Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania - Mushi, Philemon A. K. (International Review of Education, 1994)
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Persistence of Droughts and their Implications on the the Utilization and Management of Water Resources in Africa - Musyoka, Mutua francis (1994)
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The development approach of the Zimbabwe Council of Churches: a case study of the Women's Training and Development Department - Mutambara, Emanuel (1994)
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Curriculum for training in soil and water conservation in Kenya - Muturi, Stachys N.; Muya, Fabian S. (1994)
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Education through self-help: the case of Kenyan university students with the introduction of university fees payment - Muyia, Nafukho (Journal of Eastern African Research and Development, 1994)
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The United Nations: Its Role and Place in African Education. - Muyumba, Francois N. (Social Education, 1994)
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Perceptions of fertility: the case of University of Zimbabwe students - Muzvidziwa, Victor N. (1994)
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Contribution of organic wastes to environmental pollution, their control and management - with special reference to coffee pulperies products and effluents in Malawi - Mvuma, G (1994)
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Re-thinking African environmental education - Mwangi, W. (EcoNews Africa, 1994)
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African Languages and Education in Tanzania and Zaire: Two Perspectives on Language Policy - Mybui, Dennis; Biniakunu, Dianzungu D. (Africana Journal, 1994)
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Nutritional indicators of Mozambican refugees in Malawi during the 1992 drought - Nabeth, Pierre (Malawi Medical Journal, 1994)
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Archaeology and education in South Africa : towards a People's Archaeology - Nackerdien, Rushdi (1994)
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The cost of registered nurse-midwifery education and enrolled nurse-midwifery education in Malawi, central Africa - Namate, Dorothy Elizabeth (1994)
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Educating children with hearing impairments in Tanzania: Comparing regular and special schools - Nambira, Geoffrey (1994)
Educating children with hearing impairments in Tanzania : comparing regular and special schools
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Trainees at Moshi National Vocational Training Centre : internal achievements and labour market adoption : final report on a tracer study project in Tanzania, January 1992 - Närman, Anders (1994)
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Screening for abnormal eating attitudes in a population of Egyptian secondary school girls - Nasser, Mervat (Social Psychiatry and Psychiatric Epidemiology, 1994)
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An investigation of secondary school language teachers' conceptions of literacy and how these conceptions relate to literacy instruction in Zimbabwe - Natsa, Albert (1994)
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Students of the PU for CHE's sources of political information and expectations of the new South Africa - Naude, H.J.; Serfonteln; Schütte; Waldt, Van der; Groenewald, Darelle (Communicare; Journal for Communication Sciences in Southern Africa, 1994)
The first democratic election as well as a new political dispensation in South Africa encouraged scholars to study political communication with a renewed interest. At the Potchefstroom University for Christian Higher Education, 275 students were involved in a survey to determine their future expectations and their sources of political information.
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Assessment and comparison of environmental knowledge and attitudes held by thirteenth-grade general and technical education students in the Republic of Burundi / - Ndayitwayeko, Albert (1994)
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Knowledge, perceived risk of AIDS and sexual behavior among primary school children in two areas of Tanzania - Ndeki, Sidney; Klepp, Knut‐Inge; Mliga, Gilbert R. (Health Education Research, 1994)
Journal Article Knowledge, perceived risk of AIDS and sexual behavior among primary school children in two areas of Tanzania Get access S.S. Ndeki, S.S. Ndeki Centre for Educational Development in Health (CEDHA)PO Box 1162, Arusha, Tanzania Search for other works by this author on: Oxford Academic PubMed Google Scholar K.I. Klepp, K.I. Klepp 1Centre for International Health, University of BergenHaukelandsveien 10, 5021 Bergen, Norway Search for other works by this author on: Oxford Academic PubMed Google Scholar G.R.Z. Mliga G.R.Z. Mliga Centre for Educational Development in Health (CEDHA)PO Box 1162, Arusha, Tanzania Search for other works by this author on: Oxford Academic PubMed Google Scholar Health Education Research, Volume 9, Issue 1, March 1994, Pages 133–138, https://doi.org/10.1093/her/9.1.133 Published: 01 March 1994 Article history Received: 01 June 1992 Accepted: 10 January 1993 Published: 01 March 1994
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The myth of cultural conflict a Kenyan experience, a paper presented at a workshop organised by the School of International Learning, January. - Ndogoni, KL (1994)
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Receptivity to Institutional Assistance: An Important Variable for African-American and Mexican-American Student Achievement. - Nelson, Wanda L. (Journal of College Student Development, 1994)
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Education and training of seafarers in Mozambique - Nhabinde, Paulo Manuel (1994)
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Vocationalisation of secondary education in Zimbabwe : a theoretical and empirical investigation. - Nherera, Charles Muchemwa (1994)
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Facet and overall satisfaction with teaching and employment conditions of teachers in Zimbabwe - Nhundu, Tichatonga J. (Zimbabwe Journal of Educational Research, 1994)
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Racism in higher education in South Africa: A challenge to student counsellors - Nicholas, Lionel (British Journal of Guidance & Counselling, 1994)
Abstract The repeal of apartheid legislation applied to education presents new challenges to student counsellors. Given the history of racial conflict that accompanied limited desegregation on campuses in South Africa, one can expect that conflict ivill increase now that any student may freely study at any university. Of necessity, counsellors will need to develop new expertise to deal with conflict arising from racism on campus. Counselling centres will also have to reflect the diversity of the student population, which will require changed university employment policies.
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Racism in higher education in South Africa: a challenge to student counsellors - Nicholas, Lionel (British Journal of Guidance & Counselling, 1994)
Abstract The repeal of apartheid legislation applied to education presents new challenges to student counsellors. Given the history of racial conflict that accompanied limited desegregation on campuses in South Africa, one can expect that conflict ivill increase now that any student may freely study at any university. Of necessity, counsellors will need to develop new expertise to deal with conflict arising from racism on campus. Counselling centres will also have to reflect the diversity of the student population, which will require changed university employment policies.
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Assessing the Vocational Identity of Black South African University Students: Psychometric and Normative Data on the Vocational Identity Scale of the My Vocational Situation. - Nicholas, Lionel; Pretorius, Tyrone B. (Measurement and Evaluation in Counseling and Development, 1994)
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African Americans and education in the South, 1865-1900 - Nieman, Donald G. (1994)
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Newsmaking, knowledge construction, and self-determination: A community newspaper as an empowerment strategy for African American high school students - Novek, Eleanor M. (1994)
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DIFFERENTIATION IN THE SCHOOL SYSTEM FOR THE COLOURED IN THE REPUBLIC OF SOUTH AFRICA - Ntsimane, Simon Boiki Malope (1994)
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Student and Employer Evaluations of Unpaid Work Experience in a Nigerian Vocational Teacher Education Programme - Nwoke, Godfrey I. (The vocational aspect of education, 1994)
ABSTRACT A certain period of work experience is required in most programmes of teacher preparation before individuals are certified as vocational teachers. Students who do not meet this requirement prior to enrolling in degree programmes do so before graduation through a cooperative work experience programme. For such students, earning an income while meeting a college requirement is an incentive for active participation. However, given Nigeria's present economic crisis, most employers are unwilling to provide paid work experience to students. This study investigated the outcomes of an unpaid work experience programme. The results showed that positive outcomes were achievable, in spite of the absence of income and the problems associated with it. Implications for more effective work experience programmes are discussed.
