individuals from 323 villages had their urine examined parasitologically using a filtration technique. From a sample of 242 children in 3 villages, aged 7 to 14 years, urine samples were collected and tested for haematuria using reagent strips. Analysis of the age-specific prevalence rates of Schistosoma haematobium infection showed a strong positive correlation between the prevalence rate in the 7-14 year-old age group, and both the overall prevalence (r = 0.90; P < 0.001) and the prevalences at other ages. An index was derived from this relationship using the equation: overall prevalence = -1.14 + 0.74 (prevalence in 7-14 year-olds). The sensitivity and specificity of reagent strip testing for microhaematuria as compared to urine filtration were 73.3% and 83.2% respectively. We conclude that reagent strip testing of urine samples collected from a sample of individuals aged 7-14 years would be sufficient to estimate the overall prevalence of Schistosoma haematobium infection in a Malian community and suggest that this assessment procedure be used at the peripheral level of primary health care to decide on treatment regimes.
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Drought Monitoring and Corn Yield Estimation in Southern Africa from AVHRR Data - Unganai, Leonard; Kogan, Felix (Remote Sensing of Environment, 1998)
Drought is one of the major environmental disasters in southern Africa. In recent years, the damage from droughts to the environment and economies of some countries was extensive, and the death toll of livestock and wildlife was unprecedented. Weather data often come from a very sparse meteorological network, incomplete and/or not always available in good time to enable relatively accurate and timely large scale drought detection and monitoring. Therefore, data obtained from the Advanced Very High Resolution Radiometer (AVHRR) sensor on board the NOAA polar-orbiting satellites have been studied as a tool for drought monitoring and climate impact assessment in southern Africa. The AVHRR-based vegetation condition index (VCI) and temperature condition index (TCI) developed recently were used in this study because in other parts of the globe they showed good results when used for drought detection and tracking, monitoring excessive soil wetness, assessment of weather impacts on vegetation, and evaluation of vegetation health and productivity. The results clearly show that temporal and spatial characteristics of drought in southern Africa can be detected, tracked, and mapped by the VCI and TCI indices. These results were numerically validated by in situ data such as precipitation, atmospheric anomaly fields, and agricultural crop yield. In the later case, it was found that usable corn yield scenarios can be constructed from the VCI and TCI at approximately 6 (in some regions up to 13) weeks prior to harvest time. These indices can be especially beneficial when used together with ground data.
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Investigating Bilingual Literacy: Evidence from Malawi and Zambia. Education Research Paper. - Williams, Eddie (1998)
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Masculinised Discourses within Education and the Construction of Black Male Identities amongst African Caribbean Youth - Wright, Cecile; Weekes, Debbie; McGlaughlin, Alex; Webb, David R. (British Journal of Sociology of Education, 1998)
Abstract Boys in general, and Black boys in particular, are being excluded from school in ever increasing and disproportionate numbers, drawing attention to the need for a closer examination of the interrelationship between ‘race’ and gender. Clearly, young Black masculinities are not expressed in isolation, but are, amongst other influences, informed and shaped by school processes. Within schools, the ways in which masculinities are portrayed plays a major part in the relationships that exist between Black males and their peers and teachers. Thus, the experiences of Black pupils in school are mediated through their gendered identities. This paper discusses such experiences through the findings of a recently completed study of school exclusions and educational performance, in which young excludees have been interviewed and ethnographic school research conducted. The study explores the nature of ‘excluded’ identities by looking at how processes of exclusion act to position young Black males within discourses of conflict, alienation and cultural misunderstanding. The findings suggest that: (i) young Black men are positioned ambivalently by White teachers and male peers resulting in less positive perceptions of their masculinities; (ii) expressions of Black masculinity should not be interpreted as misdirected responses to an inability to attain specific White masculinities; (iii) the views of the young male excludees challenge differential treatment and damaging stereotypes and warn against ‘over masculinising’ the identities of young Black boys; and (iv) restricting discussion of the problematic nature of relationships between Black males and White teachers and male peers, with respect to expressions of masculinity, can act to pathologise Black identities and suggest that Black youth are themselves responsible for their own positioning.
