An outbreak of influenza A/H3N2 in a Zambian school dormitory. - Mizuta, Katsumi; Oshitani, Hitoshi; Em, Mpabalwani; Fc, Kasolo; Np, Luo; Suzuki, Hikaru; Numazaki, Yoshio (PubMed, 1995)
There was an outbreak of "a mysterious disease" at a Zambian school dormitory in September, 1993. Investigation with questionnaire and collection of throat swab specimens for virus isolation were carried out on 46 patients to identify the causative agent. In this outbreak, most of the patients showed similar symptoms such as fever, headache, sore throat, cough, etc. The disease had spread to all dormitories within a couple of days after the onset of the first cases. From these patients, 13 influenza viruses A/H3N2 were isolated on MDCK cell line. This was a first ever confirmed outbreak of influenza virus infection in Zambia.
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Evaluation of a Caries-Preventive Program in a School Community in South-Africa - Moola, MH; Lalloo, Ratilal; Bawa, Ashvind; Dhansay, S (1995)
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South Africa: The need for a radical restructuring of specialized education in the new South Africa - Naicker, Sigamoney (British Journal of Special Education, 1995)
Sigamoney Naicker, a lecturer in Specialized Education in the Department of Educational Psychology at the University of Western Cape, provides an analysis of specialized education after one year of the first democratic government in South Africa.
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Distance Education at the University of Zambia: Problems of Quality and Management - Ng'andwe, Albert (Higher Education Policy, 1995)
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Access to science learning for children in rural Africa - Peacock, Alan (International journal of science education, 1995)
Science has been part of the compulsory primary school curriculum in most of anglophone Africa since states achieved independence, but in practice many obstacles prevent children in rural areas from acquiring an adequate grounding in science. This paper addresses four main aspects of access to science learning, namely (1) obstacles to access; (2) the potential within existing curriculum and organizational structures; (3) the notion of a minimum entitlement in science learning in primary schools; and (4) the concept of the locally adapted curriculum for primary schools in rural areas. Examples draw on research and experience from Kenya, Botswana, Namibia and Ethiopia. The study concludes that there are advantages to this restructuring of the curriculum in terms of simplicity of teaching and training, potential for common texts and exams, congruence with traditional ideas, resource demand and community involvement.
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Mental disorders and disability across cultures: a view from South Africa - Pretorius, H.W. (Lancet (British edition), 1995)
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The nutritional impact of breakfast consumption on the diets of inner-city African-American elementary school children. - Sampson, Amy; Dixit, Sujata; Meyers, Alan; Houser, Robert F. (PubMed, 1995)
To determine the contribution of breakfast-eating behavior to dietary adequacy among low-income African-American children, 1151 children attending grades two through five at four elementary schools in East Orange, New Jersey were studied. Results of a 4-day eating behavior survey and a 24-hour dietary recall reveal that on any given day, 12% to 26% of children attend school without having eaten anything. Thirty-six percent of the children were obese, which did not vary with breakfast-eating behavior. A significantly greater proportion of the children who skipped breakfast compared to those who ate breakfast failed to achieve dietary adequacy for nearly every nutrient studied. More than one third of breakfast skippers consumed < 50% of the recommended dietary allowance for vitamins A, E, B6, and folacin, and nearly one fourth consumed < 50% of the recommended dietary allowance for calories, vitamin C, calcium, and iron. Not eating breakfast results in substantial deficits in dietary intake of a variety of essential nutrients among low-income African-American school children. Efforts to improve the nutritional status of children should include nutrition education to promote breakfast.
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Training for the African mind - Sawadogo, Gérémie (International Journal of Intercultural Relations, 1995)
This article reviews the relevancy of four key Western adult learning principles and their suitability for the African context. For the purpose of this study, the following key precepts are examined: (a) adults learn best when they actively participate in the learning process (the basis for experiential activities in adult learning settings); (b) adults are independent learners, (indeed, andragogues believe that adults are independent learners and should be made responsible for their learning, while “teachers” serve as “facilitators”); (c) feedback is an essential tool in guiding both facilitator and learners toward their learning objectives, thereby, optimizing learning; and (d) finally, the appropriateness and effects of using Western languages such as English or French in training situations in sub-Saharan Africa. Cette étude évalue l'adaptabilité de quatre principes-clés de la formation des adultes dans le context africain. Pour cet article, l'auteur a choisi d'analyzer les quatres principes-clés de l'apprentissage des adultes qui stipulent que: (a) les adultes apprennent bien lorsqu'ils participent de façon active à leur apprentissage (c'est d'ailleurs ce qui explique la preférence donnée aux activités experientielles); (b) Que les adultes sont des apprenants indépendents qui devraient être rendus responsables de leur apprentissage, pendant que les enseignants servent seulement defacilitateurs) et (c) le feedback est un élément essentiel du processus d'apprentissage permettant au facililateur et à l'apprenant d'atteindre leurs objectifs et donc d'optimiser l'apprentissage; et (d) finalement, le bien fondé et les conséquences de l'usage de langues occidentales telles que l'anglais et le français dans des situations de formation en Afrique subsaharienne sera également examiné. Este artículo examina la relevancia de preceptos teóricos que atañen al aprendizaje que derivan principalmente de Europa y Norteamérica, y su compatibilidad con el contexto africano. La investigación se limita a las siguientes cuatro suposiciones claves: (a) que los adultos aprenden mejor cuando participan en forma directa y activa en elproceso de aprendizaje (este precepto sirve de base para las actividades “experienciales” en programas diseñados para adultos); (b) que los adultos son aprendices independientes (más bien, los andragogos — para diferenciar de los pedagogos — creen que ya que los adultos son aprendices independientes, deben ser ellos los responables por su proprio aprendizaje mientras que los “profesores” se convierten en los “facilitadores” del proceso; (c) que el “feedback,” o la retroalimentación, es un intrumento inprescindible qui guía al facilitador y a los aprendices hacia sus objectivos educationales, optimando así el aprendizaje; y (d) por último, considera la idoneidad y los efectos de utilizar lengua extranjeras como inglés o francés en vez de las lengua nativas de los participantes para programas de entrenamiento en el Africa al sur del Sahara.
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Disproportionate Representation of African Americans in Emotionally Handicapped Classes - Serwatka, Thomas S.; Deering, Sharian; Grant, Patrick A. (Journal of Black Studies, 1995)
A persistent and pervasive problem in the education of African American students is their disproportionate representation in special education classes (Heller, Holtzman, & Messick, 1982; Mercer, 1973; Serwatka, Deering, & Stoddard, 1989). This problem is most pronounced in the rate of underrepresentation of African American students in gifted programs. Conversely, there exists a disproportionately high representation of African American students in classes for educable mentally retarded (EMR) students. The problem of disproportionate representation also is manifested in patterns of staffinmg students into fullor part-time special education classes. African American students are more frequently placed in more restrictive, self-contained special education classes than in less restrictive, resource room settings. This occurs in disability categories such as EMR and specific learning disabilities (SLD). It also occurs in programs for physically impaired and visually impaired students (Serwatka, Dove, & Hodge, 1986). In programs such as these last two, the overall rate of placement of African American students is no higher than would be anticipated in any other segment of the population. Yet, the rate of self-contained, full-time placement for African American students with these disabilities is significantly higher than the rate of full-
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Geochronology, stratigraphy and structural evolution of Silali volcano, Gregory Rift, Kenya - Smith, Martin J.; Dunkley, P. N.; Deino, Alan L.; Williams, L. A. J.; McCall, G. J. H. (Journal of the Geological Society, 1995)
Silali, 1°109N, 36°12°E, is the largest Quaternary caldera volcano in the northern Gregory Rift and is composed predominantly of peralkaline trachytic lavas and pyroclastic deposits, and mildly alkaline to transitional basalts. Detailed mapping combined with radiometric 40 Ar/ 39 Ar age determinations is used to constrain the evolutionary development of Silali. Activity commenced at c. 400–220 ka with the construction of a low relief lava shield whose summit area was subsequently modified by alternating periods of faulting, subsidence and infilling associated with two major periods of explosive activity. This activity ceased around 133–131 ka and was probably the result of fracturing and decompression of a high level magma chamber by regional extension and the injection of basaltic dykes below the volcano. Later eruptions (c. 120 ka) along the western flanks migrated eastward with time and culminated in the eruption of viscous trachyte lavas from a circumferential fissure zone. The emplacement of a basic dyke swarm to shallow crustal levels beneath Silali resulted in the formation a broad volcanic rift zone within which large volumes of fluid basalts were erupted to mantle the flanks of the volcano. This activity mainly pre-dated, but probably also overlapped with, incremental subsidence and asymmetric downsagging of the summit area and the propagation of a circumferential fissure zone. Basalt and trachyte lavas, erupted along the circumferential fissure zone and from a major meridional summit fissure, moved outward to form a series of flat summit benches, and ponded in summit depressions before overflowing. The continuing inward collapse of the summit area and the lateral drainage of magma from a high-level reservoir finally culminated in the formation of a large caldera at c. 63 ka. Post-caldera activity utilized pre-existing weaknesses within the caldera, erupting basalt and trachyte lavas until around 7 ka, and was contemporaneous with the eruption of trachyte lava domes (9–7 ka) on the eastern flanks.
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The career development of black and white South African university students - Watson, Mark; Stead, Graham B.; Jager, Andre C. De (International Journal for the Advancement of Counselling, 1995)
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Financial Diversification in Higher Education: A Review of International Experience and Implications for African Universities - Woodhall, Maureen (Higher Education Policy, 1995)
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Gender religious experience: women and Quaranic schools in eastern Sudan - Hasan, Al (Eastern Africa Social Science Research Review, 1995)
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Caring for people with AIDS in a Nigerian Teaching Hospital: Staff attitudes and knowledge - Adelekan, Moruf L.; Jolayemi, S. O.; Ndom, R. J. E.; Adegboye, J.; Babatunde, Samuel Olusegun; Tunde-Ayimode, M.; Yusuff, Olaoluwatomi; Makanjuola, A B (AIDS Care, 1995)
Health workers (HWs) play a pivotal role in preventative programmes being implemented to combat the steady increase in the prevalence of HIV infection and AIDS in Nigeria. We report on a questionnaire survey conducted in October, 1993 among 111 doctors, 92 nurses and 53 non-health workers at the University of Ilorin Teaching Hospital, Ilorin, Nigeria. The aim was to assess their knowledge of AIDS (for all groups) and the attitude of the HWs only towards the care of patients with AIDS (PWAs). Although important gaps in knowledge were found in all groups, doctors performed significantly better than non-health workers on 22 out of 23 knowledge items, and more than nurses on 8 of such items. Nurses scored significantly higher than non-health workers on 18 of the knowledge items and more than doctors on one knowledge item. About one in three nurses would hesitate to nurse a PWA, while half would not participate in birth delivery. Also, about a quarter of doctors would hesitate to treat a PWA while one in three would not carry out surgery despite adequate precautions. The findings compare favourably with those reported from other countries. However, they still indicate the need for a comprehensive AIDS education package to improve the knowledge base and allay fears for all groups and to prepare HWs for the important task of caring for PWAs.In October 1993 in Nigeria, 111 physicians, 92 nurses, and 53 non-health workers at the University of Ilorin Teaching Hospital completed a questionnaire designed to allow researchers to compare levels of respective/relative knowledge about HIV/AIDS and to determine the attitudes of the physicians and nurses towards caring for persons with AIDS (PWAs). Physicians and nurses were more likely to have correct knowledge than non-health workers. In all but one of the 23 items, physicians scored significantly higher than non-health workers (p 0.001-0.01). The one item was no known cure for AIDS. Significantly more nurses than physicians and non-health workers knew that there is no known cure for AIDS (98% vs. 85% and 87%, respectively; p 0.01). Nurses had significantly higher knowledge scores than non-health workers on 18 items (p 0.001-0.05). Few respondents in all three groups (47% for physicians, 38% for nurses, and 21% for non-health workers) knew that HIV is not transmitted through kissing. 35% of nurses would hesitate to nurse PWAs. 24% of physicians would hesitate to treat PWAs. Most physicians and nurses (75% and 93%, respectively) believed PWAs should be isolated. 35% of physicians would not perform surgery on PWAs, even if they took adequate precautions. These findings suggest that health workers were not prepared to deal with an increased work load of PWAs. They also indicate a great need for a comprehensive AIDS education program geared towards all health workers to improve adequate knowledge about HIV/AIDS, to ease fears, and to prepare them for caring for PWAs.
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Spatio‐temporal patterns of drought in Morocco - Chbouki, Nabil.; Stockton, Charles W.; Myers, Donald E. (International Journal of Climatology, 1995)
Abstract Past climatic moisture anomalies can be reconstructed from climatically sensitive tree‐ring chronologies of Cedrus atlantica in Morocco. A map‐pattern technique was utilized to derive 10 patterns of variability for the period 1845–1974. The individual patterns were examined, in space using geostatistical techniques, and in time using correlation coefficients. The results indicate a clear alternation of favourable‐unfavourable climatic regimes lasting 20–25 years. The spatial extent of the climatic moisture anomalies can be explained by a combination of three factors of the atmospheric circulation related to the Azores High, local cyclogenesis, and north‐eastern perturbations.
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Education and the ability to export manufactures: The relevance to South Africa of the Wood model - Donaldson, Andrew (Development Southern Africa, 1995)
"Education and the ability to export manufactures: The relevance to South Africa of the Wood model." Development Southern Africa, 12(1), pp. 47–48
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Psychometric Properties of the Right Wing Authoritarianism Scale in Black and White South African Students - Edwards, David; Leger, Paul (International Journal of Psychology, 1995)
Recently Taylor and Boeyens (1991) showed that the South African Personality Questionnaire has inadequate internal consistency and factorial validity for use in the black population. This paper reports a study supporting their conclusion that scales developed with data from a white sample do not hold together psychometrically or conceptually when used with a black sample. In a sample of white students, Altemeyer's Right Wing Authoritarianism scale, initially developed in Canada, had an acceptable alpha of 0.83, but there was an unacceptable alpha of 0.43 in a black student sample. Item and factor analysis showed that for the black sample there was little structure and that the scale was effectively a set of heterogenous items. This paper presents a detailed discussion of the item and factor analyses and shows how certain items have different connotations for whites and blacks as a result of their different political and cultural histories. Although cultural differences in conservatism can be observed by looking at individual items, a comparison between black and white individuals on the higher order construct of Authoritarianism cannot be made. It is concluded that basic conceptual work based on the phenomenology of the concept being measured needs to precede the psychometric development of scales for use in the black community.
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Rapid educational expansion and primary school efficiency in Zimbabwe, 1983‐9 - Edwards, Glyn (Development Southern Africa, 1995)
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Rapid educational expansion and primary school efficiency in Zimbabwe, 1983‐9 - Edwards, Glyn (Development Southern Africa, 1995)
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Sudan Open Learning Unit: A case study - Elsiddig, Mukhtar Osman (Open learning, 1995)
(1995). Sudan Open Learning Unit: A case study. Open Learning: The Journal of Open, Distance and e-Learning: Vol. 10, No. 1, pp. 56-58.