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Blindness and visual impairment in Anambra State, Nigeria. - Nwosu, Snn (PubMed, 1994)
A study of all new patients seen over a 12-month period in a teaching hospital eye clinic in anambra State, Nigeria shows that 257 out of 820 (31.3%) had low vision in at least one eye. Of the 257 patients, 36 (14%) had bilateral blindness, 71 (27.6%) had uniocular blindness and 181 (70%) had visual impairment in at least one eye. Cataract (33.3%), glaucoma (22.2%) and macular degeneration (11%) were the leading causes of bilateral blindness. The major causes of monocular blindness were cataract (28.2%), glaucoma (21%), trauma (16.9%) and ocular infections (9.9%). Visual impairment was caused mainly by cataract (33.2%), uncorrected refractive errors (19.5%), glaucoma (15.5%) and infective keratoconjunctivitis 7%. A population-based blindness and visual impairment survey in the area is necessary. Also preventive and curative measures should be instituted to tackle the leading causes of blindness and visual impairment in the subregion.
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Speech presented at the career guidance forum for prospective graduate students of the University of Swaziland on March 31, 1994 - Nxumalo (1994)
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An analysis of the spelling errors in the written English of Kenyan pre‐university students - Nyamasyo, Eunice A. (Language culture and curriculum, 1994)
Abstract There has been a big outcry in the field of English language learning about the ‘falling levels of proficiency in English’ or ‘the falling standards of English’ among students, particularly at high school level. Students cannot spell nor can they write ‘error‐free’ sentences, the complaints say. Errors of spelling rank first amongst all the different types of grammatical and lexical errors recognised from the language performance data from native English college‐level students and from those for whom English is a second language. Much of such language data are either single samples obtained from a few students or small randomly chosen samples of test or examination scripts in English composition papers. This paper uses a corpus‐based approach to describe the types of spelling errors in the written English of Kenyan pre‐university students. It concludes that there are a variety of sources for the differences in the sound system of English and the first language of the students in the study. The paper goes on to advocate (i) the teaching of spelling, and (ii) the inclusion of a contrastive analysis approach in the pedagogy of the English language course for ESL students, and for the Kenyan students in particular.
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Education and age at first marriage among pastoral Borana girls of Marsabit District, Kenya - Nyamongo, Isaac K.; Muruli, Leunita A. (African Anthropologist, 1994)
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The importance of supportive environments for oral health promotion in school-aged children in Tanzania - Nyandindi, Ursuline; Palin‐Palokas, Tuija; Milén, Anneli (Health Promotion International, 1994)
Children in Tanzanian primary schools are being provided with education for oral health. A supportive environment is needed to enable and reinforce them to sustain behaviour conducive to oral health. Some aspects of the home and school that might support or conflict with such behaviour were studied. In 10 urban and rural primary schools from one district, 200 children were interviewed, and the surroundings of the schools observed. The children were being advised by their parents to brush their teeth and to avoid sugary snacks, but the economic realities and school environments were less supportive of these behaviour. Tooth brushes and toothpastes were available but appeared to be costly. Rural children, in particular, went to school without breakfast. At school there were no organized meals but sugary snacks were being sold by vendors and shopkeepers. The ability of children to sustain behaviours conducive to oral health taught at the schools can be questioned. The need is evident for intersectoral action to improve the availability and affordability of healthy foods and proper toothcleaning materials to school-aged children in Tanzania.
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Oral health knowledge, attitudes, behaviour and skills of children entering school in urban and rural areas in Tanzania - Nyandindi, Ursuline; Palin‐Palokas, Tuija; Milén, Anneli; Robison, Valerie A.; Kombe, Nicco Abel (Public Health, 1994)
This study analysed the prevailing oral health-related knowledge, attitudes and behaviour of children entering school in Tanzania. The assessment was conducted in a random sample of 200 children who were newly enrolled in first grade in urban and rural areas of the IIala district, by means of interviews, oral hygiene check-ups and practical exercises. Toothbrushing was a prevalent habit among these children, but its efficiency was low. Modern toothbrushes were commonly used and preferred to wooden toothbrushes. Toothpaste was considered essential and commonly used in urban areas but, instead, charcoal or ash were used in rural areas. The children's sugar consumption was low, but they widely valued sugary snacks. They had low awareness of gum disease and tooth decay, and poor knowledge about the causes and prevention of these diseases. These findings indicate gaps in the children's oral health ideas and practices acquired from home. The ongoing school oral health education is a crucial opportunity for the required improvements.
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A grand plan for earth love education in southern Africa: The dream becomes a nightmare. So, what went wrong? - O’Donoghue, Rob (The Southern African Journal of Environmental Education, 1994)
The recent critique of the Council for the Environment (CFE) core syllabus for environmental education (Taylor et.al , 1993) worried many people active in environmental education. Few have disputed that the strategies and claims of the Council merited a critical response. What appears to have been most disturbing, however, is that the critique exposed possible error and myth within approaches to environmental education in southern Africa. This has shaken the spiritual solidarity of some environmental educators and features of environmental education programmes are being found conceptually wanting. In cases like this, where issues within a strongly held conventional wisdom are under review, critique can be extremely diftlcult. Fervent believers, spiritually committed to the cause, tend to reject criticism as academic or as simply a contesting opinion among many others of equal merit. Also, the adversity of the process may do little more than strengthen a resolve to resist outside criticism. Within this state of solidarity participants tend to be unable to separate error and untenable theoretical positions from the fundamental beliefs that they hold most dear. Any form of critique is consequently seen as a direct attack on the cause, in this case, an innate 'earth-love' purity of purpose intent on educating children in, about and for the environment.