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P‐SV conversions of teleseismic waves beneath the Chyulu Hills Volcanic Field, Kenya - Kaspar, Tilo; Ritter, Joachim (Geophysical Research Letters, 1998)
Observations of P‐SV converted waves provide new insights on the structure of the lithosphere beneath the Chyulu Hills, a Quaternary volcanic field on the SE shoulder of the Kenya rift (East Africa). A 3D teleseismic delay‐time tomography and a seismic refraction model revealed a zone of reduced P‐wave velocity (−3.5%) extending from the lower crust into the uppermost mantle (limited to about 70 km depth). In this paper, waveform and particle‐motion analyses are used to identify P‐SV conversions in teleseismic recordings and to search for lateral variations of seismic discontinuities. Data from 9 teleseisms contain clear SV‐phases within the first 8 seconds of the P‐coda. The depth of the generating interfaces is determined with a local velocity‐depth function based on the seismic refraction model. Our results show that there are no lateral depth variations of the Conrad (19–21 km) and Moho (43–45 km) discontinuities, indicating no large‐scale modification of the crustal structure through the magmatic processes. In the time window between the SV‐arrivals from the Conrad and Moho discontinuities additional SV‐energy is observed at some stations, but its origin cannot be located.
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Science education in Uganda: progress and possibilities - Black, Thomas R.; Atwaru‐Okello, Denis; Kiwanuka, Julie; Serwadda, Debra; Birabi, Olive; Malinga, Florence; Biumigishu, Albert; Rodd, Alastair (International Journal of Science Education, 1998)
An extensive survey of 110 randomly selected secondary schools in Uganda provided information on teaching and facilities. Questionnaires completed by 214 teachers and 630 students on attitudes towards secondary education and science education provided insight into perceptions of the role in general and science education in particular. Equivalent questionnaires were also completed by samples of parents, employers, employees and early school leavers. While there was considerable consensus across groups on the general aims of secondary education, differences arose when considering science education. Results indicate a view towards science as problem solving by teachers, suggesting a greater understanding of science than in the past. Students see science as having a high memorization emphasis and less problem solving. It is suggested that this is due to lack of practical experiences and science teaching facilities, large classes of 40‐90 students, traditional examination syllabuses, and lack of equipment, classrooms and laboratories.
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Impaired G protein function in gallbladder muscle from progesterone-treated guinea pigs - Chen, Qian; Chitinavis, Vikas; Xiao, Zouliang; Yu, Peirong; Oh, Sangik; Biancani, Piero; Behar, José (American Journal of Physiology-gastrointestinal and Liver Physiology, 1998)
This study was designed to elucidate the mechanism of action of progesterone on gallbladder smooth muscle in guinea pigs. Adult male guinea pigs were treated with either progesterone (2 mg.kg-1.day-1) or saline for 7 days. Gallbladder muscle cells were isolated by enzymatic digestion with collagenase. Contractile responses to agonists were expressed as percent shortening from control cell length. [35S]guanosine 5'-O-(3-thiotriphosphate) ([35S]GTP gamma S)-binding properties of G proteins were assessed in crude membranes of gallbladder muscle with or without cholecystokinin octapeptide (CCK-8) stimulation. Gallbladder muscle cells from progesterone-treated guinea pigs exhibited an impaired contractile response to CCK-8, GTP gamma S, or aluminum fluoride but a normal response to potassium chloride or D-myo-inositol 1,4,5-trisphosphate compared with controls. Western blot analysis of gallbladder muscle revealed the presence of Gi1-2, Gi3, Gq/11, and Gs proteins. The maximal contraction induced by CCK-8 was blocked by pertussis toxin and Gi alpha 3-specific antibodies, but not by Gi alpha 1-2 or Gq/11 alpha antibodies. CCK-8 caused a significant increase in [35S]GTP gamma S binding to Gi alpha 3, but not to Gq/11 alpha or Gi alpha 1-2. The stimulation of Gi alpha 3 binding, however, was significantly reduced in gallbladder muscle membranes from progesterone-treated guinea pigs compared with that in control animals. In conclusion, progesterone might cause gallbladder hypomotility by downregulating Gi3 proteins.
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Daily Assessment of State Anxiety and Mood in African Athletes: Psychological Effects of Training from a Life-quality Perspective - Dagrou, E.; Szabó, Anikó (IFE Psychologia: An International Journal, 1998)
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Doctoral training of African scientists. - Doumbo, Ogobara K.; Krogstad, Donald J. (The American journal of tropical medicine and hygiene, 1998)
There are two principal rationales for doctoral training of African scientists in health: 1) these scientists are essential for the nations of sub-Saharan Africa to define and implement their own health priorities, and 2) the research they perform is essential for development. However, this training is difficult because of its expense (> $20,000 per year), because many developed country mentors are unaware of the realities of research in sub-Saharan Africa, and because major differences in salary provide a financial disincentive to return. We describe a training strategy that reduces attrition because it is linked to the investigators' responsibilities before and after training, and to home country priorities. This strategy requires a close relationship between the developing country (on-site) and developed country (off-site) mentors, with joint participation in the selection and funding process, followed by course work and short-term, independent projects off-site that lead to a thesis project in the developing country, and subsequently to a defined professional position in the developing country after completion of the doctoral degree. For this strategy to succeed, the developed country mentor must have both field experience and investigative expertise; the developing country mentor must have an understanding of modern biology, as well as clinical and epidemiologic experience. In addition, we would like to emphasize that the long-term retention of these talented, highly-trained individuals requires a similar long-term commitment by their developed country mentors, well beyond the short term of most research funding.