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Gender Differences on Simultaneous and Sequential Cognitive Tasks among Egyptian School Children - Elwan, Fadia (Perceptual and Motor Skills, 1995)
The present study investigated differences between Egyptian boys and girls in simultaneous and sequential cognitive processes. Four tests of the Kaufman Assessment Battery and one test from the Wechsler Intelligence Scale for Children—Revised were administered to 172 children (82 boys and 90 girls) in Grades 1, 3, and 5. Analysis indicated that the underlying factor structure of the children's performance was similar for boys and girls. Boys tended to surpass girls on simultaneous and sequential cognitive processes in all grade levels and children's simultaneous and sequential processes increased progressively across grades. The results were interpreted in terms of the influence of psychosocial variables on cognitive processes.
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High-school dropouts in a working-class South African community: selected characteristics and risk-taking behaviour - Flisher, Alan J.; Chalton, D. O. (Journal of Adolescence, 1995)
The aims of the project were: (1) to document selected characteristics of teenage school dropouts in a working-class South African community; and (2) to compare the prevalence of the risk-taking behaviour of the dropouts with those attending school. Of the 548 teenagers sampled, 15·;9% were dropouts; of these 62·1% left school after less than 9 years of schooling. Those still attending school were more likely to engage in suicidal behaviour but less likely to abuse substances and (for girls) to have had sexual intercourse. Intervention needs to begin in primary school and to address the inter-related phenomena of dropping out and risk-taking behaviour.
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School Quality, Achievement Bias, and Dropout Behavior in Egypt - Hanushek, Eric A. (1995)
School quality and grade completion are shown to be directly linked, leading to very different perspectives on educational policy in developing countries. Unique panel data on primary school age children in Egypt permit estimation of behavioral school dropout models. Students perceive differences in school quality, measured as expected achievement improvements in a given school, and act on it. Specifically, holding constant the student's own ability, achievement and earnings prospects, a student is much less likely to remain in school if attending a low quality school rather than a higher quality school. This individually rationale behavior suggests that common arguments about a trade-off between quality and access to schools may misstate the real issue and lead to public investment in too little quality. Further, because of this behavioral linkage, there is an achievement bias such that common estimates of rates of return to years of school will be over stated. The paper demonstrates the analytical importance of employing output-based measures of school quality.
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Communication versus Compliance: African-American Parents' Involvement in Special Education - Harry, Beth; Allen, Norma N.; McLaughlin, Margaret J. (Exceptional Children, 1995)
A longitudinal, 3-year study investigated the participation of African-American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographic interviews with parents and professionals, observations of conferences, and examination of students' documents. Despite current perceptions of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children's schooling, eventually giving way to disillusionment with the separations created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.
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Communication versus Compliance: African-American Parents' Involvement in Special Education - Harry, Beth; Allen, Norma N.; McLaughlin, Margaret J. (Exceptional Children, 1995)
A longitudinal, 3-year study investigated the participation of African-American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographic interviews with parents and professionals, observations of conferences, and examination of students' documents. Despite current perceptions of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children's schooling, eventually giving way to disillusionment with the separations created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.
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Communication versus Compliance: African-American Parents' Involvement in Special Education - Harry, Beth; Allen, Norma N.; McLaughlin, Margaret J. (Exceptional Children, 1995)
A longitudinal, 3-year study investigated the participation of African-American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographic interviews with parents and professionals, observations of conferences, and examination of students' documents. Despite current perceptions of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children's schooling, eventually giving way to disillusionment with the separations created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.
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Communication versus Compliance: African-American Parents' Involvement in Special Education - Harry, Beth; Allen, Norma N.; McLaughlin, Margaret J. (Exceptional Children, 1995)
A longitudinal, 3-year study investigated the participation of African-American parents of 24 preschoolers in special education programs in a large urban school district. Data were collected through ethnographic interviews with parents and professionals, observations of conferences, and examination of students' documents. Despite current perceptions of low levels of participation by African-American parents, the data show consistent initial efforts by families to support their children's schooling, eventually giving way to disillusionment with the separations created by special education placements and the lack of avenues for parental influence. The article explores ways for professionals to move from preoccupation with compliance to true communication.
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Medunsa and the training of black doctors for South Africa - Haynes, Michelle; Lee, A B (Academic Medicine, 1995)
Medunsa, the Medical University of Southern Africa, was founded in 1976 to address both the under-representation of blacks in the health professions and the lack of good health care in the homelands. The university trains most of the black physicians, dentists, veterinarians, and allied health professionals in South Africa, and it places a great emphasis on community service and preventive medicine. Medunsa also has programs to help socially and academically disadvantaged applicants. In some respects, the ongoing development of Medunsa mirrors that of historically black health professions schools in the United States, and Medunsa struggles with some of the same problems. Medunsa can learn from the histories of these American schools as it faces the challenges of the post-apartheid era; in turn, all U.S. schools can learn from Medunsa's history as they struggle with physician supply questions and health care reform issues.
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Education and the ability to export manufactures: The relevance to South Africa of the Wood model - Ismail, Rahil (Development Southern Africa, 1995)
Abstract According to Wood there is a strong causal relation between education of the population and exports of manufactures. Also, a country that is rich in natural resources will tend to have low manufactured exports, which will be exacerbated by low investment in education. Wood's model is applied to South Africa. Increasing the education of the population will be crucial for expanding higher‐value‐added manufactured exports, increasing per capita incomes and reducing earnings inequality in South Africa. Notes Department of Trade and Industry. This article was written while the author was a senior researcher at the Trade Policy Monitoring Project, School of Economics, University of Cape Town.
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Planning and evaluating strategies for AIDS health education interventions in the Muslim community in Uganda. - Kagimu, Magid; Marum, Elizabeth; Sánchez‐Oliva, David (PubMed, 1995)
In 1992 the Islamic Medical Association of Uganda designed an AIDS prevention project. A baseline survey was conducted to assess prevailing knowledge, attitudes, and practices among the Muslim communities in two districts. A low rate of incorrect beliefs about HIV transmission was found, although gaps in knowledge remain, particularly regarding vertical transmission and asymptomatic HIV infection. Less than 10% knew that condoms can protect against HIV transmission. Lack of knowledge was documented regarding the risk of HIV transmission associated with practices common in the Islamic community, such as polygamous marriages, circumcision, and ablution of the dead. The AIDS prevention project has incorporated specific messages and interventions as a result of these findings.The Islamic Medical Association of Uganda has designed a project known as Family Acquired Immunodeficiency Syndrome (AIDS) Education and Prevention Through Imams. In a 1992 baseline survey, 1096 persons from the pilot project's two target districts--Mpigi and Iganga--were interviewed. Respondents were recruited from mosques in both rural and trade center areas of the districts. The mass media was identified as the main source of information about AIDS by 49.6% of respondents in Iganga and 80% of those in the more urbane Mpigi district. Only 3% of respondents in both communities viewed the imam (mosque leader) as someone with whom they could discuss concerns about AIDS. Although 80% of respondents were aware that the main route of transmission of the AIDS virus is sexual, only 1.2% knew about the possibility of maternal-fetal transmission. 55.4% recognized a condom, but just 9.9% had ever used one. In this culture, condom use is associated with sexual promiscuity and is not used within marriage. The survey identified three risk factors prevalent among Uganda's Muslim minority: polygamous marriage, practiced by about a third of respondents; use of the same cutting instrument for multiple male circumcision procedures without sterilization in between; and ablution of the dead, without the use of protective gloves. These cultural practices will be targeted in the AIDS prevention campaign. In each district, 10 imams will receive intensive training in AIDS and community education skills. Each imam will be provided with a male and female assistant who, in turn, will train indigenous family workers selected by the mosque. These community workers will make monthly home visits to about 15 families in the mosque area.
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Education and the ability to export manufactures: The relevance to South Africa of the Wood model - McCarthy, Christopher (Development Southern Africa, 1995)
"Education and the ability to export manufactures: The relevance to South Africa of the Wood model." Development Southern Africa, 12(1), pp. 45–46
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Effectiveness of health instruction provided by student nurses in rural secondary schools of Zimbabwe: a feasibility study - Munodawafa, Davison; Marty, Philip J.; Gwede, Clement K. (International Journal of Nursing Studies, 1995)
This demonstration project used student nurses (n = 12) on community deployment to provide health instruction among rural school-age populations in Zimbabwe. A quasi-experimental (pre- and post-test), non-equivalent control group design was used and consisted of 141 school pupils in the intervention group and 144 pupils in the comparison group (N = 285). The curriculum focused on prevention of STDs, HIV/AIDS and drugs (alcohol, tobacco and marijuana). A gain in health knowledge scores among the intervention group was reported at post-test. More than 70% of the pupils who received health instruction from student nurses gave a high approval rating of student nurses' performance. Further, student nurses, teachers and tutors all support school health instruction by student nurses although tutors and teachers differ on teaching about condoms.In Zimbabwe, as part of a demonstration project, nursing schools sent 12 student nurses to five rural secondary schools in Masvingo Province to provide health education over a seven-week period to 141 students (9.33 hours/student). Community deployment of student nurses to rural areas, aiming to provide them with primary health care experience, is required for graduation in Zimbabwe. 144 students comprised the control group. Curriculum topics included AIDS, other sexually transmitted diseases (STDs), and drugs (alcohol, tobacco, and marijuana). AIDS/STD educational materials concentrated on modes of transmission, prevention methods, control of transmission, psychosocial issues, responsible sexual behavior, and problem-solving and decision-making strategies. Drug use and abuse materials focused on short- and long-term effects; social influences of acquisition, maintenance, and cessation; and social pressure resistance training through problem-solving and decision-making strategies. Students in the intervention group increased their post-test scores in 24 of 27 health knowledge items (for 14 of 24 items, p 0.01). More than 70% of students rated the student nurses' performance in health education high. Both the student nurses' tutors and the school teachers supported the concept of using student nurses to provide health education in schools while on community deployment. Tutors were more likely than teachers to support student nurses' teaching about condom use.
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Urinary schistosomiasis among school children in an endemic community in south-eastern Nigeria. - Nduka, Florence O.; Ajaero, C. M. U.; Nwoke, Beb (PubMed, 1995)
Studies were carried out on urinary schistosomiasis among school children aged 6 to 21 in Abia State, Nigeria. Of the total 1,165 children examined for eggs of S. haematobium in their urine, 245 (21.03%) were infected. Male children had significantly (P < 0.05) higher infection (64.08%) than their female counterparts (35.92%). Age-related infection rate showed significant difference (P < 0.05) with the highest infection rate (46.94%) recorded among children between the ages of 12 and 14 years. As with infection rate, the intensity of infection was significantly higher (P < 0.05) in males (35.50 eggs/10 ml urine) then in females (28.73 eggs/10 ml urine). 4 (1.63%) of the infected individuals had heavy infection (400 eggs/10 ml urine). There was a gradual increase of mean egg count with age up to 12-14 years after which there was a decrease. Viability test showed that of the 245 children infected 151 (61.63%) had viable eggs in their urine sample. The number of males with viable eggs (62.25%) was significantly higher (P < 0.05) than the females (37.74%). Also in the number of infected individuals with viable eggs a significant difference among age groups was observed. It was significantly higher (P < 0.05) among the age group 12-14 years than in any other group. Among the infected children 38 (15.51%) had haematuria (which represents 95% of the 41 individuals with trace of blood in their urine). There was a significant association (P < 0.05) between haematuria and infection rate/intensity.
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Report on international workshop, Fawakhir Training Centre, Eastern Desert, Egypt 2-16 December 1994 - O’Connor, Eileen (1995)
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Students' Perspectives on the Election Process in Nigeria - Ogundare, Samuel Folorunso (The Social Studies, 1995)
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Supporting curriculum changes in Namibian classrooms: A case study in the design and formative evaluation of a teacher guide - Ottevanger, Wout; McKenney, Susan; Baas, John; Michaud, Cfa Danielle (1995)
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Enrichment of the continental lithosphere by OIB melts: Isotopic evidence from the volcanic province of northern Tanzania - Paslick, C. R.; Halliday, Alex N.; James, D.; Dawson, J. B. (Earth and Planetary Science Letters, 1995)
Alkali basalts and nephelinites from the southern end of the East African Rift (EAR) in northern Tanzania have incompatible trace element compositions that are similar to those of ocean island basalts (OIB). They define a considerable range of Sr, Nd and Pb isotopic compositions (87Sr/86Sr= 0.7035−0.7058,εNd = −5to+3, and206Pb/204Pb= 17.5−21.3), each of which partially overlaps the range found in OIB. However, they occupy a unique position in combined Nd, Sr and Pb isotopic compositional space. Nearly all of the lavas have radiogenic Pb, similar to HIMU with high time-integrated238U/204Pb coupled with unradiogenic Nd (+2 to −5) and radiogenic Sr (>0.704), similar to EMI. This combination has not been observed in OIB and provides evidence that these magmas predominantly acquired their Sr, Nd and Pb in the subcontinental lithospheric mantle rather than in the convecting asthenosphere. These data contrast with compositions for lavas from farther north in the EAR. The Pb isotopic compositions of basalts along the EAR are increasingly radiogenic from north to south, indicating a fundamental change to sources with higher time-integratedU/Pb, closer to the older cratons in the south. An ancient underplated OIB melt component, isolated for about 2 Ga as enriched lithospheric mantle and then remelted, could generate both the trace element and isotopic data measured in the Tanzanian samples. Whereas the radiogenic Pb in Tanzanian lavas requires a source with high time-integratedU/Pb, most continental basalts that are thought to have interacted with the continental lithospheric mantle have unradiogenic Pb, requiring a source with a history of lowU/Pb. Such lowU/Pb is readily accomplished with the addition of subduction-derived components, since the lower averageU/Pb of arc basalts (0.15) relative to OIB (0.36) probably reflects addition of Pb from subducted oceanic crust. If the subcontinental lithosphere is normally characterized by low time-integratedU/Pb it would appear that subduction magmatism is more important than OIB additions in supplying the Pb inventory of the lithospheric mantle. However,U/Pb ratios of xenoliths derived from the continental lithospheric mantle suggest that both processes may be important. This apparent discrepancy could be because xenoliths are not volumetrically representative of the subcontinental lithospheric mantle, or, more likely, that continental lithospheric mantle components in basalts are normally only identified as such when the isotopic ratios are dissimilar from MORB or OIB. Lithospheric enrichment from subaccreted OIB components appears to be more significant than generally recognized.