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Distance Learning and Telecommunication in Kenya. Paper presented at Satelite Education Demonstration at Kikuyu Campus, University of Nairobi - O, Jackoniah Ogeda (1994)
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State of Distance Education in Kenya - O, Jackoniah Ogeda (1994)
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The Education of African-American Learners with Behavior Disorders: An Unresolved Issue for General and Special Educators. Position Paper. - Obiakor, Festus E. (1994)
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The Reaction of Nigerian Adolescents to Traditional Moral Values: A Study of Secondary Grammar School Students in Ile-Ife, and its Environs - Obidi, S. S. (Scandinavian journal of development alternatives, 1994)
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Oral health knowledge, attitude and behaviour of 12-year-old suburban and rural school children in Nigeria. - Od, Otuyemi; Ro, Abidoye; Dada, Debbie (PubMed, 1994)
The aim of the study was to investigate the oral health knowledge, attitudes and behaviour of 12-year-old primary school children living in suburban and rural Nigeria. A total of 574 children mostly from low socioeconomic status were studied through questionnaires. Relatively high level of oral health knowledge and positive attitudes to prevention were found. Majority of suburban children (72.5%) cleaned their teeth with toothbrush and toothpaste while most of the rural dwellers (49.8%) used chewing sticks. Overall, 83.5 per cent of all the children had never visited the dentist despite the fact that most of them believed it was necessary to visit the dentist for check-up. It was concluded that oral health education programme should be targeted to the need of the communities.
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The problem of English language skills at the university level: a case study of first year law and administration students at the University of Ghana - Odamtten, H.; Denkabe, Aloysius; Tsikata, I.E. (Legon Journal of the Humanities, 1994)
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Teacher training through distance education: the Kenyan experience - Odumbe, Jeckoniah O (1994)
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Schistosoma haematobium in rural school children in Nigeria. - Ogbeide, OU; Okojie, Osemen Ehidiamen; Wagbatsoma; Isah, EC (PubMed, 1994)
A survey of Schistosoma haematobium infection was carried out in 722 rural school children in Emu, Edo State of Nigeria. The ages of the children ranged from 5-19 years with those between the age-group 10-14 years constituting the highest percentage 317 (43.9%). There were more males 383 (53.0%) than females 339 (47.0%) in the study population. Urine analysis of these children showed that 254 (35.2%) of them were excreting Schistosoma haematobium ova and of these 196 (27.2%) had haematuria. The prevalence of the disease was highest in the younger children with 43.1% for haematuria and 55.3% for S. haematobium ova among the age-group 5-9 years. The corresponding figures were 21.4% and 24.7% for age-group 10-14 years and 14.9% and 27.7% for 15-19 years old children. The sex-specific prevalences of haematuria and Schistosoma haematobium ova were higher for females than for the males.
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Development of primary school teacher education in Nigeria - Ohuche, R. Ogbonna; Ali, Anthony (1994)
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The mental health profile of some Nigerian undergraduate students - Ojiji, Paul S.; Wai, Ochinya O. (IFE Psychologia: An International Journal, 1994)
This study is concerned with the mental health profile of some Nigerian university students. Records of attendance in a university psychology clinic over a ten-year period were perused to determine the frequency of occurrence of mental ill-health conditions in the student-clients. In the case of the 170 clients (127 males and 43 females) included in the study, the results of the analysis of data showed that; (1) attendance at the clinic was more from the liberal arts courses than from the natural sciences; (2) the most frequently presented symptoms are anxiety based, and (3) the diagnosis of the problems were more inclined to anxiety and self-esteem disorders. The findings relating to symptom presentation and diagnosis were held as providing support for earlier assertions that students manifest peculiar psychopathological conditions.
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Effective institutional and legal means of controlling water pollution from sewage : Nigerian and United States experience - Okaru, Valentina Onyem (1994)
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Patriarchal continuities and contradictions in African women's education and socio-economic status: An ethnographic study of currently employed university-educated Igbo women in Nigeria. - Okeke, Philomina E. (1994)
This thesis argues that restricted access to formal education and wage employment offers Nigerian women limited prospect of social mobility. Nigerian women's lives, in particular, are shaped by both traditionally ingrained gender inequalities as well as new forms of subjugation attributed to Western influence. In their struggle to gain social status through education and formal employment, Nigerian women have to grapple with patriarchal continuities and contradictions of the present social arrangement.
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Legal Education and Training in Nigeria - Oko, Okechukwu (African Journal of International and Comparative Law, 1994)
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Integrating Women Into the Nigerian Economic Mainstream: The Case of Entrepreneurship Education - Okonkwo, I.C. (1994)
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Study on Education and Health of the Under Three year old Children, Ministry of Health, Kenya - Okuro, Gunga Samson; Wambua, M Isaac (1994)
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Education and the humanizing of women in Kenya: legitimizimg women's knowledge as a vehicle of empowerment - Okwach, F.; Obagi, O. (1994)
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Art Education in Nigeria - Onuchukwu, Chidum (Art Education, 1994)
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Analysis of female education and culture on family size among the Igbos of Eastern Nigeria - Onwumere, Remigius Uzoma (1994)
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An assessment of the contributions of 'ilmiyyah schools to Arabic and Islamic learning in the southern Nigerian universities - Opeloye, Muhib O. (1994)
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Education Policy Formation in Francophone Sub-Saharan Africa - Orivel, François; Shaw, Christopher (1994)
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The degree of educational planning in public schools in Nigeria: A case study of Edo State - Osazee, Osemwegie R. (1994)
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Hierarchical linear modelling of predictive validity: The case of Kenya certificate of primary education examination - Othuon, Lucas; Kishor, Nand (Studies in Educational Evaluation, 1994)
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Comparing the Effectiveness of Computer-Assisted Instruction and Conventional Instruction in Mathematics for African-American Postsecondary Students - Owens, Emiel W.; Waxman, Hersholt C. (International journal of instructional media, 1994)
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Learning as a Participatory Process in Kenya: One Experience in University Pedagogy - Owiti, Maurice D Okech (1994)
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Social studies education in Kenya: a needs analysis - Paige, Rod; Kerre, Bonaventure Wanjala (1994)
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The Child's Right to Education : Understanding school failure and drop out in primary school education in Mozambique - Palme, Mikael (1994)
The Child's Right to Education : Understanding school failure and drop out in primary school education in Mozambique
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The development of community-based media for AIDS education and prevention in South Africa: towards an action-based participatory research model. - Parker, Warren (1994)
This research explores the development of community-based media for HIV/ AIDS education and prevention. The theoretical framework for the research was based in semiotic, cultural studies and participatory action research perspectives and is critical of conventional approaches to communication and
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The paradox of financing university education in Uganda - Passi, F.O. (Zimbabwe Journal of Educational Research, 1994)
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Racial identity attitudes of African American students and student developmental tasks: An exploratory investigation - Peagler, Richard Charles (1994)