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The training and development of academic librarians in Ghana - Effah, Paul (Library Management, 1998)
The academic support service provided by the library is critical to the attainment of the University’s central mission of teaching, research and service. This paper contributes to the quest for appropriate approaches for the training and development of academic librarians to ensure that the important role assigned to the library is fulfilled. It discusses schemes available in Ghana for equipping academic librarians with the requisite training and skills to enable them to fulfil their roles efficiently and effectively. In the process, a number of important issues such as training needs assessment and responsibility for training receive attention. Recommendations are made for more structured, consistent and systematic training and development programmes for academic librarians in Ghana.
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A high prevalence of diabetes mellitus and impaired glucose tolerance in the Danagla community in Northern Sudan - Elbagir, MN; Eltom, MA; Em, Elmahadi; Kadam, IM; Berne, Christian (Diabetic Medicine, 1998)
The prevalence and associated factors of diabetes mellitus (DM) and impaired glucose tolerance (IGT) were studied in a tribal community with an apparently high diabetes prevalence. A sample of 724 subjects aged > or = 25 years was selected using a multi-stage cluster method and underwent a 75 g oral glucose tolerance test. The crude prevalence of DM and IGT were 8.3% (men 9.9%; women 7.5%) and 7.9% (men 4.1%; women 9.7%), respectively. Age-adjusted prevalence rates, according to the standard population of Segi, were 10.4% (95% CI 7.7-13.2) and 9.8% (95% CI 7.2-12.5) for DM and IGT, respectively. No urban/rural differences were found in the prevalence rates of DM and IGT. New cases (5.1%) were almost twice as common as previously known cases (3.2%). Family history of diabetes, obesity, and advanced age were associated with higher rates of diabetes. The results confirmed that diabetes is common in the Danagla community compared to other communities of northern Sudan. Varying environmental, nutritional, and genetic factors may contribute to this high prevalence. These findings will have profound impact on the health services for this community and the Sudan as a whole.
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Development of an Attitude Scale for Kenya Secondary Christian Religious Education Teachers and Students - Gatumu, Jane Ciumwari (IFE Psychologia: An International Journal, 1998)
It is important that an instrument to be used in a study should be reliable and valid. When these conditions are fulfilleQ, the study's internal validity is, to some extent, ascertained. Both validity and reliability were highlighted in the construction of the attitude scale on Kenyan Secondary Christian Religious Education teachers and students. The data collected were reduced by two Religious Education experts from the School of Education, King's College London and by the use of factor analysis procedures. These techniques produced a unidimensional scale (54 items) of 0.94 reliability.
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Eating Attitudes and Behaviors in 1,435 South African Caucasian and Non-Caucasian College Students - Grange, Daniel Le; Telch, Christy F.; Tibbs, Jason (The American journal of psychiatry, 1998)
The purpose of this study was to examine the presence and severity of eating disorder pathology in students representing South Africa's ethnically and culturally diverse population.A questionnaire survey, which involved the Eating Attitude Test and the Bulimic Investigatory Test, was administered to 1,435 South African college students (739 Caucasian and 696 non-Caucasian) from six universities in two urban centers.Black students scored significantly higher than the other ethnic groups on these measures. In addition, a comparable percentage of black and Caucasian female students had scores within the clinical range on these scales. Male students scored consistently lower than female students.This study's findings challenge the notion that eating disorders are primarily a Western, Caucasian phenomenon and raise the possibility that the risk of eating disorders may increase in developing societies.
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Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs - Hesser, Al; Cregler, Louis L.; Lewis, Lloyd (Academic Medicine, 1998)
PURPOSE: To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). METHOD: The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. RESULTS: In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and number of SAEPs attended. In step 3, which explained 29% of the variance, two cognitive variables (SAT-M score and SAEP BSGPA) and two noncognitive variables (career aspiration and strength of recommendation letter) were identified. CONCLUSION: The results support the concept of using both cognitive and noncognitive variables when selecting African American students for pre-medical school SAEPs.
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