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The Classroom Library Project in South Africa. - Roux, Sophia Le (1995)
This paper discusses the current state of language instruction and accompanying materials and describes elements of the Classroom Library Project in South Africa. The Project was initiated by the Department of Education to increase the supply of suitable material in African languages for elementary schools. Highlights include: shortcomings in terminology standards developed by Language Boards; inadequate vocabulary development; lack of appropriate texts for translation; shortage of language experts who are not already involved with the publishing industry; quality control and the future of the Project; advantages of classroom library collections; and effective utilization of school library resources. A table showing the provision of books to primary schools through the Project for the years 1983-1993 is appended. (Contains 12 references.) (AEF) ********************************************AA:c************************ Reproductions supplied by EDRS are the best that can be made from the original document. *****A**,.. AA*****AA::*********************AAA************************* The Classroom Library Project in South Africa
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Continuing medical education needs regarding AIDS among Egyptian physicians in Alexandria, Egypt and in the Asir Region, Saudi Arabia - Sallam, Sunny; Mahfouz, Ahmed A.; Alakija, Wole; Al-Erian, R. A. G. (AIDS Care, 1995)
A study was carried out on two groups of Egyptian physicians to assess their continuing medical education (CME) needs regarding AIDS. The first group comprised 330 physicians working in Alexandria, Egypt, in Mother and Child Health Care Units, School Health Units and Health Offices. The second group included 144 physicians working in Primary Health Care Centres in the Asir Region, southwestern Saudi Arabia. The demographic and socio-cultural background of both groups was similar. The results revealed similar deficiencies in their knowledge about the disease, especially modes of transmission. These results indicate the urgent need to develop an AIDS-specific CME programme to deal with erroneous ideas. Lectures and periodicals ranked first as the preferred educational strategy.Control of the AIDS epidemic depends upon preventing HIV infection through education, information, and the curtailment or avoidance of known risk behaviors. Physicians are in an uniquely good position to provide the information and education needed to help limit the spread of HIV, with several studies having demonstrated the ability of physician counseling to promote health behaviors among patients. The curricula of faculties of medicine in Egypt, however, were only recently changed to include AIDS. It is clear that the overwhelming majority of physicians in Egypt graduated and have specialized without formal education about the disease. Continuing medical education (CME) programs are provided to physicians in Egypt and other Gulf countries. To plan for such programs, however, the extent of the knowledge and needs among physicians must be determined. This paper reports findings from an assessment of the AIDS education needs of two groups of physicians. One group was comprised of 330 physicians working in Alexandria, Egypt, in maternal-child healthcare units, school health units, and health offices. The second group included 144 physicians working in primary health care centers in the Asir Region of southwestern Saudi Arabia. The demographic and sociocultural background of both groups was similar; respondents were of mean age 36 years and approximately 65% were male. Similar deficiencies were found in their knowledge about AIDS, especially modes of transmission. 20% of the physicians considered themselves to have only minimal knowledge about AIDS and 97% of both groups were very interested to learn more about the disease. 8.2% and 13.2%, respectively, believed that a cure exists for AIDS, while 5.5% and 6.9%, respectively, thought that vaccines are available against the disease. Only 16.7% and 11.8% of physicians, respectively, recommended keeping identified cases of AIDS in the community, with the remainder endorsing confining people with AIDS to hospitals or elsewhere in isolation. These results highlight the urgent need to develop an AIDS-specific CME program for medical practitioners in Egypt and Saudi Arabia. 62.5% of the physicians preferred to receive CME from lecturers, 50.3% from books and periodicals, 44.8% in conferences, and 42.1% in workshops.
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Appropriate choice of technology: What can South Africa learn from the newly industrialised countries? - Smith, Andrew; Jafta, Rachel (Development Southern Africa, 1995)
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The seismicity, seismotectonics and earthquake hazards of Libya, with detailed analysis of the 1935 April 19, M = 7.1 earthquake sequence - Suleiman, Ayman; Doser, Diane I. (Geophysical Journal International, 1995)
We have investigated the seismicity of Libya in order to understand better the earthquake hazards, the tectonics of the region, and the present-day evolution of the Sirt basin. We first relocated all events occurring between 1931 and 1988 using a bootstrap location technique. We then determined focal mechanisms from first-motion data. Finally, we used waveform modelling techniques to determine source parameters for the 1935 main shock and its two largest aftershocks.
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Distance education in Tanzania and Zimbabwe - Zindi, Fred; Aucoin, Robert (Open Learning: The Journal of Open and Distance Learning, 1995)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsFred ZindiIn this article Fred Zindi, Professor in the Department of Educational Foundation at the University of Zimbabwe, and Robert Aucoin, graduate student at Concordia University, Montreal, take a close look at two African countries, Tanzania and Zimbabwe, which have had a long history of distance education dating back to the pre‐colonial period. The problems of technology, funding and administration faced by the two countries in their bid to implement distance education programmes are also examined and suggestions for improving future programmes made.
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Quaternary volcanoes and faults in the Kenya rift from the air(Photo) - Sawada, Yoshihiro (Earth Science (Chikyu Kagaku), 1995)
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An economic analysis of potential impacts of climate change in Egypt (Fuel and Energy Abstracts, 1995)
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Egypt partners focus on education. Youth initiatives. (PubMed, 1995)
The Centre for Development and Population Activities (CEDPA) and other Egyptian partner organizations have begun a 5-year project that focuses on empowering women through expansion of educational access to girls and young women. "Partnership Projects for Girls and Young Women", which will cost $6.8 million, implements basic strategies that can be adapted at the community level by partnerships of nongovernmental organizations (NGOs), local leaders, parents, and educators. Guidance regarding research, policy, and communications will be provided by a national advisory committee. The project agreement was signed at the opening ceremony of the Cairo population conference by Peggy Curlin, president of CEDPA, and Brian Atwood, of the US Agency for International Development. CEDPA has established a Cairo office that will manage the project; the project director is Julia Hanson Swanson. Training, advocacy, and development of pilot projects will be emphasized the first year. The Institute for Training and Research in Family Planning (ITRFP), which is directed by Salha Awad, in collaboration with the Governors' Councils of Women, will advocate for increased resources for girls. The Coptic Evangelical Organization for Social Services (CEOSS) will introduce pilot projects in 2 communities in Upper Egypt that are designed to increase enrollment of girls in primary schools. The Alliance for Arab Women will support advocacy by NGOs for girls and young women at the World Conference on Women in Beijing.
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For African-American College Students: More Black is now More Beautiful (Journal of Blacks in Higher Education, 1995)
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Is Illinois Curtailing the Entry of African Americans into Higher Education? (Journal of Blacks in Higher Education, 1995)
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Magnitude-intensity and intensity-attenuation relationships for Atlas region and Algerian earthquakes (International Journal of Rock Mechanics and Mining Sciences & Geomechanics Abstracts, 1995)
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Medieval mythography: from Roman North Africa to the School of Chartres, A.D. 433-1177 (Choice Reviews Online, 1995)
The mythic world of Juno, Jupiter's consort, is one of flesh and begetting, of suffering and death, and of poetry itself. Exploring the relationship between that realm of the classical gods and the sphere of medieval mythographers, this work illuminates the efforts of medieval writers to understand human existence and the forces of nature in relation to Christian truth. The first of two books that together will trace the history of medieval mythography from the 5th through the 15th centuries, this monumental volume serves as a resource for anyone concerned with survival of the classics and for everyone interested in medieval ideas about mythological figures. Aeneas travelling to the Underworld to seek his father's advice, Orpheus seeking his lost Eurydice, Hercules braving Cerberus or Hydra - the author analyses the ways in which these heroes became models for the Christian seeking wisdom, love and salvation. She tracks the evolving meanings of Cupid's quiver, Bacchus's fan and the asp whose bite sent Eurydice to Hades, making accessible a huge body of work that has often seemed too abstruse for even a sophisticated medievalist. The text also sheds light on the mythographers' complex textual use of Juno (whom she calls the Virgin Mary); she contends that the mythographers' empowerment of pagan heroes and goddesses is evidence of their feminisation of church traditions. The book's chronological organisation permits easy access to information on influences and schools and conveys a strong sense of how the commentaries reflect their historical and intellectual setting. The book is illustrated with 31 photographs of medieval manuscript pages depicting the mythographers' Christianised classical gods and heroes.
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Opportunities for U.S. College Students to Study at African Universities (Journal of Blacks in Higher Education, 1995)
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Gender equity as a challenge for implementing EFA: recounting gender issues in the provision of education for all in Kenya - Abagi, Okwach (1995)
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The Crisis of Ethiopian Education: Some Implications for Nation-Building (review) - Abbink, Jon (Northeast African Studies, 1995)
Book Reviews 203 In reading this text, however, it should be noted that the Ethiopian Jewish community is no more. Virtually all Fälasha/Betä Esra'el have emigrated from Ethiopia to Israel, the last big airlift operations were completed in May 1991 and August 1991. Kaplan's review of the history and doctrine of the Beta Esra'el will sound familiar to those who follow the literature on the subject, but it offers a good "state of the art" survey of this group just before its emigration. Many elements of their traditional way of life will likely be transformed into their new location, and it is essential to have this background when assessing the reconstitution of this community there. The chapters on the religious texts and on spiritual life are now mainly of historical value since in Israel, the Beta Esra'el (with the exception of some priests) do not know of these religious tractates, injunctions , fast days, prayers, etc., and, in the nature of things, "Beta Esra'el religion" is withering away in Israel. In his other publications, Kaplan has offered more relevant innovative contributions to the study of Fälasha/Betä Esra'el history; indeed, in many respects the subject is fortunate in having him as one of its foremost scholars. Jon Abbink University of Nijmegen The Crisis ofEthiopian Education: Some Implications for Nation-Building Tekeste Negash Uppsala: Department of Education (Uppsala Reports on Education no. 29), 1990, 112 pp. + xii. This short study by Tekeste Negash, a research associate at Uppsala University's Department of History, is meant to stimulate a public debate on Ethiopia's educational system, both in and outside the country. It is based on interviews with high Ethiopian government officials, civil servants, and teachers, on some classroom observations, and on the study of secondary literature and (internal) documents produced by various advisory and government agencies. Of course the study was 204 Book Reviews made under and refers to the former WPE (Dergue) regime, which will make some of its conclusions somewhat dated. Few observers of the Ethiopian scene will take issue with the "objective need" for such a debate on the restructuring of Ethiopia's clogged educational system; and as such, this slim volume, as a kind of informed pamphlet, serves a good purpose. Immediately after publication, in April 1990, it was available in large quantity in Addis Ababa University 's Book Centre, on the main campus. That this study will have any influence on policymaking, is, however, to be seriously doubted. First, Ethiopian educational policymakers will not really listen to the author. Second, if they are inclined to listen, they will never have the means and ability to take up its suggestions and change policy and practice along such new lines. The hope that a new policy will be developed with the participation of the social forces concerned (i.e., teachers and parents, pp. x, 93), will appear to be in vain. Third, Tekeste's report itself is somewhat disappointing in several ways; although it contains the elements of a balanced critique of the educational system, they are not really worked out. In addition, some of his proposals are rather controversial (e.g., the idea of limited access to basic education, and the division between formal and informal education, pp. 97-98). His main goal seems to be the caU for an open, organized public debate on education within Ethiopia. We find few detailed realistic proposals (p. 95f.) on how the system could be improved step by step, in the policy context of the country. Therefore, the diagnosis is—perhaps necessarily so—a bit superficial and repetitive, rehearsing what most people have already known for a long time. Also, the prescribed remedies (Chapter 5), while sensible, have little chance of being carried out. Only stubborn optimists can believe that real change will have a chance to come about in the near future. In this respect, Tekeste's book illustrates the tragedy of the tension between the lofty educational aims set by "Third World" countries and conditions of increasing scarcity, uncontrolled population growth, political instability, and power struggle. It could also be added that foreign financing of new programs in education (cf...
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HIV-preventive cognitions amongst secondary school students in Uganda - Abraham, S. C. S.; Rubaale, Tom; Kipp, Walter (Health Education Research, 1995)
A self-completion questionnaire was used to survey HIV-preventive cognitions among secondary school students in Kabarole district, Uganda. An encouraging pattern of HIV-preventive beliefs was observed, suggesting that health education efforts have been effective in establishing basic transmission knowledge, accurate risk perception and an understanding of effective precautions. Further analysis explored the prerequisites of men and women's HIV-preventive self-efficacy, and intentions and tolerance of people with AIDS. Approximately a third of variance in men and women's condom use self-efficacy, half the variance in women's condom use intentions and a quarter of the variance in men's condom use intentions was accounted for by specified variables. Results offered support for psychological relationships proposed by social cognition models and suggested specific health education targets for young Ugandan men and women.
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Training of agricultural economists in Eastern and Southern Africa - Ackello-Ogutu, Chris; Mwangi, W. (1995)
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Training of Agricultural Economists in Eastern and Southern Africa - Ackello-Ogutu, Chris; Mwangi, W. (RePEc: Research Papers in Economics, 1995)
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Education and training in library automation in Africa: IITA's contributions - Adedigba, Y. A.; Azubuike, Abraham; Ubogu, Felix N.; Adeniran, O.R. (African Journal of Library, Archives and Information Science, 1995)
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Some reflections on the development of distance education in Nigeria - Adekanmbi, Gbolagade (1995)
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Continuing Education Programmes for Socioeconomic Development in Nigeria: An Antidote for Mass Student Failure in COSC - Adeola, O Anthony (Journal of Social Development in Africa, 1995)
As a way of eradicating illiteracy globally, UNESCO declared 1990 as the International Literacy Year (ILY). This is because about 963 million adults are still illiterate all over the world and this colossal figure can inhibit development effort in each of the countries concerned. Since most developing countries of Africa do not have less than a 60% illiteracy rate, efforts must be intensified to drastically reduce this figure. Education the world over is a strong weapon of social change, a bedrock of national socioeconomic development and an instrument for breaking the backdrop of oppression, ignorance, victimisation and perpetual dependence. This paper analyses the roles which a Continuing Education Programme (CEP) could play in assisting with the individual's growth and development in any society. A general overview of the modus operandi of the CEP in Nigeria is made and used as a signpost for stimulating educational advancement in Lesotho. This is with a view to improve not only the failure rate of students at the COSC examinations but also as a means of adequately integrating the illiterate returning adult miners into society through the provision of viable functional and vocational education. Recommendations are made as to the modalities of effectively conducting Continuing Education Programmes, in particular for the institutions that are supposedly charged with the responsibilities of organising non-formal education programmes in Lesotho. One hopes that the detailed analysis regarding the methodology of CEP could even be adopted and/or adapted by other developing countries of Africa as a way of stimulating educational development and thus eradicating illiteracy and ignorance.
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Infant mortality and mother's education in Ondo State, Nigeria - Adetunji, Jacob Ayo (Social Science & Medicine, 1995)
A bivariate analysis of infant mortality in the 1986/87 Ondo State Demographic and Health Survey data indicates that children of secondary school graduates experienced a higher rate of infant mortality than children of less educated mothers. Although this pattern has also been shown in a few other Demographic and Health Surveys, this paper explores the Ondo State data to explain why infant mortality showed such a counterintuitive pattern in relation to maternal education. This search for an explanation of the pattern started with an examination of the data for errors and then proceeded to examine the importance of some intermediate mechanisms that had been suggested for the education-child survival relationship. The results suggested that data errors, use of health services and quality of maternal care were not enough to explain the relationship. Rather, results of a logistic regression analysis showed that breastfeeding duration and maternal age at childbirth were statistically the most significant variables for predicting infant survival in Ondo State. The inverse relationship between mother's education and infant mortality rates that was not shown by bivariate analysis came out clearly only after controlling for the effect of breastfeeding duration. The linkage between these findings and broader social and economic realities of Nigeria was provided through reviews of available information. The conclusion from the study was that, although breastfeeding and maternal age showed up as the most statistically significant variables, they apparently are just the variables that effectively captured the effects of the harsh economic conditions, especially among secondary school graduates, that prevent most young mothers from translating their child-rearing ideals into reality.