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Public School Choice: Implications for African American Students - Peterkin, Robert S.; Jackson, Janice E. (Journal of Negro Education, 1994)
INTRODUCTIONOther articles in this issue of the Journal of Negro Education have examined the impact of various educational models on the education of African American students. Alternative schools, magnet schools and programs, schools-within-schools--all within the public sector--have been examined for the potential of these innovations to support higher levels of achievement in those populations underserved by the public schools of this country underserved include disproportionate numbers of people of color, especially African Americans, Latinos, and the poor.If these educational models have demonstrated some degree of success, it has been at isolated schools or in the rare subdistrict of a large city school system such as Community District 4 in New York City. Even rarer are those smaller urban or suburban districts that have had moderate success in increasing the achievement levels of their students, and even these districts continue to struggle with an achievement gap between White students and students of color. Cambridge (MA) and Montclair (NJ) are the oft-cited examples of the latter (Carnegie Foundation for the Advancement of Teaching, 1992). However, no large urban system has been able to spread the success of individual programs and/or schools to the larger scale of an entire district, although some, like the Detroit Public Schools, have adopted the goal of becoming the first urban district to successfully educate of their children as their mission (McGriff, 1991).In this article, we will present an argument that these singular successes must be organized into a powerful system that delivers on the promises of excellence and equity for public schoolchildren. For the purpose of this discussion, excellence and equity are viewed as twin goals for the education of African American students and other students of color. These goals are intertwined and inseparable; neither can exist without the other. Excellence defines the standard, while equity defines the expanded target audience. Excellence encompasses several features: high academic standards; rigorous, integrated subject matter that prepares students for postsecondary education and employment; and pedagogy that promotes and supports higher-order critical thinking skills and respects the multicultural student population. As stated by Robert M. Hutchins, The best education for the best is the best education for all (quoted in Adler, 1982, p. 6). Equity is rooted in the principle that excellence must be made available to everyone. Taken to the next level, equity of high outcomes as well as equity of access to programs of excellence must be ensured. This assurance is the challenge to our nation's preparation for the 21st century.The creation of such a powerful system means that state departments of education, school boards, superintendents, and the public should consider adding one form of public school choice to the reform agenda of public education. That form is controlled choice.CONTROLLED CHOICEControlled choice originated in Cambridge in the late 1970s and early 1980s in response to state pressures for school desegregation. Cambridge Controlled Choice School Desegregation Plan was not only an attempt to voluntarily desegregate the schools but also one of the first districtwide plans to promote parental choice of schools as a major goal (Tan, 1990). (Robert) Peterkin (the former superintendent of the Cambridge Public Schools) and Jones (1989) describe the key elements of the plan as follows:Stated simply, the Cambridge plan expands the concept of neighborhood from a small area to the entire city. A parent may request any school, and the child is assigned, on a first-come, first-served basis, to a school of choice provided there is space in that school and the assignment has a positive effect on the racial balance of the relevant grade in the school. (p. 127)Generally, Cambridge parents are invited to choose among at least three schools in the application process. …
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Indian Music in the Indian School in South Africa: The Use of Cultural Forms as a Political Tool - Pillay, Jayendran (Ethno musicology, 1994)
music is primarily a means of release of psychological tension (1964:47). Within the context of South African society, these suggestions hold true in part, but are inadequate in other ways. In this paper, I address these inadequacies by wrestling with an apparent dichotomy: Indian music thrives through its viability for the Indian community; yet Indian music, as presently imposed by the South African state in Indian public school education, functions as a powerful political tool to Indianize the image of these institutions, thereby legitimizing larger apartheid structures.1 My preliminary findings resulted from my informal investigation, while I worked as a music teacher in the Indian South African public school system for three and a half years. My subsequent research, spanning eight months in 1986, took the form of informal interviews with Indian students, parents, and teachers.2 None of the interviews were tape recorded or written down in the presence of the respondents lest I be falsely deemed an informant of the South African government. As an insider among the group, I sensed that none of the people I spoke to would have shared their real views had I documented anything in their presence. Instead, when alone at the end of each interview, I quickly jotted down everything I could recall. Whether this methodology was successful, given the trying political circumstances at the time of research, is a question I raise at the end of the paper. Even more important than methodological success however, are the potent ethical issues which confronted me during the research process, including subsequent disclosures of my findings. Was it proper to conduct the research in
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A collection of African and Indian children's songs with activities for intercultural music education in South Africa. - Pillay, Yosheen. (1994)
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Accounting Education Development in Papua, New Guinea - Pok, Fabian (1994)
This chapter describes accounting education development in Papua, New Guinea (PNG). Interest in higher education in general, and business education in particular is a relatively phenomenon in PNG. The Institute of Technology located in Lae was the first institution of higher education to offer a business curriculum in PNG. The Institute began the program by offering a certificate, and a diploma. The first graduates with accounting degrees did not enter the employment market until after 1973, when the Institute had gained university status. UPNG in Port Moresby had its first intake of students in 1966. It offered courses in humanities, economics, science, law, medicine, and agriculture. One or two accounting courses were introduced to economics students. The first diploma for part-time students in employment was offered in 1968. The degree program was introduced in 1971, and accounting graduates entered the labor market in 1974. Selected aspects of the two universities in PNG offering degree programs in accounting are summarized.
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How I Would Spend a $ 30 Million Grant for African-American Higher Education - Ponder, Henry; Burnett, Calvin W.; Thompson, Cleon F.; Hackley, Lloyd V.; Becton, Julius W.; Washington, Walter; Fort, Edward; Pollard, Nathanael; Wynn, Cordell; Lundy, Harold W.; Lyons, James E. (Journal of Blacks in Higher Education, 1994)
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Special education in Tanzania - Possi, Mwajabu K. (1994)
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A comparison of two pozzolanic materials used as additives to cement, namely Réunion volcanic rock and a South African fly-ash - Potgieter, Johan (1994)
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Integrating nutrition education and communication programmes: nutrition assessment in Zomba, Malawi - Pratt, Charlotte; Pratt, Cornelius B. (Africa Media Review, 1994)
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Media Education in South Africa: At the edge! - Prinsloo, Jeanne (Critical Arts, 1994)
(1994). Media Education in South Africa: At the edge!. Critical Arts: Vol. 8, No. 1-2, pp. 17-41.
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Disaster without memory: Oxfam's drought programme in Zambia - Pushpanath, K (Development in Practice, 1994)
In Southern Africa, a major drought during 1992–93 threatened devastating consequences for poor rural populations in the region. The article describes the unconventional approach to disaster mitigation undertaken by Oxfam (UK and Ireland) in Zambia. This enabled people at the local level, with little prior organisational experience, to establish effective dialogue with government officials in the country; it also laid the foundations for longer-term development activities. The role of local-level lobbying, as well as campaigning on an international level, was crucial.
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Illiteracy, Education and National Development in Postcolonial West Africa: A Reappraisal - Quist, Hubert O. (Africa Development: a Quarterly Journal of CODESRIA, 1994)
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Conception of selected natural phenomena held by junior secondary school students in Botswana: its nature and implications for science education in Botswana - Ramorogo, Gaobolelelwe; Charakupa, R.; Taiwo, A. A. (1994)
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Neo-Neocolonialism in West African Education - Rayfield, J. R. (Africana Journal, 1994)
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Promoting Success for the African-American Male Student: A Blueprint for Action. A Series of Solutions and Strategies. Number 8. - Reglin, Gary (1994)
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Educational Strategies for Unmotivated African-American Male Students. - Reglin, Gary; Chisom, Marilyn; Alston, Brenda (Journal of At-Risk Issues, 1994)
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Impairment of Adrenocortical Function Associated with Increased Plasma Tumor Necrosis Factor-Alpha and Interleukin-6 Concentrations in African Trypanosomiasis - Reincke, Martín; Heppner, Christina; Petzke, Frank; Allolio, Bruno; Arlt, Wiebke; Mbulamberi, Dawson; Siekmann, Lothar; Vollmer, D.; Winkelmann, W.; Chrousos, George P. (Neuroimmunomodulation, 1994)
African sleeping sickness (SS) is a severe, potentially lethal parasitic disease. The treatments of choice are the antiparasitic agents suramin, which is adrenotoxic, and/or melarsoprol. We evaluated the functional integrity of the hypothalamic-pituitary-adrenal (HPA) axis of patients with SS before, during, and after therapy with suramin and/or melarsoprol, in two sequential stages. First, we employed the standard adrenocorticotropic hormone (ACTH) 1-24 stimulation test (250 micrograms i.v.) to assess the maximal adrenocortical responsiveness of 69 patients with SS and 38 normal controls. We demonstrated paradoxically subnormal cortisol responses before suramin therapy [net cortisol response 60 min after stimulation: 10.5 +/- 2.9 (mean +/- SE) vs. 17.5 +/- 1.0 micrograms/dl for controls, p = 0.004], with 27% of the patients falling within the adrenal insufficiency range (stimulated cortisol concentration < 20 micrograms/dl). These responses subsequently and unexpectedly improved with suramin and/or melarsoprol therapy. Second, we performed a human corticotropin-releasing hormone (hCRH) test (100 micrograms i.v.) in 68 additional patients with SS and 14 control subjects to examine whether the glucocorticoid deficiency observed was primary and/or secondary. Compared to controls, the ACTH and cortisol responses to hCRH were blunted (ACTH after 60 min: 29 +/- 7 vs. 58 +/- 8 pg/ml in controls, p = 0.014; cortisol: 15.2 +/- 1.5 vs. 19.6 +/- 0.7 micrograms/dl, p = 0.018), suggesting the presence of secondary adrenal insufficiency. There was improvement of both ACTH and cortisol responsiveness to hCRH with therapy, with cortisol recovery occurring before ACTH, suggesting an additional primary component of adrenal dysfunction in these patients.(ABSTRACT TRUNCATED AT 250 WORDS)
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Strategies for Female Education in the Middle East and North Africa. Learning for the 21st Century. - Rihani, May; Prather, Cynthia J. (1994)
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Field evaluation of WHO-MDT of fixed duration at ALERT, Ethiopia: the AMFES project-I. MDT course completion, case-holding and another score for disability grading - Rijk, A. J. De; Gabre, Shibru; Byass, Peter; Berhanu, Theodroes (Leprosy review, 1994)
We report on 286 new leprosy patients (128 PB, 158 MB) enrolled in the AMFES project, a field study in which patients are monitored during WHO-MDT and during 5 years thereafter, by active surveillance. This first paper describes the purposes, organization and methods of the study, patient enrollment and preliminary results of MDT completion and case-holding. Of 128 PB patients 102 (79.7%) completed MDT and of 91 on surveillance for more than 1 year, coverage with reviews had been good or very good for 31, fair or poor for 36 and very poor or nil for 21 PB patients. Of 158 MB patients 64 had completed MDT, and 26/128 (20.3%) PB and 18/158 (11.4%) MB patients were lost to follow-up during treatment, with 76 MB patients still on treatment. At first diagnosis, 159/286 (55.6%) had nerve function impairment, with no significant differences in disability grade by gender or between PB and MB patients. The proportion of disability grade 0 amongst new cases decreased very significantly with age, from 28/41 (68.3%) for age 0-14 years to 13/57 (22.8%) for 50 years and above. In view of the limitations of patient disability grades, a score per patient of the sum of disability grades for the four extremities, named 'HF-impairment score', is shown to be more informative. Incidence of leprosy reactions and neuritis in these patients, during treatment and during surveillance, is reported upon in Part II (on pp. 320-332 of this issue).
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HEALTH PROMOTION THROUGH SCHOOLS IN SOUTH AFRICA - Robertson, Brian (Southern African journal of child and adolescent mental health, 1994)
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Critical review of policy and provision of pre-primary education in South Africa (1925-1994) with particular reference to the Natal provincially/departmentally controlled pre-primary system (1975- 1994). - Robinson-Thurlow, Carolyn. (1994)
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Training-of-trainers in rural Zimbabwe. - Robinson, Fiona (PubMed, 1994)
Many people in African cities are exposed to some form of HIV/AIDS information, but rural dwellers have little or no access to such information. The Family AIDS Caring Trust (FACT) in Zimbabwe, however, noted that rural inhabitants both need and want AIDS education. FACT therefore mounted a Training-of-Trainers Project to increase the coverage of AIDS education among people outside urban areas. Potential trainers must be motivated self-starters and interested in the project, able to converse well in English, respected in their community, and have ample time for training and to hold their own training courses. Evaluation workshops are important in the ongoing refinement of the project while supervisory support is provided. The paper describes training materials and the course, evaluation workshops, supervisor and trainee recruitment, lessons learned, changes made, and project expansion.