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Contraception: awareness and practice amongst Nigerian tertiary school girls. - Adinma, J. I. B.; Okeke, AC (PubMed, 1995)
Contraception is analysed in 498 Nigerian Tertiary School Girls--228 from the Medical Discipline (MD) of study and 270 from the Non-Medical Discipline (NMD). Pregnancy occurred in 30.5% of the sexually exposed students. Overall mean awareness of contraception was 70.9% while mean contraceptive usage was 23.5%. The most commonly used contraceptive method was the safe-period. Peer group constituted the highest source of information on contraception (42.6%) while lectures constituted the lowest (11.2%). Sex and contraceptive education entrenched into the country's education policy is advocated.Analysis of a sample of 498 female students in Tertiary Schools in Anambra state in Nigeria reveals 54.2% were nonmedical students (NMD) and 45.8% were medical students (MD). The mean age was 21.8 years, and 87.1% were younger than 25. 36.6% of NMD and only 20.7% of MD were exposed to sexual intercourse. Pregnancy was highest among the sexually exposed group (30.5% compared to 24.7%). The incidence of pregnancy was 14.0% for the NMD group and 3.2% among the MD group. 92.2% knew about oral contraceptives. Students were least aware of traditional methods (42.6%). Contraceptive awareness was almost the same for NMD and MD groups. Mean contraceptive usage, however, was higher among the NMD group (14.8%) compared to the MD group (8.7%). Mean contraceptive usage among both groups was 23.5%. The most commonly used method was the safe period (36.8% for NMDs and 22.5% for MDs). 1.4% indicated a lack of knowledge about sources of contraception, and 3.6% did not answer. Most students belonged to a Christian religion among this largely Igbo-speaking population. 35% belonged to the Roman Catholic Mission, which may be the reason for the low modern method use. Peers were the primary source of information on contraception.
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Making university students in Ghana information literate and information competent: the role of librarians - Adjah, Olive Akpebu (Research in review, 1995)
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The impact of health education on the knowledge and attitude of Egyptian nurses towards occupational HIV infection. - Ae, Shouman; Aa, Fotouh (PubMed, 1995)
There is a phobia about nursing human immunodeficiency virus (HIV) infected patients. This work was carried out to study the impact of health education on the knowledge and attitude of nurses, representing a stratum of health care team, about modes of transmission and prevention of occupational HIV infection. The studied population were students of the High Institute of Nursing, they were subjected to a health education program (HE), and assessment was carried out before and after this intervention. The results revealed that health education is a successful tool in improving the knowledge of the nurses and in minimizing their phobia from occupational HIV infection.
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Music in traditional African education - Agak, Hellen Atieno Odwar (1995)
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Collection and evaluation of Kenyan tomato landraces with special reference to salt and drought tolerance - Agong, Stephen Gaya (1995)
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Womens education employment and fertility in Egypt 1991. - Ahmed, Ferial A.; Mohamed, Amany M.; Khalil, Mervat M. (1995)
This study examines the proximate determinants of fertility in Egypt. Data are obtained from the 1991 Egypt Maternal and Child Health Survey among 10041 ever married women aged under 55 years. The analysis is based on the framework developed by Bongaarts which identifies proximate fertility variables as the index of marriage contraception abortion and postpartum infecundability. The total fertility rate is estimated based on proximate variables and the level of education and work status. Findings indicate that the variation in fertility between educated and uneducated women and working and nonworking women was related to differences in several proximate determinants of fertility: the proportion married contraceptive use and lactation infecundability. The index of marriage reduced fertility by 24%: 28% among educated women and 19% among uneducated women. The effects of the marriage variable on fertility were strong among educated women. The effects of lactation on fertility were strong among ever and never working women. Contraception contributed to fertility reduction by 45%: 52% among educated women 44% among uneducated women 48% among ever working women and 45% among never working women. Lactation reduced fertility by 31%. The differences in fertility between educated and uneducated women and ever and never working women were large. Findings indicate that the below-average fertility among educated women was due to a short duration of lactation a high degree of fertility control and later age at marriage. High fertility was maintained by uneducated women in spite of the long duration of breast feeding.
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School-books and buying power : a study of schools and prescribed books in the rural areas of Mozambique : Mozambique, 1991-92 - Åkesson, Gunilla; Gray, Madi; utveckling, Sweden. Styrelsen för internationell (1995)
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A Note on Citizenship Education in Nigeria: Retrospect and Prospect. - Akinbote, Olusegun (Canadian Social Studies, 1995)
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A Note on Citizenship Education in Nigeria: Retrospect and Prospect. - Akinbote, Olusegun (Canadian Social Studies, 1995)
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Equity-based continuing education: the Centre for Continuing Education, University of Botswana, as a model - Akinpelu, J. A. (1995)
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Upgrading secondary school teachers in Botswana by distance education: the challenge of quality - Akinpelu, J. A. (1995)
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Education statistics in the West Bank and Gaza Strip - al-Filasṭīnīyah, Dāʾirat al-Iḥṣāʾ al-Markazīyah (1995)
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Gender Religious Experience: Women and Quranic Schools in Eastern Sudan - Al-Hasan, Idris S. (Eastern Africa Social Science Research Review, 1995)
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Information for guidance and counseling in Botswana schools - Alao, A. A. (African Journal of Library, Archives and Information Science, 1995)
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Reflections on the Studying and Teaching About Africa in America - Alpers, Edward A. (Issue, 1995)
Is there an African Studies establishment in the United States? Of course there is. The academic study of Africa has mushroomed since the end of the Second World War as federal dollars were invested in graduate training programs so that the United States would be able to cope with the challenges posed by the coming to independence of former colonial territories in Africa from 1956 onward. Most of this money went to major research universities. Accordingly, the training in African Studies that evolved at these centers was rooted in the historical development of western academic disciplines, the history of race and power in America, and hegemonic control over the discourse on Africa in America.
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Perception of Family Competence and Adaptation to Illness among African Americans with Disabilities - Alston, Reginald J.; McCowan, Carla J. (Journal of Rehabilitation, 1995)
Family involvement in the rehabilitation success of persons with disabilities has received greater attention in health and human services. For instance, several authors have suggested that family competence is a key factor of family influence on psychosocial adaptation to disability (Dew, Phillips, & Reiss, 1989; Herbert, 1989; English, 1983; Power & Dell Orto, 1980). Family competence can be described succinctly as the degree of familial support provided for individual as well as family growth and the ability of the family to adapt to new situations (Bochner & Eisenberg, 1987). As contended by Seligman (1991), healthy and competent family functioning can alleviate the psychological stresses as well as facilitate the life maintenance challenges associated with caring for a family member who has a disability. There is no one type, organizational structure, or relational configuration which typifies healthy family functioning (Rigazio-Digillo, 1991). The disposition of a family is largely defined by the culture from which it emanates. Therefore, it is necessary to recognize that the nature of the family and its concepts of health vary widely among cultures. For example, the African American community contains cultural characteristics (e.g., extensive kinship networks) that influence the systemic functioning of families indigenous to the culture. Consequently, the issue of family competence becomes critical when examining the role of the family in psychosocial adjustment for African Americans with disabilities. The functioning of any family, regardless of ethnicity, is affected by a traumatic life event such as the onset of disability and its complications. Consequently, the family system is generally reorganized because of the implications of disability (e.g., mobility limitations, dietary regimens). The reordering of system dynamics facilitates adjustment for both the family and the member who has a disability. The quality of family competence preceding the onset of a disability is a primary determinant of whether family members can expeditiously alter behaviors and attitudes to cope with the stress engendered by the disability. For instance, Morrison (1982) noted that a client's adjustment to loss of sight is closely related to the family's attitudes, behaviors, and perceptions about blindness. As suggested earlier, family traits such as attitudes are partly explained by the rules and norms of the family's ethnic culture. According to Roberts and Magrab (1991), each family has patterns of interaction that are manifested during times of challenge such as adjustment to disability. These patterns consist of styles of conflict resolution and problem solving, processes of decision making, and role expectations for its members. In a study of cancer surgery patients and their spouses, Keitel, Cramer, and Zevon (1990) found that patterns of interaction characterized by escape and avoidance were positively correlated with psychological distress for both parties. Evans et al. (1987) investigated treatment adherence and family interaction after stroke. They found that patient adherence to treatment was significantly related to affective involvement, communication, and problem solving among family members. Vargo (1983) explored the coping patterns of men with spinal cord injury and their spouses. The author discovered that the wife assumed the role of protector. New routines were established and some order restored in their lives by the wife performing tasks previously reserved for the husband. The aforementioned studies are significant because credence is given to the suggestion that adjustment to disability is related to general family competence and patterns of interaction. Several authors have examined the patterns of functioning in African American families (Hill, 1972; Hines & Boyd-Franklin, 1982; McAdoo, 1983; and Ho, 1987). These authors have suggested that the African American family has evolved unique patterns of competence that serve as buffers to the stressors and crises (e. …
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Archives and Manuscripts Collections Relating to Africa Held at the School of Oriental and African Studies, University of London - Anderson, David M.; Seton, Rosemary (History in Africa, 1995)
Readers of this journal will surely be familiar with the excellent research collection of published materials on Africa held in London by the library of the School of Oriental and African Studies (SOAS). This remains the foremost collection of its kind in Europe, and has long been widely used by visiting scholars from all around the world. But it is less well known that the library also houses a substantial and rapidly expanding collection of primary source materials, many of which relate to the history of Africa. This brief report on the archives and manuscripts relating to Africa housed in the SOAS library offers an introduction to this collection, along with an annotated listing of current holdings. With the exception of one or two of the larger items, the majority of the archive materials on Africa have been relatively little used by scholars to date, and it is to be hoped that the publication of this report will encourage greater use of this increasingly important collection. The library has collected manuscripts in various African and Asian languages since its inception in 1916, but it is only since 1973, when a new purpose-built library was opened, that the School has begun to take in deposits of modern archives and to build up its collections of manuscripts relating to Africa and Asia. Since then the collection has developed considerably, the principal focus being upon the records of missionaries and missionary organizations, of humanitarian groups and non-governmental organizations and those who worked with them, and business records and the papers of those involved in business.
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Literacy and Education in the African American Experience - Anderson, James D (1995)
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The planning of technology education for South African schools - Ankiewicz, Piet (International Journal of Technology and Design Education, 1995)
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Prescribing pattern of antibacterial drugs in a teaching hospital in Gondar, Ethiopia. - Aseffa, Abraham; Desta, Zeruesenay; Tadesse, Iyasu (PubMed, 1995)
The prescribing pattern of antibacterial agents was analyzed by reviewing case notes of 407 patients discharged between October and November 1992 from a teaching hospital in Gondar, North-West Ethiopia. Seventy percent had received one or more antibacterials. Most exposure was in surgical ward (84%) followed by paediatric (82%), orthopaedic (78%), medical (72%), gynaecologic (58%) and obstetric (20%) wards. The antibacterials most frequently prescribed were penicillin G (25%), chloramphenical (24%), and ampicillin (20%). The total list numbered 13 and included no cephalosporines or quinoline derivatives. The preliminary survey indicated an inappropriate use of antibacterials and suggested the need to develop a policy on hospital antibacterial use.
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The Politics of Multicultural Education in South Africa: Vogue, Oxymoron or Political Paralysis. - Asumah, Seth N.; Hlatshwayo, Simphiwe A. (Western journal of black studies, 1995)
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Earthquake Activity in the Aswan Region, Egypt - Awad, Mohamed; Mizoue, Megume (1995)
The November 14, 1981 Aswan earthquake (M L = 5.7), which was related to the impoundment of Lake Aswan, was followed by an extended sequence of earthquakes, and is investigated in this study. Earthquake data from June 1982 to late 1991, collected from the Aswan network, are classified into two sets on the basis of focal depth (i.e., shallow, or deeper than 10 km). It is determined that (a) shallow seismicity is characterized by swarm activity, whereas deep seismicity is characterized by a foreshock-main shock-aftershock sequence; (b) the b value is equal to 0.77 and 0.99 for the shallow and deep sequences, respectively; and (c) observations clearly indicate that the temporal variations of shallow seismic activity were associated with a high rate of water-level fluctuation in Lake Aswan; a correlation with the deeper earthquake sequence, however, is not evident. These features, as well as the tomographic characteristics of the Aswan region (Awad and Mizoue, this issue), imply that the Aswan seismic activity must be regarded as consisting of two distinct earthquake groups. We also relocated the largest 500 earthquakes to determine their seismotectonic characteristics. The results reveal that the epicenters are well distributed along four fault segments, which constitute a conjugate pattern in the region. Moreover, fault-plane solutions are determined for several earthquakes selected from each segment, which, along with the 14 November 1981 main shock, demonstrate a prominent E-W compressional stress.
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Ten Years of the National Policy on Education in Nigeria: An Assessment of Policy on Special Education - Awanbor, David (International Journal of Disability, Development and Education, 1995)
The National Policy on Education in Nigeria is an important document that had attractive plans for the Educational System of the country in general and, in particular, for persons with a disability. As the policy concerns the welfare and education of persons with a disability, its implementation has been fraught with the problem of lack of a legal document to regulate implementation activities. Basic to this problem, of course, are those of funding, limited definitions and policy objectives. This paper highlights these problems with brief discussions and concludes with suggestions for effective implementation.
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Nigerian Teaching Faculty Members' Perceptions of Librarians: a Survey - Awogbami, Popoola A. (Libri (Copenhagen), 1995)
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HIV/AIDS education and counselling: experiences from Ghana - Awusabo–Asare, Kofi (1995)
This paper describes some of the approaches adopted in three settings in Ghana to provide community education and counseling for communities patients and their relatives on HIV/AIDS infection. The three areas are Berekum District of Brong-Ahafo Region Manya and Yilo Krobo Districts of Eastern Region and Assin District of Central Region. The services are operated from the Berekum Holy Family Hospital the Agomanya Saint Martin de Porres clinic and the Assin Fosu Saint Francis Xavier Hospital all Catholic Church-owned hospitals. HIV education and counseling and intervention strategies are presented. Community-based care at Agomanya-Krobo the Berekum Project and the community-based project at Assin-Fosu are then described in a section on the national response to HIV infection in Ghana. The strategies described constitute major innovations in public health education and counseling in Ghana. However that all of the projects depend upon external assistance has serious implications for project continuity and sustainability.