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Computer-Supported Cooperative Education and Development in Southern Africa - Roode, Dewald; Villers, Carina de (1994)
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Relationships Between Cognitive Styles and Reading Comprehension of Expository Text of African American Male Students - Rosa, Marc H. (Journal of Negro Education, 1994)
PURPOSE OF THE STUDY The present study was designed to generate information about the individual differences in cognitive styles of African American male students at the elementary school level and to explore the implications of these differences for reading comprehension processes, especially as they relate to comprehension of expository text. These differences were analyzed utilizing the cognitive style dimension framework, which maintains that broad dimensions of perceptual functioning may be reflected in an individual's cognitive activities. Additional direction was gleaned from the extensive research of Witkin and colleagues on the field-dependence-independence dimension of cognitive style (Witkin, Dyk, Faterson, Goodenough, & Karp, 1962; Witkin, Goodenough, & Oltman, 1979). This study addresses the following research questions: What is the relationship between low field-independent and high field-independent cognitive styles and reading comprehension of expository text? More specifically, how does this relationship affect the reading achievement of a sample group of fourth-grade African American male students from three elementary schools in a medium-sized urban public school district in southeast Michigan? The research hypothesis is that high field-independent African American males will demonstrate higher raw scores on a test of comprehension of expository prose than will their low field-independent counterparts. The corresponding null hypothesis is that high and low field-independent African American males will demonstrate no statistically significant differences in their raw scores. RELATED LITERATURE Upon contrasting aspects of African and African American culture with European and European culture, Milliard (1976, 1992) contends that unique cognitive and behavioral style factors can be identified among African American populations. He further asserts the existence of a unique African American core culture that is shared by most African Americans to a greater or lesser degree and that can be empirically described. Concurrence with this view can be drawn from the work of Bellah, Madsen, Sullivan, Swidler, and Tipton (1985), Cohen (1969), Cole and Scribner (1974), Erny (1968), Kochman (1981), Ramirez and Price-Williams (1974), Shade (1981, 1982), Smitherman (1977), and Vass (1979). More specifically, Hale-Benson (1982) suggests that African Americans possess a particular cognitive style that influences the way they learn and perform in school. She notes that a new direction of investigation suggests that cognition is social as well as biological. . .[and] looks at the relationship between one's culture and the kinds of skills one develops (p. 23). According to Banks (1988), the works of Hale-Benson and Milliard have been heavily influenced by Witkin's (1950, 1962) cognitive style theory as well as by Cohen's (1969) learning styles conceptualization. In 1950, Witkin hypothesized the existence of two cognitive styles: field-independent and field-dependent. Field-independent students, he claimed, are able to structure and make sense out of various tasks, do not have to be directed, are interested in and able to handle abstract and theoretical concepts, and take a hypothesis-testing approach to learning. By contrast, field-dependent students seem to need cues from the environment in order to solve problems; they have trouble providing their own structure and function best in people-oriented settings (Witkin et al., 1977). Cohen identified two conceptual styles, analytic and relational, the former of which is related to Witkin's field-independent concept while the latter is similar to the fielddependent concept. Shade's (1983,1986) investigations focus on whether or not differences in achievement for students with different cognitive styles can be determined and measured. She concludes that high achievers are more field-independent, object-oriented, analytical, and linear thinkers. …
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The relationship between cognitive style and academic achievement in African American high-school students - Ross, Sandra Ida (1994)
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Black historical conciousness/white historians: the attitudes of black first-year history students to some of the problematic aspects of South African history. - Roth, Molly (1994)
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Street-Wise: Towards A Relevant Education System for Street Children in South Africa - Roux, Johann Le (Education and Society, 1994)
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Language values and bilingual classroom discourse in Tanzanian secondary schools - Rubagumya, Casmir M. (Language, Culture and Curriculum, 1994)
Abstract The paper reports on an ethnographic study done in two secondary schools in Dar es Salaam, Tanzania. The main aim of the study was to find out the functions of English‐Kiswahili code‐switching in secondary school classrooms and to see whether this practice reflects and/or reinforces the language values held by secondary school pupils. The paper argues that code‐switching is employed in strategic ways by both teachers and pupils for meaningful classroom interaction. It further argues that despite the advantages of code‐switching, this mode of classroom discourse reinforces the view among pupils that English is more appropriate for academic work than Kiswahili.
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The impact of storm waves and economic activites on the southern coast of Mauritius - An assessment - Saddul, Prem (Cahiers du Centre nantais de recherche pour l aménagement régional, 1994)
Les côtes méridionales de l'île Maurice subissent actuellement les assauts combinés de l’homme et de la nature. Dans un environnement naturel délicat, caractérisé par la menace latente des longues houles qu’impulse l’alizé et par les effets brutaux des cyclones tropicaux, l’homme a fragilisé la côte par des implantations mal conçues d’équipements touristiques quand, par ailleurs, la pollkution liée à l’ essor de la culture de la canne à sucre fragilisait les récifs coralliens. L’action gouvernementale, dans ce contexte difficile, tend à réglementer les usages de la zone côtière.
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The impact of storm waves and economic activities on the southern coast of Mauritius - an assessment. - Saddul, Prem (Les Cahiers Nantais, 1994)
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Media selection : measuring the effectiveness of a media selection procedure in the Moroccan secondary school context - Salah, Fatima (1994)
Media selection : measuring the effectiveness of a media selection procedure in the Moroccan secondary school context
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Rapid assessment : water pollution in the catchment area of Lake Victoria, Tanzania - Scheren, Pagm Peter; Bosboom, JC Jeroen; Njau, KN (1994)
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Muslim Women and Education: Historical Foundations and Twentieth Century Egypt - Schleifer, Abdullah (1994)
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Environmental Education in Zambia and Two Lessons We Should Learn. - Scott, Alistair (1994)
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Teaching agronomy in the highlands of Papua New Guinea - Scott, W. R. (1994)
This paper outlines the methods used to design a revised curriculum for the Post Certificate Diploma in Agriculture at the Highlands Agricultural College, Mount Hagen, Papua New Guinea. The general course is briefly described with more specific details on the teaching of Crop Production, including a subject outline and the implications for resource requirements.
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Enhancement of Teacher Capacities and Capabilities in School‐based Assessment: Lesotho experience - Sebatane, E. Molapi (Assessment in Education: Principles, Policy & Practice, 1994)
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The academic self–efficacy beliefs of disadvantaged gifted black middle school students in the North West province of South Africa - Semakane, Shadrack Keitumetse (1994)
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Recent East African earthquakes in the lower crust - Seno, Tetsuzo; Saito, Akira (Earth and Planetary Science Letters, 1994)
We have determined the focal mechanisms and depths of major earthquakes (mb ≥ 5.5) that occurred in East Africa during July 1978 to December 1987, comparing the synthetic P-waveforms with those observed by the WWSSN network. We were able to determine accurate focal depths for five events. With the exception of one event, all events occurred in the depth range 5–13 km, i.e., in the upper crust. One event had a depth of 22 km and occurred in the lower crust. Including events previously studied, we examined mb−Mw relations, and found no difference between the lower and upper crustal events. There seems to be no difference in rupture characteristics between them. The lower crustal events in East Africa may have occurred in the brittle regime for a geotherm having a plausible parameter range and a high pore pressure. For earthquakes to occur in the lower crust, intermediate heat flow, high pore pressure and high strain rate would be necessary.
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Acute leukaemias in adult Ethiopians in a teaching hospital. - Shamebo, M (PubMed, 1994)
Eighty-two consecutive cases of acute leukaemias in adult Ethiopians were admitted to the Tikur Anbessa (Black Lion) Hospital, a teaching and referral hospital in Addis Abeba, Ethiopia, from January 1982 to December 1992. These cases were studied to describe the clinical and haematological findings, response to therapy and prognosis. The age range was 13-78 (mean 29.6) years. The male to female ratio was 1.6:1. Acute myeloblastic (AML) and acute lymphoblastic (ALL) leukaemias occurred in 53.7% and 46.3%, respectively. The commonest symptoms were anaemia, fever and bleeding tendencies. The commonest signs were pallor, fever, sternal tenderness and purpura. Splenomegaly was more commonly seen in ALL patients. The haematological findings were anaemia (mean Hgb 6.35 g%), leucocytosis (mean WBC count 88,507/mm3) and thrombocytopenia (mean platelet count 31,700/mm3). Of the patients eligible for evaluation treated with chemotherapeutic agents, only 38.4% of ALL and 6.2% of AML achieved complete remission. Twenty-seven patients with ALL died from one day to 84 (median 1.0) months after diagnosis. Ten are lost to follow-up from two weeks to 36 (median 2.5) months, one is still alive 40 months after diagnosis. Thirty-nine of the AML patients died from one day to nine (median 0.3) months after diagnosis. Five are lost to follow-up from two weeks to two and a half (median 2.0) months. The causes of death were sepsis and bleeding, separately or in combination. Increasing numbers of acute leukaemia patients are being referred to this centre. Therefore, attempts should be made to equip it for the treatment of such cases.
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Problems of cohesion and coherence in the writing of non-native advanced learners of English : the case of 4th year English specialists, College of Education, Sana'a University, The Republic of Yemen - Shamsher, Mahmood Ali (1994)
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Requesting strategies in American English, Egyptian Arabic and English as spoken by Egyptian second language learners - Shazly, El; Moneem, Amany Abd El (1994)
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Muslim private schools in South Africa : present and future. - Sheik, Akthar. (1994)
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Effect of iodine and iron supplementation on physical, psychomotor and mental development in primary school children in Malawi. - Shrestha, Rita (1994)
Primary school children (n = 424) from the Ntcheu District, Malawi, aged 6 - 8 years, were selected for a double-blind placebo-controlled study to evaluate the effect of iodine and iron supplementation on physical, psychomotor and mental development. After the baseline measurements were carried out, children were given a single dose of iodized oil (1 mL Lipiodol®; 490 mg I) or placebo and daily doses of iron (ferrous sulphate, 60 mg of Fe) or placebo on weekdays (February-July and October- November 1991). The anthropometric measurements included height, weight, mid-upper arm cicumference (MUAC), and four skinfolds while indicators of physical stamina included lung function, hand grip and sitting and standing ability. The psychomotor development tests were pegboard, ball throwing, tapping and reaction time tasks. The mental development tests included fluency and exclusion as a measure of fluid intelligence; quantity and verbal meaning to evaluate crystallized intelligence and visual memory and closure tests to measure perceptual skills. Baseline data were collected from October 1990 to January 1991 and the final tests and measurements were carried out in October-November 1991. The initial iodine and iron status was established by measuring the concentration of iodine in urine and of hemoglobin in blood. About 86% of children had urinary iodine concentrations below 0.4 μmol/L indicating moderate iodine deficiency while 18% of children had hemoglobin levels below 110 g/L which is the cut-off point for indicating anemia. Measurement of iodine in urine three months after supplementation showed a normal level of urinary iodine. After one year, the level had dropped to the baseline value. The change in haemoglobin could not be measured due to objections from the parents in obtaining further blood samples. About 27% of children were stunted while 2% were wasted when measured at both time points. One year after supplementation, the four treatment groups did not grow differentially indicating no effect of iodine or iron supplementation on physical growth. The iodinetreated group scored higher in tests of physical stamina as measured by sitting-standing and hand grip. The iodine treated group also significantly improved scores on the ball throwing exercise indicating an improvement in eye-hand coordination. No changes were noticed on reaction time, movement time and tapping indicating no effect of iodine on speed, dexterity and manual-motor coordination. The iron-treated group showed improvement only in eyehand coordination tests. No improvements were seen in other psychomotor tests. Subjects in all four groups improved their scores on all mental development tests. The analysis of the placebo group indicated a considerable learning effect especially in fluency. Detailed analysis were conducted based upon the differential improvement when compared with the placebo group during the final test. The iodine-treated groups showed a large improvement in fluid intelligence measured by the fluency and exclusion tests. This component of intelligence measures reasoning, classification and fluency. Perceptual skills, as measured by visual memory and closure, also improved considerably in the iodine-treated group. Crystallized intelligence, as measured by quantity and verbal meaning, was also improved in the iodine-treated group but to a lesser extent than fluid intelligence. Crystallized intelligence is associated with word meaning, factual knowledge, short termmemory and decision making. These skills are closely associated with the classroom environment. In the iron-treated group, a significant improvement was noted only in fluid intelligence and in the quantity test, a component of crystallized intelligence. No significant interaction of iodine and iron was noted. However, combined supplementation with iodine and iron sometimes resulted in an additive effect. It has been shown in several studies in which iodine has been administered to mothers prior to pregnancy or during gestation that iodine supplementation reduces spontaneous abortion and stillbirths and improves the birth weight, and the mental and psychomotor performance of children. Previous studies in which children have been supplemented with iodine have not been able to demonstrate unequivocally that such supplementation affects mental or psychomotor development. In the present study we were able to demonstrate that iodine supplementation to children as old as 6-8 yr could improve mental and psychomotor development. The present study also demonstrates that iodine supplementation was more effective than iron supplementation in the population studied but the low prevalence of iron-deficiency anemia in children could have been responsible for such an outcome. Concerning supplementation with iron, several previous studies have indicated that correction of iron deficiency early in infancy tends to improve psychomotor and mental development more than when the correction takes place in later life. In the present study, supplementation with iron was found to improve eye-hand coordination and fluid intelligence which justify prevention and control of iron-deficiency anemia in infants and children as soon as such a problem is detected. An important finding from the perspective of planners is that 490 mg oral iodine may be inadequate to provide sufficient iodine for one year as indicated by the measurement of urinary iodine excretion. In iodine-deficient areas where provision of iodized salt is not available, the provision of iodized oil capsules could be an attractive alternative provided that the dosing schedule is adequate.