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A study of effectiveness and process of adult literacy education programme in Kenya: a case study of Kisumu and Siaya Districts Of Nyanza Province - Ayot, Robert M (1995)
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DROUGHT, AGRICULTURE ANDENVIRONMENT: A CASE STUDY FROM THEGAMBIA, WEST AFRICA - Baker, Kathleen M. (African Affairs, 1995)
Journal Article DROUGHT, AGRICULTURE ANDENVIRONMENT: A CASE STUDY FROM THEGAMBIA, WEST AFRICA Get access KATHLEEN M BAKER KATHLEEN M BAKER Dr Kathleen M. Baker teaches in the Geography Department, School of Oriental and African Studies, London. Thanks are due to Bashira Jahumpa, Ismaila Sagnia of Action Aid, Omar Ngum and T jmin Jarjusey for help with the fieldwork. Thanks are also due to Mrs C. Lawrence for drawing the maps and diagrams and to SOAS, University of London, for funding the fieldwork in The Gambia. Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 94, Issue 374, January 1995, Pages 67–86, https://doi.org/10.1093/oxfordjournals.afraf.a098803 Published: 01 January 1995
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Language, learning, and linguistic competence of African American children: Torrey revisited - Ball, Arnetha F. (Linguistics and Education, 1995)
This article reports on a two-part study of African American children's uses of various forms of the /-s/ suffix. Part 1 of the research consists of a careful replication of Torrey's (1972) experimental study to investigate the correlation between language and educational achievement. This replication study involved the administration of a series of pre- and posttest measures to determine surface-level uses of four /-s/ morphemes among 17 second-grade students. In addition to these assessment measures, a worksheet-based, explicit instructional program took place between the preand posttests in order to establish whether training could have the effect of bringing to a surface level the sibilant morphemes that might otherwise be hidden in the students' underlying grammar. Part 2 consisted of a replication of Torrey's study with a slight variation to her instructional component. This part of the study administered Torreýs pre- and posttest measures to a different group of 14 second-grade students, but provided a literature-based instructional program in which the students were taught the various /-s/ morphemes using multicultural and African American literature. Findings revealed that the explicit instructional approach was most useful when teaching some morphological concepts but a literature-based instructional approach was most useful when teaching others. These findings suggest the need to reflect diversity and flexibility in the design and implementation of assessment and instructional materials. The findings also suggest that decisions about teaching Mainstream American Academic English (MAAE) to speakers from diverse linguistic backgrounds should be based on students' overall patterns of linguistic competence rather than on observations of their language use in limited contexts. A number of implications for classroom practice are considered, including the need to develop links between studies in language and linguistic competence and the planning and implementation of learning programs.
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Student Life at the University of Zambia: Strikes, Closures and the Disruption of Learning, 1965-1992 - Balsvik, Randi Rønning (1995)
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The learning profile of somali students - Bandiera, Milena (1995)
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Health and HIV/AIDS Education in Primary and Secondary Schools in Africa and Asia - Policies, Practice and Potential: Case Studies from Pakistan, India, Uganda, Ghana - Barnett, Elizabeth D.; Koning, Korrie de; Francis, Victoria (RePEc: Research Papers in Economics, 1995)
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Health and HIV/AIDS Education in Primary and Secondary Schools in Africa and Asia - Policies, Practice and Potential: Case Studies from Pakistan, India, Uganda, Ghana - Barnett, Elizabeth D.; Koning, Korrie de; Francis, Victoria (1995)
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Health & HIV/AIDS education in primary & secondary schools in Africa & Asia - Education Research Paper No. 14, 1995, 94 p. - Barnett, Elizabeth D.; Koning, Korrie de; Francis, Victoria (1995)
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Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools - Basson, Ray; Cajee, Zeinoul Abedien (American journal of Islam and society, 1995)
An aspect of curriculum policy-making under the past Nationalistgovernment had to do with policy being used to develop and impose thestate’s nationalist and religious ideology-Christian National Educationonall schools in South Africa after its assumption of power in 1948. Oneconsequence of this policy was that the rich diversity of South Africans asa people holding to multiple, positive, and idiosyncratic beliefs linked tovarious communal identities was sacrificed to a state-imposed pseudocommonality.Part of the challenge of educational reconstruction under thedemocratic government elected in April 1994 is to develop curricula thatboth recognize the diversity of positive ideals, beliefs, and faith whileremaining impartial, if not agnostic,’ toward any one belief and to contributeto the development of a new and shared national identity.Following ministerial approval, an “Accommodation Model” forteaching religion has been announced recently. In it, schools are allowedto choose between teaching “one . . . faith” as an academic curriculum, a“world religion” curriculum, or a “combination” of the two, as religiouseducation in the core curriculum and/or as an academic subject leading tocertification. We suggest that the impetus for a world religion curriculumhas to do with a desire to develop in all students an understanding of thediversity of faiths in the country and to move away from the solely Biblecenteredprograms of the past. In this article, we consider the design of theIslamic component for inclusion as one component in the proposed worldreligion curriculum. Its purposes are considered against the backdrop of ...
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The law, linguistics, and education: Educational reform for African American language minority students - Baugh, John (Linguistics and Education, 1995)
African Americans are usually excluded from receiving federal or local funding as language minority students because English is their native language. African Americans share a unique linguistic history when compared to other immigrant groups. Slaves were separated by language upon capture in West Africa, thereby resulting in pidginization processes with English, French, Spanish, and Portuguese which flourished during the European African slave trade. Ensuing Creolization in North and South America has created special social and educational problems for descendants of former slaves. This article focuses on that problem in the United States. Evidence from law, educational policy, and linguistics is presented to claim that current linguistic regulations are inconsistent with the educational goals espoused in “systemic reform” (see Smith & O'Day, 1991). Several misconceptions prevail in the larger society regarding African American English (AAE), and many teachers harbor some of these stereotypes, often subconsciously, but often in overtly racist ways. The belief that Black English is bad English or ungrammatical are inconsistent with empirical linguistic evidence to the contrary. These misconceptions have profound social consequences in our schools and halls of justice. Class differences in speech and race have left indelible socially stratified watermarks throughout the United States, and here I explore some sociolinguistic aspects of these problems. A central dimension of this argument focuses on the inadequacy of current language policies for African American students. Speech pathology is commonly used to diagnose African Americans for special education, but vernacular AAE is not pathological. Similarly, many African Americans are placed in bilingual education classes with students for whom English is not native (ENN); this practice is also misguided. In conclusion, I call for comprehensive programs and policies for all students that adequately account for their linguistic diversity.
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Institutional and management building in sub-saharan africa: the role of training - Bazemore, Gordon; Thai, Khi V. (International Journal of Public Administration, 1995)
In the last three years, one of the authors of this paper has co-directed a number of advanced leadership and management training sessions for high ranking government officials from mostly Sub- Saharan African countries. The tuition cost alone for each trainee is $6,500 for a three-week training session. He has been obsessed with a basic question: Is it a good investment for less-developed countries (LDCs)? An extensive literature review proves that there is no shortage of training methods and approaches available for use in management development in LDCs. However, why has the impact and effectiveness of training in LDCs not matched the institutional capacity created in the past three decades? After tracing the roots of training failure in LDCs, the authors of this paper propose an integrated training approach for management and leadership.
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Gender education and the pedagogy of difference: the African predicament - Bennaars, G.A. (1995)
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Teaching and practice of navigation in Mozambique : the impact of new technology on traditional methods - Bie, Conceicao; da, Domingos (1995)
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PACMANUS: an active siliceous volcanic-hosted hydrothermal field in the eastern Manus Basin, Papua New Guinea - Binns, RA; Parr, JM; Scott, S. D.; Gemmell, J. Bruce; Herzig, PM (1995)
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Interactional strategies and modes of adjustment : African heritage students at a four-year predominantly white institution of higher education. - Bourne, Compton (1995)
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Pastoralists, droughts, and survival in West Africa. - Bovin, M.; Negash, Tamirat Tefera; Rudebeck, L. (1995)
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Caring For The Psychological And Emotional Needs Of Children: Creating A Training Programme For The Police, Health, Education And Social Welfare Sectors In Zimbabwe - Brakarsh, Jonathan (Southern African journal of child and adolescent mental health, 1995)
(1995). Caring For The Psychological And Emotional Needs Of Children: Creating A Training Programme For The Police, Health, Education And Social Welfare Sectors In Zimbabwe. Southern African Journal of Child and Adolescent Mental Health: Vol. 7, No. 2, pp. 100-104.
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Peace Education in Post Colonial Africa. - Brock‐Utne, Birgit (1995)
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Changes in the Climate at Harbel, Liberia - Broderick, Cyril E. (Biological Agriculture & Horticulture, 1995)
ABSTRACT Liberia's climate, with the absence of South American Leaf Blight (SALB) disease, was the major factor suiting the cultivation of Hevea brasiliensis (Hevea rubber) by Firestone Plantations Company at Harbel. Notably, however, the weather was unusually hot and dry during the latter 1980's, and concerns about fires, tree survival, and economically sustainable yields surfaced. The objective was consequently set to analyze accumulated climatic data, find out if there had been significant changes in the weather at Harbel, and determine if Hevea rubber cultivation at Harbel was threatened. Meteorological data had been routinely collected per internationally-recognized meteorological procedures since 1936 at the Firestone Botanical Research Center, and 53 years of accumulated data were available. These data were tabulated, analyzed and presented herein. The data showed a trend of annual rainfall decline. The number of days with rain per year also declined, and the average temperature at Harbel rose some 0.72 Centigrade degree over the 53 year period. Number of hours of sunlight per day, as measured by the Stokes sunshine recorder, also increased over the years. The data were found to be accurate, and the manifested trends were very clear. Indications are that the absolute changes in precipitation and other climatic factors do not preclude the cultivation of Hevea at Harbel. Natural cyclic climatic changes were noted, but deforestation and other events affecting climatic changes were also cited in efforts to explain the noted changes. The implications for Hevea cultivation are that management practices will be critical in ensuing years if economically sustainable yields will be maintained from Hevea production at Harbel. This paper further recommends that every effort should be exerted in securing and maintaining continuous meteorological data at Harbel and other locations in Liberia. Such information is evidently critical and indispensible in the decision-making process for Hevea production and other agriculturally-oriented projects in Liberia and other developing countries.
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Fifth biennial conference of the South African society for teaching history. - Broodryk, M (1995)
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No Easy Road to Freedom: The New South Africa. Classroom Focus. - Brook, Diane L. (Social Education, 1995)
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Communicating with pictures: The role of pictures in health education in outpatient clinics of rural African hospitals - Brouwer, Herman (Visual sociology, 1995)
This paper explores the way in which pictures can contribute to health education in rural African hospitals. Pictures are not always effective as a means of communication with illiterates: they make use of a visual language which needs to be taught just as much as a verbal language. In order to create comprehensible and culturally acceptable pictures a certain amount of realism is important. This paper describes the factors that influence this realism and the requirement necessary for visual images in the specific situation of rural outpatient clinics.
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Exploring Ancient Nubia at the Museum of Fine Arts, Boston. A Classroom/Museum Resource on Ancient Africa for Teachers. - Burchenal, Margaret (1995)
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Opportunity for Redress: The Challenge to South African Adult Basic Education (Changes in Literacy). - Burroughs, Elizabeth I. (Journal of Adolescent & Adult Literacy, 1995)
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Groundwater Pollution Vulnerability Map of Botswana 1:1,000,000 - Busch, Marianna A.; Mabua; Mokokwe; Hoyer, K. Von (Botswana Notes and Records, 1995)
The map is an interpretation of the Groundwater Resources Map of Botswana (v Hoyer & Struckmeier, 1987) in terms of groundwater sensitivity towards pollution. Infiltrating rainwater is regarded as the sole means of transport of pollutants into the groundwater system. Migration time, decay and adsorbtion of these contaminants are determined by the amount of groundwater recharge, thickness, and properties of soils, sediments, and rocks in the unsaturated zone. The paper descriptionbes the pollution vulnerability of aquifer systems in Botswana based on five classes, (extreme, high, moderate, low, and negligible vulnerability) and three subclasses. The sub-classes are also related to groundwater quality and potential. Furthermore, the need for more legal groundwater protection is addressed. The conception of the vulnerability map is, to assist both laymen and professionals in hydrogeology. The map should serve as a general guideline for planners and decision makers with land-use development issues. Furthermore, it is designed to make the general public aware of the pollution risk of water resources and to direct their attention towards a rational use and conservation of groundwater resources. In this respect the map should also be used in the nation's secondary schools, polytechnic, and university.
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Mathematics in Egypt and its connections with the court school of Charlemagne - Butzer, P. L. (1995)
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Networks & CD-ROMs Aid Research, Development and Education in Zimbabwe - Buxton, T. K. (T.H.E. Journal Technological Horizons in Education, 1995)
Zimbabwe has sent a number of its citizens to be trained abroad, many of whom are reluctant to return and lose contact with colleagues. It has also seen a steady stream of outside experts coming in, who take months to acclimatize to our culture and to form professional contacts, then leave, taking their store of experience and acquaintance with them. Zimbabwe has shortages of both teachers and up-to-date instructional materials for the tremendous number of students enrolled in its schools. The University of Zimbabwe has scant funds for journal subscriptions and those they can afford are delayed in delivery. Many university staff would like to collaborate with their counterparts in other countries of the region. But mail is slow and unreliable; faxes are garbled, go missing and are expensive in any case; phone discussions are impossible or prohibitively expensive; and travel budgets are extremely limited. A major ingredient in the solutions to all these problems is the use of computer-based information transfer via telephone network links and CD-ROMs. This paper briefly discusses the great promise of these technologies as applied to research, education and development in Zimbabwe. A proposal for rural agencies with e-mail to incorporate rural schools in worldwide education networks is also suggested. * E-Mail: Connections & Possibilities Zimbabwe has e-mail-only connections to all surrounding countries - South Africa, Mozambique, Botswana, Malawi, Namibia and Zambia - and others as well. E-mail service is provided by two separate systems. The first is a Fidonet network of Zimbabwean machines comprising MANGO, HEALTHNET and ESANET subnets. MANGO serves Non-Governmental Organizations (NGOs); HEALTHNET serves health care workers; and ESANET is an academic network. This countrywide Fidonet is linked to an Internet provider in South Africa via a high-speed 14.4 bps modem dial-up several times per day. The other provider is a UZ Computer Centre link (uucp) to the Internet via Rhodes University in South Africa, generally called Zimbix after the name of the mail machine. Zimbix has direct-access terminals on campus and three dial-in lines as well. Both the Fidonet and Zimbix networks are increasingly used. While the two systems currently can communicate with each other, ironically, only through long-distance telephone calls to South Africa, a direct gateway between them is planned. E-mail has become so important to researchers and students, that it has been suggested that supplying e-mail to returning Zimbabweans (as well as competitive salaries) is the way to lure them away from the foreign countries many currently prefer.[1] Increasing numbers of researchers and assistance workers coming to Zimbabwe from other countries are using e-mail to find out about the country, starting their cultural adjustment well before arrival. They also remain in contact with their colleagues in Zimbabwe after they return. * UZ Medical Library The University of Zimbabwe's Medical Library serves the Medical and Nursing Science schools at UZ, as well as clinics in rural areas and any medical professional in Zimbabwe who requires its services. The library has, like other African medical libraries, severe underfunding for new books and periodicals. While interlibrary loans with other countries has been possible for some time, one has to know what information is available in order to ask for it. The Carnegie Foundation has supplied the library with computers equipped with CD-ROM drives plus subscriptions to monthly CD issues of Medline and other databases. Now users or librarians can perform Boolean searches for keyword combinations to find suitable articles. In some cases requested articles are forwarded by fax. In other cases, HEALTHNET Fidonet e-mail is used to request articles, which may be returned by fax or e-mail. News feeds, such as AIDS Update and Mednews, also arrive via e-mail; they are printed out and archived on disk for searches. …
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Alain Leroy Locke: Crusader and Advocate for the Education of African American Adults - Cain, Rudolph Alexander Kofi (Journal of Negro Education, 1995)
INTRODUCTION Harvard University-trained philosopher and Phi Beta Kappa member Alain Leroy Locke (1886-1954) achieved a number of firsts during his productive and illustrative career. The first African American Rhodes Scholar, he was also the first African American president of the American Association for Adult Education (AAAE), the premiere national organization established to address the needs of adult learners. The problem, and certainly the concern of this author and article, is the blatant absence of mention of Locke's philosophical and literary contributions to the adult education movement in the United States. It is possible that his significant involvement and leadership in the Harlem Renaissance(1) may have overshadowed his important role in this movement. However, academics, practitioners, and lay persons would be well served to become cognizant of Locke's profound impact in the field of adult education. Indeed, he was pivotal in bringing attention to the need for the mass education of African American adults in a period not far removed from the era of slavery and one confronted with a plethora of adverse conditions brought on by the migration of large numbers of southern Blacks to the large urban centers of the North. Surprisingly, noteworthy books recording the history of the adult education movement (Knowles, 1977), and a recent, rather definitive piece of research on African American adult education (Newfeldt & McGhee, 1990) make little or no reference to Locke. One of the most recent journal articles on Locke and his work in adult education appeared over 16 years ago (Hayden & DuBois, 1977), and only two doctoral dissertations have been written on Locke's involvement in this movement during the past 15 years. One of the latter focuses on Locke's noteworthy contributions from a concrete and programmatic perspective (Days, 1978). The other represents a more thorough and in-depth analysis (Guy, 1993). In addition, two books on Locke, one by Linnemann (1982) and another by Washington (1986), devote some discussion, though limited, to Locke's involvement in adult education and his views on mass education, respectively. Though there is seemingly a growing interest in Locke's work in the area of adult education, continuing efforts seem warranted. This article addresses a significant void in the literature. Therefore, the ensuing discussion examines Locke's contributions to the adult education field from philosophical, ideological, and political perspectives. Special attention will be given to his efforts and those of his African American contemporaries to articulate the needs of African American adult learners. The implications of Locke's work for current adult educational policies and practice will also be explored. LOCKE'S PHILOSOPHICAL, IDEOLOGICAL, AND POLITICAL ROOTS To fully appreciate Alain Locke's impact on the adult education movement generally and his vision for the education of African American adults specifically, it seems instructive to provide readers with some sense of his philosophical orientation. As an African American and as a philosopher drawn to the field of anthropology, Locke brought fresh ideas of an ethnocultural nature that underscored the value of teaching the histories and cultures of the many groups that peopled the American landscape. He envisioned the adult education movement as a channel for teaching people how to live in a democratic, multiethnic, and multicultural society. Though well grounded in the Socratic tradition, Locke is not particularly well known for the proliferation of philosophical treatises. However, whether addressing intellectual and/or aesthetic values associated with the Harlem Renaissance or the evolution of the New Negro of the post-World War I era, conflicts in race relations or educational equity, he was guided by the infusion of philosophical axioms as he explored and exposed the nature of human attitudes and behavior. …
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Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention - Campbell, Frances; Ramey, Craig T. (American Educational Research Journal, 1995)
Long-term intellectual and academic benefits related to early childhood educational intervention were found in a sample of students from low-income families (98% African American). The subjects were randomly assigned to preschool and school-age treatment conditions in a study design that permits a comparison of outcomes in students with preschool treatment followed by early elementary treatment (infancy–8 years), preschool treatment only (infancy–5 years), early elementary school treatment only (5 years–8 years), and untreated controls. At age 15, seven to ten years after any treatment was provided, those students who had preschool treatment scored significantly higher on individually administered tests of reading and mathematics and had fewer instances of grade retention and assignments to special education. The results support the relative efficacy of preschool treatment over that given in early elementary school. Policy implications stress the importance of providing high quality early childhood environments for impoverished children.
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Centres for Handicapped Children in Madagascar - Carme, Vincent (Vincentiana, 1995)
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Les Foyers d'Enfants Handicapes à Madagascar Andemaka, Antirabe et Taujomoha - Carme, Vincent (Vincentiana, 1995)
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An overview of distance education in Africa - Chale, E.M. (1995)
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An annotated bibliography of research into education in South Africa - Chalufu, J; Johnson, DF (1995)
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African American Faculty and White American Students - Chambers, Tony; Lewis, Jacqueline; Kerezsi, Paula (The Counseling Psychologist, 1995)
The development of culturally competent counseling skills and knowledge is experienced differently when faculty and students are from culturally and/or racially different backgrounds. This article reviews some of the factors that influence learning and teaching in counselor preparation programs when the faculty member is African American and the students are White Americans.
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Introduction to the special issues on Africanized English and education - Champion, Tempii B.; Bloome, David (Linguistics and education, 1995)
Although nonstandard dialects of English are legitimate forms of spoken language used by many Americans, students in U.S. schools must acquire writing competence using Standard English (SE). Participants in this study were 3rd- and 4th-grade African-American students who exhibited Black English Vernacular (BEV) features in their written work. Six syntactic features differing in BEV and SE were targeted. Students received one of three treatments to increase their use of the SE features in their writing: (1) exposure to SE features in stories; (2) story exposure plus explanation of SE rules; and (3) story exposure, SE rule instruction, and guided practice transforming sentences from BEV to SE features. The third treatment proved most effective in enabling students to translate BEV sentences into SE forms and to employ the targeted SE features in their free writing. Results indicate that having students practice translating nonstandard sentences that typify their own writing and providing corrective feedback are effective for teaching them to use SE forms in their writing. Findings are interpreted to support a social-cognitive view of self-regulated learning.
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Introduction to the special issues on Africanized English and education: Part 2 - Champion, Tempii B.; Bloome, David (Linguistics and Education, 1995)
In most online intercultural exchange activities involving English learning, students and classes in English-speaking countries serve as partners to English learners in expanding-circle countries. Most studies on such exchanges focus on participants' learning in language and/or culture. This study investigates something different: How do NNS-NNS/ELF (English as a lingua franca) online communication activities affect learners' belief of English, including their ideas of and attitude toward English native speakers, the cultures behind English language, and their identity and relationship with English. 58 Taiwanese students and 48 Indonesian students participated in the two-semester project using English as a lingua franca. Data includes questionnaires conducted before and after the experiences, students' correspondence records, messages they left in the online exchange forums, students' reflections after each semester, and students' retrospective interviews after the experience. Results indicate that although most students' beliefs about English remain consistent with the traditional NS-based ELT paradigm, students cared less about grammar after using English as a lingua franca in their written communication. Students gained confidence and started to perceive English as a language they may be able to use. Pedagogical implications and suggestions are also discussed.
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Strategic gender needs: a challenge to education in Kenya - Chege, Fatuma N. (1995)
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Devolution and evolution of technical/vocational education curriculum in Zimbabwe - Chinyamunzore, N.N. (1995)
The paper discusses issues related to the requirements and provision of technical/vocational curricular as it relates to political and socio-economic demands of the day. Early technical/vocational education in Zimbabwe developed with a strong religio-political curriculum. After independence in 1980 new political socio-economic issues became determinants of curricular development. The specific provision of technical/vocational education as it adapts to the world of employment has be analysed. The role technical/vocational education assumes in the economy has been established . Employment opportunities of the youths as they leave school and other options of employment have been outlined with Zimbabwe as the case. The curricular evolution and devolution over the years has been outlined analysed. The style of education in the last two years of secondary technical/vocational was described. This paper notes that future technical/vocational curriculum should include, besides design and technology, trade and technical skills, an entrepreneurship training to prepare youths for employment and creation of smaller businesses in the easier informal sector of the economy. This should be done without loosing site of the employment opportunities that still lie with the formal industrial sector.
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Biochemistry teaching in Mauritius - Choolun, Rajindranath (Biochemical Education, 1995)
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Transition tricks? Policy models for school desegregation in South Africa, 1990‐94 - Christie, Pam (Journal of Education Policy, 1995)
Abstract Abstract Political transition in South Africa has proved to be a contradictory, contested and faltering process. One of the sites of greatest social conflict and breakdown since the mid‐1970s has been the apartheid education system. Yet, during the three years following De Klerk's historic moves towards a ‘new South Africa’, there were no fundamental attempts to address the overall education crisis through policy change. A key issue in the educational dispensation is the future of the comparatively small number of well‐resourced, well‐functioning historically white schools. This article analyses the desegregation of these schools to illustrate trends in state policy which are likely to influence the future educational settlement. It argues that the De Klerk government's policies around school desegregation exhibit a complex mix of privatization and devolution as part of a strategy to protect vested interests in the historically privileged sector of white education. The policy shift towards desegregation itself reflects the contradictions of the transition as well as the resourcefulness of the apartheid state in securing patterns of privilege at a time of political transition.
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On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications - Cizek, Gregory J. (Review of Educational Research, 1995)
This article responds to a recent review essay by King (1993) on the limited presence of African American teachers in American elementary and secondary education. The purpose of this response is twofold. First, it is suggested that the original work leaves some of the issues surrounding attracting and retaining elementary and secondary school teachers unaddressed, leaves some conflicting empirical work unsynthesized, and provides interpretations and policy suggestions that do not necessarily directly follow from the empirical evidence. Second, this response highlights an emerging problem in educational research. It suggests that a productive and worthwhile area of inquiry would be one in which educational researchers examine how “crises” in education emerge, how they are defined and constructed both within and outside the field of education; and how educational researchers respond to educational crises. It is hoped that these substantive and policy concerns will begin to receive additional attention from educational researchers and policymakers.
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The curriculum and pupils' responses : a case study in an open secondary school in South Africa - Cohen, Susan Baker (1995)
A Dissertation Submitted to the Faculty of Education University of the Witwatersrand, Johannesburg for the Degree of Doctor of Philosophy
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Negotiating Identity in Academic Writing : Experiences of African American Women Doctoral Students - Comfort, Juanita Rodgers (1995)
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Hanging in There: Behavioral, Psychological, and Contextual Factors Affecting Whether African American Adolescents Stay in High School - Connell, Joseph H.; Halpem-Felsher, Bonnie L.; Clifford, E. M.; Crichlow, Warren; Usinger, P. (Journal of Adolescent Research, 1995)
This longitudinal study of 443 urban African American adolescents examined behavioral, psychological, and contextual predictors of staying in high school. Behavioral factors examined in 7th, 8th, and 9th grades were attendance, suspensions, grades, test scores, and grade retention; psychologicalfactors examined were students'engagement in school, their self-system processes, and their experience of support from adults at home and in school. Neighborhood composition and family economic resources were included as contextual variables. Path analyses revealed that students who avoided risk behavior in junior high school and reported themselves as more engaged were more likely to remain in high school 3 years later; engaged students reported more positive perceptions of competence, autonomy, and relatedness in the school setting than less engaged students did; students'reports of supportfrom home andfrom school influenced the three self-system processes; males from more advantaged families reported less support from adults in their school; females from poorer families reported less support from adults at home; malesfrom poorerfamilies were more likely to exhibit educational risk behavior; and males from less poor neighborhoods were more likely to stay in high school. Results are discussed in light of motivational and cultural-ecological perspectives.
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[Strategies for agricultural education and training in Portuguese-speaking Africa] - Correia, Maria da Luz; Cabral, Carmen Lúcia de Oliveira (1995)
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11. The Dhamar Building Education Project, Yemen; Case Studies Summary - Cory, Alistair (1995)
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[Niger: nutritional recuperation and education in a sub-Saharan urban area]. - Coton, T; Thomas, Cheryll C.; Demortière, Éric; Bernadet, Elena Bernadet (PubMed, 1995)
Located in Niamey, capital of Niger, a Sub-Saharian country where the rate of acute malnutrition in children is estimated at 16.8 percent, the National Armed Forces Center for Nutritional Rehabilitation and Education has been expanding its activities since 1986. The center offers curative and educational services to the children of military personnel and the population in neighboring districts. These services are regularly scheduled two and a half or three hours each morning five days a week. In 1990 our center received 115 malnourished children detected either during consultations or infant weighing sessions. Twenty-seven presented moderate protein-caloric malnutrition and 28 serious malnutrition. Medium age at admission was 11 months 16 days and medium length of stay was 9.5 days. Long-term recovery was confirmed in 30.5% while 69.5% were lost from follow-up. Keeping a healthbook throughout the weight control period, enforcing coercive measures for military families, organizing a permanent campaign to maintain awareness of nutritional problems, prolonging opening hours to improve access to the center, and above all improving the level of women's education are necessary to improve these results. Primary prevention requires better family planning with a longer interval between births.
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The Introduction of Technology Laboratories into Schools in the Disadvantaged Communities of the Republic of South Africa - Cotton, Arthur (1995)
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History's Milestones of African-American Higher Education - Cowan, Tom; Maguire, Jack (The Journal of blacks in higher education, 1995)
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Writing, Teachers and Students in Graeco-Roman Egypt - Cribiore, Raffaella (1995)
Papyri problems and exercises on papyri and ostraca, work books and text books provide some of the richest evidence for the processes of education in the Roman world. This study examines how the skill of writing was taught, and how it was learned.
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Writing, Teachers and Students in Graeco-Roman Egypt - Cribiore, Raffaella (1995)
Papyri problems and exercises on papyri and ostraca, work books and text books provide some of the richest evidence for the processes of education in the Roman world. This study examines how the skill of writing was taught, and how it was learned.
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Writing, Teachers and Students in Graeco-Roman Egypt - Cribiore, Raffaella (1995)
Papyri problems and exercises on papyri and ostraca, work books and text books provide some of the richest evidence for the processes of education in the Roman world. This study examines how the skill of writing was taught, and how it was learned.
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Writing, Teachers and Students in Graeco-Roman Egypt - Cribiore, Raffaella (1995)
Papyri problems and exercises on papyri and ostraca, work books and text books provide some of the richest evidence for the processes of education in the Roman world. This study examines how the skill of writing was taught, and how it was learned.
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Writing, Teachers and Students in Graeco-Roman Egypt - Cribiore, Raffaella (1995)
Papyri problems and exercises on papyri and ostraca, work books and text books provide some of the richest evidence for the processes of education in the Roman world. This study examines how the skill of writing was taught, and how it was learned.
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Was the Land of Ottoman Syria Miri or Milk? An Examination of Juridical Differences within the Hanafi School - Cuno, Kenneth M. (Studia Islamica, 1995)
L'A. affirme que la situation de la Syrie ottomane est plus complexe qu'on veut bien le croire. Tandis que la these de la mort des proprietaires a ete acceptee par la plupart des juristes Hanafi en ce qui concerne l'Egypte, elle ne l'etait pas par le mufti palestinien Khayr al-Din al-Ramli (1585-1671) parce qu'elle ne s'applique pas a l'ensemble des provinces syriennes. Les conditions locales et les traditions n'etaient pas les memes d'une province ottomane a l'autre. L'A. montre que les debats sur le statut de la terre agricole en Syrie temoignent des interets des classes sociales des juristes
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[Epidemiology of schistosomiasis in a suburban school area of Bamako (Republic of Mali)]. - Dabo, Abdoulaye; Sacko, Moussa; Touré, K.; Doumbo, Ogobara K.; Dialo, A (PubMed, 1995)
Epidemiology of schistosomiasis has been assessed in October, 1990 in three primary schools of a suburban district of Bamako: Magnambougou. It was a cross sectional study which was carried out on an hazardous sample of 549 pupils of 7 to 14 years old. The Kato-Katz and urine filtration methods were used to search schistosome eggs. The prevalence rate was 50% (256/512) in Schistosoma haematobium and 5.6% (26/464) in S. mansoni. Children from 11-14 years old were more infected by Schistosoma haematobium (59.4%), than those from 7-10 years old (35.2%) (p < 0.005). Among these children, 26.2% excreted more than 100 eggs per 10 ml of urine. The infection did not varied significantly no matter what the sex is (53.7 and 44.8% respectively in boys and girls) (p = 0.05). According to the residence, pupils living in Magnambougou were more infected (54.9%) than those of others district (31.1%) (p < 0.001). Likewise, S. haematobium infection was more important in A and C schools (64.9 and 73.2% respectively) than in B school (11.2%) (p < 0.001). Two major snails species which are the intermediate hosts of urine schistosomiasis in Mali (Bulinus truncatus and Bulinus globosus) were found in the shelters: however, B. truncatus was only infected in 13.1% (19/145). Contamination was local and "ruralization" activities (particularly gardening) seemed to be the most important displaying factor.
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RESEARCHING DRAMA AND THEATRE IN EDUCATION IN SOUTH AFRICA - Dalrymple, Lynn (South African Theatre Journal, 1995)
ABSTRACT The paper examines some research paradigms and discusses methods and methodologies that may best yield answers in the context of drama and theatre in education. The nature and meaning of research is discussed in relation to drama and theatre studies in South Africa. Research in education is broadly categorized as positivist, interpretive and critical. These categories are related to research described at two international conferences in drama and theatre in education held in 1995. Ethnographic methods are identified as significant in this field and participatory action research (PAR) is discussed in relation to a project for HIV/AIDS and life skills education in KwaZulu-Natal. The paper concludes with some ideas about choosing and applying appropriate research methodologies, and for developing research designs and priorities in South Africa.
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Accompanying Document: The Lesotho Council of NGOs Field Manual for NGO Drought Emergency Response - Danzoll, Charles (1995)
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Teachers' predictions and pupils' destinies: A West African survey - Daun, Holger (International Review of Education, 1995)
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Research and Development of Moderated Interactive Training Sessions (MITS): a substance use prevention package for African-American parents of adolescents - Day, Harry R. (Drugs: Education, Prevention and Policy, 1995)
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(Sesquicentennial) African-American and Other Minority Law Students and Alumni - Daye, Charles E. (1995)
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Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / by Nega Worku Debela. - Debela, Nega (1995)
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[Soils of volcanic origin in Syria, properties and types] - Deeb, B. (1995)
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TDEM Soundings for Locating Aquifers inside the Caldeira of Fogo Active Volcano, Cape Verde Islands - Descloîtres, Marc; Ritz, Michel; Mourgues, P. (1st EEGS Meeting, 1995)
Fogo is the highest island of the archipelago of Cape Verde situated 500 km west from Senegal (West Africa). It is an active volcano with a diameter of 27 km and geological outline can be describe as follow: in the beginring, a predominantly effusive vólcanic activity has formed the lower cone overlying a carbonatitic basement.
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Impact of Educational Technology on Teacher Education. Proceedings of the Third Teacher Education Conference. The Concern of Kenya, the Quality Teacher for the 21st Century and Beyond. Ministry of Education, Republic of Kenya, Published by Jomo Kenyatta Foundation - Digolo, O.O (1995)
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Farming and herding after the drought: Fulbe agro-partoralists in dryland Central Mali. - Dijk, J.W.M. van (Nomadic Peoples, 1995)
This paper focuses on the interaction of the cultivation of cereals and the keeping of livestock among the Fulbe in a dryland region in central Mali in the district of Douentza. This interaction is shown to be crucial for understanding the impact of variable ecological conditions, notably the Sahelian droughts of the 1970s and 1980s, on the land use strategies of the Fulbe and their former slaves, nowadays labelled Riimaybe. There are not only physical interactions between livestock keeping and cereal cultivation in the form of flows of manure and crop residues, but also institutional and social interactions. The institutional interactions take the form of land tenure arrangements which allow people to make efficient use of soil fertility and agricultural production and appropriate the manure produced by their own livestock, and which also permit the careful spacing and timing of herding and cultivation. In times of crisis the cultivation of cereals becomes the most important means of survival. In principle, temporary cultivation would allow people to rebuild their herds, and reenter the pastoral economy after some time. However, the combined effects of droughts and changes in resource tenure have had a disastrous effect on the productivity of the land use system. Bibliogr., notes, ref., sum. in French and Spanish.
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Predictors of academic performance of university students of agriculture in Swaziland - Dlamini, B.M. (UNISWA Research Journal, 1995)
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Predictors of academic performance of university students of agriculture in Swaziland - Dlamini, B.M. (UNISWA Research Journal, 1995)
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The relationship between Swaziland students' marks in agriculture national examination and school related factors - Dlamini, B.M. (UNISWA Journal of Agriculture, 1995)
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Extent of use and usefulness of microcomputers in Swaziland high schools - Dlamini, B.M.; Malindzisa, L.M. (1995)
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Attitude of first-year tertiary students toward the secondary agriculture components in Swaziland - Dlamini, M.P. (UNISWA Research Journal, 1995)
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Training and Manpower Development: The Swaziland Experience - Dlamini, Musa P. (African Administrative Studies, 1995)
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Perceived Reasons For High School Underachievement In Four Historically Separate South African School Systems - Donald, David; Green, L. (Southern African journal of child and adolescent mental health, 1995)
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Problems and Issues in Distance Learning Using Interactive Video Between the U.S. and Selected African Countries - Dooley, Larry M. (International journal of educational telecommunications, 1995)
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[Reflections on the problems and strategies for strengthening agricultural education and training in Portuguese-speaking Africa] - Doran, Nick (1995)
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Making up the deficit: a South African non‐formal education project for industrial personnel - Dovey, Ken (International Journal of Lifelong Education, 1995)
As South Africa moves towards a democratic, non‐racial constitution it faces a problem of massive social rehabilitation after the social devastation caused by the policy of apartheid. Apart from the children still within a seriously inadequate education system, millions of adults earlier received inferior, and in most instances destructive, education and are poorly equipped to participate effectively within a new political and economic dispensation. In addition black and white South Africans are expected to bond to form a new, non‐racial nation yet for generations their lives have been rigidly segregated under apartheid laws and hence they hardly know each other. Non‐formal adult education initiatives which address these needs are thus a priority in South Africa. This paper describes a collaborative attempt between a university‐based agency and several industrial concerns to address the issue of personnel development through non‐formal educational means. Using the model of guided ‘apprenticeships’ in cogn...
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Structural adjustment and the effect of drought : the case of Zimbabwe - Durkan, Joe (RePEc: Research Papers in Economics, 1995)
This paper examines the Economic Structural Adjustment Programme (ESAP) of Zimbabwe and considers the effect of drought on the realisation of targets set in the ESAP. The paper concludes that (i) the ESAP was introduced before the debt problem was serious, (ii) the structural repairs were necessary, (iii) the ESAP contained many elements designed to counter the oft-quoted adverse effects of SAPs and (iv) the drought seriously affected the realisation of many of the targets in the ESAP.
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Challenging Gender Stereotypes in Training: Mozambican Refugees in Malawi - Dzimbiri, Lewis (Development in Practice, 1995)
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Didactics or educational sciences: curriculum and instruction and the search for an alternative paradigm for effective schools in a new South Africa - Dzvimbo, Kuzvinetsa Peter (Zimbabwe Journal of Educational Research, 1995)
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[The pollution effect on "potabilization" cost of drinking-water : case of Sebou [Morocco]] - Echihabi; Foutlane; Elabbassi (1995)
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Girls and African education : research and action to keep girls in school - Educationalists, Forum for African Women (1995)
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ASSESSMENT OF METALS POLLUTION IN THE SEDIMENTS OF LAKE BURULLUS, S.E. MEDITERRANEAN, EGYPT - EI-Sammak, A. A. (1995)
The present study aims to quantify the heavy metals contents in the sediments of Lake Burullus. Cu, Pb, Zn, and Cd were analyzed using ICP spectrometer. The contamination factors (CF) were calculated for each clement. The CFs were found to fall in the following sequence : Cd > Pb > Cu > Zn. The pollution load index (PLI) was also estimated. Chernoff face analysis was used to represent the pollution extent at different stations. The level of pollution by heavy metals is mainly induced by the input from the drains, the biomineralization and the current circulations.
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Development and Implementation of a Model for Technology Education in South Africa - The ORT-STEP Experience - Eisenberg, Eli (1995)
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School life tables Egypt 1993/1994. - El-Deeb, B; Sa, Abdel-Tawab; Abdel‐Moneim, Ahmed S. (1995)
This study constructs school life tables from 1993-94 enrollment data in Egypt and examines the duration of schooling and dropout patterns. Enrollment data were obtained from the Information and Computer Services Directorate of the Egyptian Ministry of Education. Enrollment pertained to primary and preparatory schools general secondary schools 3-year technical secondary schools 5-year technical secondary schools teachers training colleges and one-classroom schools. Students were grouped by single years of age according to the most consistent age and grade assumptions. Data were aggregated into larger age groups and compared to Ministry of Education figures. Estimates by sex approximated Ministry of Education figures. School life tables were derived based on the methods of Sivamurthy and Saket (1976) Ayub (1981) and Stockwell and Nam (1963). Findings indicate that in 1993-94 a boy surviving to age 6 years could expect an average of 6.628 years of schooling. A girl could expect 5.968 years of schooling. At 11 years of age a boy could expect an additional 3.508 months of schooling. Girls lagged 5 months behind in additional years of schooling at the same age. Girls lagged only about 3 months behind males of comparable age at 14 years and 2 months at age 16 years. At 22 years there were no gender differences. Between the ages of 6-14 years boys could expect to stay in school 4.793 years while girls could expect to stay 4.373 years. Compulsory education is not yet a reality in Egypt. There was a considerable proportion of school-age population not in school. An enrolled student at any age had a good chance of getting more formal education. 39.7% of the maximum number of years of school life were not used by males and 45.7% were not used by females. 90.6% of loss of school life for males and 72.1% of loss for females was due to dropping out; 9.4% of loss for males and 27.9% of loss for females was due to non-enrollment.
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Impact of Climate Change on Possible Scenarios for Egyptian Agriculture in the Future - Elshaer, Hesham; Rosenzweig, C.; Iglesias, A.; Eid, M. H.; Hillel, Daniel (Mitigation and Adaptation Strategies for Global Change, 1995)
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Employment-Based Safety Nets: Exploring an Alternative Approach to Limit the Adverse Consequences of Recurrent Droughts in Ethiopia - Endale, Derseh (Research Paper, 1995)
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Employment-Based Safety Nets: Exploring an Alternative Approach to Limit the Adverse Consequences of Recurrent Droughts in Ethiopia - Endale, Derseh (RePEc: Research Papers in Economics, 1995)
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African American School Attendance in the 19th Century: Education in a Rural Northern Community, 1850-1880 - Enomoto, Ernestine K.; Angus, David L. (Journal of Negro Education, 1995)
INTRODUCTION Studies of African American education in the 19th century have focused primarily on developments after the Civil War, concentrating on the creation of segregated schools in the South (Bond, 1934; Frazier, 1949; Woodson, 1968, 1918/1969; Woodson & Wesley, 1922/1966). Prior to the antebellum era, documentation was sketchy and few schools existed in either the North or the South. The education of northern Blacks was decidedly different from that of southern Blacks. Much of what is known of African American education in the South during this period is based upon events that transpired in rural areas, primarily on southern plantations, where arrangements were most often made clandestinely and on pain of prosecution. The education of enslaved Blacks was forbidden by law in many southern states. In the North, if schools for African Americans did exist, they were generally housed in crowded, inferior buildings staffed by less-than-qualified teachers of either race, and restricted in their curricula offerings. Being freedmen and freedwomen rather than slaves, the educational demands of northern African Americans were for public education that would include them in common school reform efforts despite their small numbers and colored skin (Woodson & Wesley, 1922/1966, p. 256). They also banded together to make private arrangements for schooling and hired their own teachers. Frazier (1949) contends that northern Blacks in the antebellum period tended to locate in urban areas where skilled labor was sought; however, not all settled in urban areas. Despite the rapid industrialization that occurred during the 19th century and the increasing urbanization of the North, much of that region consisted of small, rural communities. Among these were communities in which African Americans settled and lived together with White Americans with no indication of racial intolerance. One such rural northern community was Calvin Township, located in Cass County in southwestern Michigan. Many of Calvin Township's African American citizens arrived a decade or more before the Civil War. Located at the junction of the Underground Railroad's(1) Quaker Line out of Kentucky and its Illinois Line to Canada, this community became a haven for African American fugitives from slavery in the mid-19th century (Dancy, 1940). Given this rural northern setting and a substantial population of African Americans, the present study sought answers to the following questions: What provisions were made for the schooling of the African Americans who settled in Calvin Township? Did they attend separate schools? Who among them attended school? Were there differences in the school attendance patterns between the township's Black and White children? What personal and family factors contributed to the former's school attendance? How did these change over time? This study addresses these questions by analyzing federal Census records, annual school district reports, and area maps to describe the school attendance of African Americans in Calvin Township in the 30 years from 1850 through 1880, before and after the Civil War. The findings of the study are presented in terms of characterizing the schooling experience of African Americans in a rural northern setting in the 19th century. CASS COUNTY Calvin Township in Cass County, Michigan, is an excellent focus for such an investigation for several reasons. First, during the years in question it was a rural northern farming community with a sizeable African American population established before the Civil War (Cass County Historical Commission, 1981; Claspy, 1967; Rogers, 1875; Schoelzow, 1935). By 1850, African Americans made up 3.6% of the population of Cass County, a percentage that, in the territory of Michigan, was surpassed only by Wayne County, which included the city of Detroit. Together with nearby Porter Township, Calvin Township accounted for two-thirds of the entire African American population in the county before the Civil War (Glover, 1906). …
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A model school health service in Nigeria. - Eo, Ekunwe (PubMed, 1995)
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Growing Up Assimilating: An Oral History of Colonial Missionary Education in Mozambique - Errante, Antoinette (Paedagogica Historica, 1995)
(1995). Growing Up Assimilating: An Oral History of Colonial Missionary Education in Mozambique. Paedagogica Historica: Vol. 31, The Colonial Experience in Education, pp. 213-231.
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Teacher-Librarianship training in Papua New Guinea – development through a link scheme - Evans, John A.; Raddon, Rosemary (Education for Information, 1995)
The planning, development and execution of a link programme concerned with the education of teacher librarians in Papua New Guinea is described. The programme was designed in the mode, and intended to be used by teachers in remote areas, supported by practical sessions, or Laharas, on the main campus. Some of the pragmatic issues are discussed, and also the potential of such distance learning programmes in relation to community information. There are also possibilities of producing such programmes for core areas in other developing countries.
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Factors affecting survival of perennial wheatgrasses seeded during drought in Morocco - Fagouri, M'Barek; Gay, Charles; Banner, Roger L. (Arid Soil Research and Rehabilitation, 1995)
The effect of three methods of seeding for species of perennial wheatgrasses (Agro‐pyron spp.) on three range sites in the Moulouya Plain of Morocco was evaluated under conditions of drought. Germination and survivability of these wheatgrasses during drought were measured. A conventional method of land preparation and seeding was compared with two different techniques using a rang eland drill in 1984. Agropyron elongatum (Host) Beauv., A. intermedium (Host) Beauv., A. trichophorum (Link) Richt., and A. cristatum (L) Geartn. were seeded on two shallow‐soil sites dominated by Stipa tenassicima L and Artemisia herba‐alba Asso and a deep‐soil site dominated by A. herba‐alba in 1984. On the shallow, more xeric sites the conventional method of site preparation and seeding favored establishment and longevity. On these sites, species with large seeds (A. elongatum, A. intermedium, and A. trichophommj were more adept at establishment during drought conditions than the smaller seeded A. cristatum regardless of planting method. The same trend existed on the deep‐soil site, but differences were not statistically significant. Although plant densities decreased from 1988 to 1990, the conventional method of seeding was still significantly better than the rangeland drill. Biomass of grasses was greater on conventionally prepared sites, while the rangeland drill favored biomass production of other herbaceous species.
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The Seven-Year Drought, Household Food Security and Vulnerable Groups in Botswana - Fako, Thabo T.; Molamu, Louis (Pula: Botswana Journal of African Studies, 1995)
This paper outlines the extent of absolute poverty and the vulnerability of various dependent groups that are found in the population in Botswana. The paper argues that the seven-year drought, 1981-1987, increased the proportion of households that have little or no household food security. These households increasingly became dependent on state hand-outs and assistance programmes which have had the effict of reducing household and individual selfreliance. Paradoxically, the increasingly disadvantageous socioeconomic and environmental conditions that prevailed during the drought years were associated with improvement in nutrition, positive national health statistics, and the general upliftment of the welfare of many communities .. This unnatural situation, however, is likely to mask rates of absolute poverty and potential future misery.
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Decentralization and education in Chad - Fass, Simon M.; Desloovere, Gerrit M.; Club, Sahel (1995)
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Successful Postdoctoral Research Training for African American Nurses - Fawcett, Julia; Fawcett, Jacqueline; Ana, Ana; McCorkle, Ruth (1995)
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African Americans with Disabilities and Equity in Vocational Rehabilitation Services: One State's Review. - Feist‐Price, Sonja (Rehabilitation Counseling Bulletin, 1995)
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Towards more effective science teacher development in Southern Africa - Feiter, L. de; Vonk, H. G.; Akker, Jan van den (1995)
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The Impact of Structural Adjustment on the Population of Africa: The Implications for Education, Health, and Employment - Ferdnance, Tyrone; Adepoju, Aderanti (Canadian journal of African studies, 1995)
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Karani, F.A.; Utilization of Distance Education in Teacher Education in Kenya in Report of Third Teacher Education Conference, The Concern of Kenya. The Quality Teacher for the 21st century & Beyond held from 5th to 9th December 1994. Ministry of Educatio - Florida, A Karani (1995)
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Effective Education of African American Exceptional Learners: New Perspectives. - Ford, Bridgie Alexis (1995)
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Underachievement among Gifted African American Students: Implications for School Counselors. - Ford, Donna Y.; Harris, Jennifer (The School counselor, 1995)
Underachievement among school-age dents seeking psychological and academic children has always been a perennial conassistance. As cogently stated by Neukrug, cern of school counselors and educators. Barr, Hoffman, and Kaplan (1993), our The study of underachievement among youth are confronted with a myriad of gifted youths, however, has received less complex cultural, social, and economic attention. In 1980, Whitmore raised the issues, such as an accelerating crime rate, awareness of educators, counselors, and increasing school dropout rates, un other school professionals about highly employment, drug abuse, a lack of family capable students who fail to reach their support systems and increasing neglect, potential in school. Three years later, The soaring divorce rates, rising numbers of National Commission on Excellence in single-parent households with incomes Education (1983), in its seminal report, A below the poverty level, and a sense of Nation at Risk, reported that 20% to 50% of depersonalization in the schools. Sub gifted learners were underachieving sequently, school counselors are being academically. This underachievement incalled on to reconsider their roles and eluded poor grades in school, lack of effort, a responsibilities (Sears, 1993; Welch & general apathy toward school and learning, McCarroll, 1993). One of the most sig dropping out of school, or otherwise not nificant challenges facing school coun reaching one's academic potential. Among selors is working with gifted students. gifted African American students, Ford Much data indicate that these talented (1992a) found that as many as 80% were learners present counselors with unique underachieving. problems and concerns. This is par Accordingly, counseling professionals ticularly true of gifted African American are witnessing an increasing number of stustudents who find themselves in a double bind; that is, they share the concerns of both gifted students in general and those of their African American peers. „ „ „ ,. . . . , . _ The purpose of this article is to explore Donna V. Ford is an assistant professor in the Curry . , ,, , , . School of Education, Ruffner Hall, 405 Emmet St., lssues that ^gatively affect the academic at the University of Virginia, Charlottesville, VA success of gifted students in general, and 22903. John J. Harris III is a professor and dean of gifted African American students in par the College of Education, 103 Dickey Hall, at the ticular. This discussion concludes with University of Kentucky, Lexington, KY 40506-0017. recommendations for school counselors as
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Changes of the eye caused by the climate in Rwanda, Africa - Forsius, Henrik; Karel, Maertens; Fellman, Johan (Ophthalmic Epidemiology, 1995)
Rwanda is a small but densely populated country, situated at the watershed between East and West Africa, close to the equator. The mean elevation is around 1500 m.We studied 114 males (mean age 28.42 years) and III females (mean age 29.84 years) at the ophthalmological outpatient department of the Centre Hospitalier in Kigali. Changes to the eye caused by the climate were fewer than expected. Only 10 patients (5 males, 5 females) with pterygium (mean age 33.0 years), and four males and two females with climatic droplet keratopathy (mean age 47.5 years) were observed. However, the size of the pinguecula was marked.Corneal thickness, measured with Haag-Streit's device, averaged 0.524 mm in 38 males and 0.521 mm in 38 females.The Rwandans showed a normal chamber depth, a mean of 2.98 mm being noted in 107 males and a mean of 2.80 mm in 106 females.
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The impact of HIV on the University Teaching Hospital, Lusaka, Zambia. - Foster, Susan D. (PubMed, 1995)
The article examines the impact of admission of AIDS (and related TB) patients to an African Teaching Hospital. Because of limited resources available in general but also because of the gravity of the AIDS patients' state, non-HIV patients are being discharged too early. The article explains patient management techniques for minimizing the general negative impact on the quality of patient care.
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AIDS education through theatre : case studies from Uganda - Frank, Marion (1995)
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Women's literacy, indigenous form and authentic co-learning : a research approach to participatory training for national language literacy in rural Senegal. - Fredo, Deborah A. (1995)
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Women's literacy, indigenous form and authentic co-learning : a research approach to participatory training for national language literacy in rural Senegal. - Fredo, Deborah A. (1995)
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Women's literacy, indigenous form and authentic co-learning : a research approach to participatory training for national language literacy in rural Senegal. - Fredo, Deborah A. (1995)
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Criminal Justice and Human Rights in Legal Education and Post-Professional Education in Botswana and Ghana - Frimpong, Kwame (1995)
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African-American Teachers in the South, 1890–1940: Growth, Feminization, and Salary Discrimination - Fultz, Michael (Teachers College Record, 1995)
The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890 to 1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved. The history of African-American teachers in the South has been a neglected area of American educational history, and consequently the feminization of the black teaching cadre has seldom been systematically examined. Likewise, paltry, discriminatory salaries were a linchpin in the South's system of segregated schooling, but their pervasive influence on a number of aspects of the African-American educational experience, and the arguments crafted by African-American educators, has not been fully considered. The broader intent, of course, is to begin to lay the groundwork for a rich and dynamic consideration of the problems and the achievements, the possibilities and the limitations, of African-American teachers in the era of de jure segregation.
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African American Teachers in the South, 1890-1940: Powerlessness and the Ironies of Expectations and Protest - Fultz, Michael (History of Education Quarterly, 1995)
In an earlier study, an examination of the educational content of the African American monthly press between 1900 and 1930, I was surprised to find meager commentary on issues related to black teachers or on the conditions and practice of teaching in African American schools. For example, the periodicals contained only two full-length articles, both published before 1908, on the National Association of Teachers in Colored Schools (NATCS), the most prestigious African American educational organization of the period and aspirant to the title of black NEA. Likewise, the journals virtually ignored the social roles of teachers, rarely highlighting them as role models or lauding their community contributions. Why these omissions occurred is a matter of conjecture, though I speculated in the earlier work that the reasons were associated with the journals' middle-class orientation, which celebrated higher educational achievements by the race more than dwelling upon the deplorable conditions enveloping black common schooling during this troubled time. Given this framework, issues concerning African American teachers were neglected to the extent that a variety of concerns involving black common schooling were glossed over as well.
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Teacher Training and African American Education in the South, 1900-1940 - Fultz, Michael (Journal of Negro Education, 1995)
The colored school is run and governed by town council. They are to furnish but do little. We have a very small house with seven windows and one door. The furniture, 1 table, 2 chairs, 1 stove, 3 common size blackboards, 1 clock, and a chart. The people are about all farmers. We have eighty nine (89) students.... We have two teachers. I get $20. The assistant gets $15. The school runs eight calendar months, which is divided into two terms, spring and fall.... We work very hard for upbuilding of our colored race. Neither one of us know very much, but we are teaching. We are both home girls, and are teaching home, though we have but very little education. (DuBois, 1901, p. 102) In many ways this description, offered as part of testimony from country teachers in W. E. B. DuBois's 1901 Atlanta University Study on the Negro common school, presents a typical scenario of African American education not only at turn of century but for many years thereafter. The school term in this particular setting was unusually long; much more common were divided three- to six-month annual terms begrudgingly provided Black students. But indifference of local school board, lack of adequate materials (it is likely that blackboards mentioned were either stretched oilcloth, beaverboard, or simply wooden squares painted black), overcrowded conditions in a small facility, and low salaries, were all dominant characteristics of Black schooling prior to World War II (Caliver, 1933a). Unexceptional, too, was declaration of teaching as service to race, for this was a prevalent theme among African American educators. The frank admission of insufficient academic and pedagogical training was likewise common. Both well-known sociologist Charles S. Johnson and George Gore, a longtime activist in Tennessee Black teachers' association, pinpointed such community inbreeding as a key factor impeding improvement of African American education (Johnson, 1930, p. 241; Gore, 1940, p. 93). Home girls with limited academic skills and even less classroom training, teaching in local Black schools they formerly attended, were an all-too-frequent feature in rural South, as were paltry salaries. As both Johnson and Gore noted, outsiders were not attracted to such communities because of low pay; even if they were somehow interested in taking teaching position, most could not afford to board with local residents. The overall effect, as Johnson commented, was creation of a vicious circle that kept African American education trapped in patterns of underachievement. In his words, These poorly trained teachers ... will inflict accumulated deficiencies of system in which they have been trained upon their pupils, and so perpetuate (p. 243). The intent of this article is to investigate issue of African American teachers' academic and pedagogical training during period from 1900 to 1940, highlighting dimensions of problem and African American educators' perspectives on many interrelationships involved. During these years, topic of insufficient teacher training was perhaps second only to discriminatory salaries as a subject of concern and commentary among those troubled about current state and future prospects of African American education. Moreover, like problem of low pay, training issues were associated with a wide variety of related concerns such as hiring practices, certification patterns, and social context of rural Black schooling, particularly racist underdevelopment of African American education in South. Low levels of preservice preparation among African American teachers was a refrain so often repeated that it approached level of stereotype. Its corollary, efforts to achieve a sound and thorough professionalism, likewise became clarion call for Black teachers' organizations and basis of accusations of state-sanctioned apathy and neglect. …
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Non-government secondary schools in Tanzania: issues related to their characteristics, financing, unit cost and student selection - Galabawa, J.C.J. (1995)
This article offers a critical examination of the main characteristics of the non-state secondary school eduCation sector in Tanzania. It discusses the issues involved in the financing and unit costs of running these •private' secondary schools. Particular emphasis is places on the sources of revenue for these schools. In the article it is shown that the non-state secondary education sector tends to introduce inequalities in the process of seeking to achieve efficiency and sustainability. Geographic, socio-economic and gender imbalances in the society are shown to be reinforced by the emerging non-governmental secondary school system which itself is shown to be divided between high quality and low quality sub-systems. Inequalities among religious groups and those between rural and urban areas are also shown to be reinforced by the 'private' secondary school system. The wide differences in the expenses incurred in running boarding schools as opposed to day schools also reinforce gender inequalities. Most non-state schools are day as opposed to boarding schools which offer a more COnducive environment for the education of girls. Where a non-state school is a bOarding institution the article shows that such a school is likely to be a seminary for boys.
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Training mining engineers in Zimbabwe - Garde, T. (Zimbabwe engineer, 1995)
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Education in the Development of Tanzania, 1919-1990 - Gerhart, Gail M.; Buchert, Lene (Foreign Affairs, 1995)
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Field theory, topology and condensed matter physics : proceedings of the Ninth Chris Engelbrecht Summer School in Theoretical Physics, held at Storms River Mouth, Tsitsikamma National Park, South Africa, 17-28 January 1994 - Geyer, H.B. (1995)
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Hereditary disease as a cause of childhood blindness: regional variation Results of blind school studies undertaken in countries of Latin America, Asia and Africa - Gilbert, Clare; Rahi, Jugnoo S; Eckstein, Mike; Foster, Allen (Ophthalmic Genetics, 1995)
AbstractThere is evidence from developed countries that genetic disease is the major cause of childhood blindness. Little data are available from most developing and newly industrialised countries concerning the relative importance of hereditary diseases as a cause of childhood blindness.Children in schools for the blind in 13 countries of Africa, Latin America and Asia were examined between 1990 and 1994 using a standardised method. The anatomical site of abnormality and underlying aetiology were analysed for children with a corrected acuity in the better eye of less than 6/60 (severe visual impairment and blindness, SVI/BL). In these countries 11-39% of SVI/BL was attributed to genetic disease. Genetic diseases were responsible for a higher proportion of childhood visual loss in countries with higher levels of socio-economic development. An autosomal recessive mode of inheritance was reported in 22-52% of children with genetic disease. Retinal dystrophies were the commonest form of genetic eye disease (49-80%) in all countries apart from Thailand and the Philippines where cataract was the commonest (43·9%). The role of consanguinity, and opportunities for further research are discussed.Key Words: Childhood blindnessgenetic diseasesretinal dystrophies
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