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DRAMA AND HEALTH EDUCATION IN UGANDA - Sicherman, Carol (South African Theatre Journal, 1994)
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Transferability of cognate lexis in the English of francophone African learners - Sikogukira, Matutin (1994)
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Physical Education and Sport for all in Kenya - Simiyu, Wycliffe W Njororai (1994)
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Employment and training in tourism in Kenya. - Sindiga, Isaac (Journal of Tourism Studies, 1994)
Jafari (1990) noted that tourism means different things to different people. To governments which create policies and provide enabling environments for conducting the business, tourism means employment for the citizens. For the Kenya government, tourism means the maximisation and sustenance of high foreign exchange earnings, tax revenues and creation of employment (Kenya, 1994, p. 194). The latter is particularly important not just in terms of the numbers of jobs which are generated but also because of its implications for the socio-economic development of the country and hence the well-being of the people. Also, employment is a significant factor to focus upon for at least three reasons:
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Improving the effectiveness of in-service education for headteachers of government secondary schools in Harare Region, Zimbabwe - Sisimayi, Rodgers Garikayi. (1994)
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The integration of Christian spirituality into evangelical Christian education in the local South African church. - Smallbones, Jacqueline Lyddell. (1994)
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The current status of pre-university education and its regional disparity in Egypt - Soliman, Azza Abdel Aziz (1994)
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"Here in Africa, We Teach; Students Listen": Lessons about Culture from Tanzania. - Stambach, Amy (Journal of curriculum and supervision, 1994)
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Knowledge transfer and reciprocity: a Canadian Theological Education Project in Kenya - Stelck, Brian F. (1994)
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Motivations for Enrollment in Graduate and Professional School among African American Students in HBCUs. - Stephens, Lowndes F. (1994)
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Research On African-American Family Life: Learning To Interpret The Dance - Stevenson, Howard C. (1994)
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South African Principals’ Perceptions on Restructuring Schools: a small‐scale evaluation - Steyn, G.M.; Squelch, Joan M (School Organisation, 1994)
Abstract Restructuring any organisation goes hand in hand with changing perceptions. Political and economical realities in a changing South Africa brought about restructuring in the schools of one of the Education Departments in the South African education system. These changes have especially influenced management of the schools as more responsibilities were given to principals and school governing bodies. Using semi‐structured interviews with principals the researchers attempted to determine to what extent these school managers perceived the changes in their schools as regards, inter alia, their roles and tasks, staff structure and internal organisation of their schools. The research further dealt with the implications of the new school management structure for the school.
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Education for Kagisano as a Determinant of the Educational System of Botswana - Steyn, Hennie (Africana Journal, 1994)
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Learning by improvisation: farmer experimentation in Mali. - Stolzenbach, Arthur (1994)
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Algerian schools open to terrorist threats - Stone, Richard (Science, 1994)
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EDUCATION, CREDIT AND THE EXTENSION SERVICE: EFFECTS ON SMALL FARMER PRODUCTIVITY IN THE LOWER SHABELLE REGION OF SOMALIA - Straquadine, Gary S.; Haybe, Abdullahi Mohamud (Journal of International Agricultural and Extension Education, 1994)
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The Emergence of a Sacred Language: Sectorization of Languages Among High School Students in Kumba, Cameroon - Stumpf, Rudolf (Africana Journal, 1994)
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Drought and soil fertility as determinants of tropical tree species distribution in Ghana - Swaine; Veenendaal, E.M. (1994)
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An Economic Analysis of the Determinants of Primary School Expenditures in Cameroon - Tafah-Edokat, E.O. (The Journal of Third World Studies, 1994)
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Factors Related to Matriculation Decisions among Asian-American and African-American College Students. - Tan, David L. (Journal of College Admission, 1994)
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Applying research to AIDS programs in villages. Burkina Faso project learns from community survey. - Tankoano, F (PubMed, 1994)
In 1991, 34 cases of acquired immunodeficiency syndrome (AIDS) were recorded for the province of Bam, which has a population of 4239. Since 1992, PLAN and the local Ministry of Health have been conducting an AIDS prevention program in the province. An initial baseline community survey to assess knowledge, attitude, and practices about the disease was conducted in order to tailor the program to the needs and characteristics of the target population. A questionnaire was administered to 300 randomly selected adults in 10 rural villages. The sexes were equally represented. 74% of the villagers were found to be illiterate and the major sources of health information were radio, health facilities, and friends and relatives; therefore, educational activities were carried out through non-written methods (traditional and modern) that employed these communication channels. Initially, 5 men and 5 women ("Village Communicators") were selected by their communities to be trained in information, education, and communication (IEC) techniques regarding AIDS prevention; under the supervision of their trainers, they organized and conducted 2 weekly sessions. An additional 62 women and 50 men were trained as Village Communicators to promote AIDS awareness among their own gender. A team of health personnel, artists, and a traditional music group conducted collective sessions to promote condom use and address problems relating to AIDS (polygamy, remarrying of spouses of AIDS victims, availability of testing during prenuptial visits). Although 90% of respondents had heard about AIDS, 30% did not understand the disease or its routes of transmission; so messages about the effects and the transmission of AIDS were emphasized. Because 56% of respondents admitted having had 2 or more sex partners, and a similar percentage admitted having had 2 or more sexual encounters per week, messages were disseminated on sexuality using community volunteers and the folkloric band. 42% of respondents were aware of the protective effect of condoms, but only 9% used them during their last sexual encounter; so village leaders, traditional healers, and PLAN and MOH staff promoted condom use at community sessions. Since 68% of respondents approved of the sale of condoms, a community-based system, which would be managed by village committees, for the sale and distribution of condoms was established.
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Fluid geochemistry of CO[2]-rich lakes and soda springs along the Cameroon volcanic line, Cameroon - Tanyileke, Gregory (1994)
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Fluid geochemistry of CO[2]-rich lakes and soda springs along the Cameroon volcanic line, Cameroon - Tanyileke, Gregory (1994)
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An appraisal of secondary school teachers' instructional performance in Nigeria - Tawari, Osa C.; Osarobo, Iyali F. (Studies in Educational Evaluation, 1994)
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The Need to Rethink Adult Education for Women in Tanzania - Taylor, Edward W. (International Education, 1994)
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Explaining the School Performance of African-American Adolescents - Taylor, Ronald D.; Casten, Robin J.; Flickinger, Susanne M.; Roberts, Debra; Fulmore, Cecil D. (Journal of Research on Adolescence, 1994)
This study examined the hypothesis that African-American adolescents' school achievement is detrimentally influenced by their perception of a discriminatory job ceiling affecting their employment opportunities. As a consequence of these perceptions, African-American adolescents allegedly: (a) devalue the importance of educational achievements (b) perceive that they have low academic ability, and (c) develop a social or racial identity at odds with academic achievement. These predictions were examined in a sample of 344 African-American and White students attending public and Catholic high schools. Results consistent with the model revealed that the more aware of discrimination the African-American adolescents were, the less important they perceived academic achievement to be, and the less engaged they were in their school work. However, the adolescents' awareness of discrimination was unrelated to their serf-perceptions of their own academic abilities and their ethnic identity. Indeed, adolescents' ethn...
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The financing of secondary education in Mezam Division, North West Province Cameroon : an uneasy partnership between family and state - Tembon, Mercy (1994)
The government of Cameroon like that of many Sub-S aharan African countries is faced with dwindling revenues and cannot provide the required fmances for the education sector. Since many other developing countries are facing similar fmancial constraints, policy options have been proposed for the recovery of costs as a way of revitalizing and improving the quality of education in these countries. The introduction of user charges is one of the more prominent options that applies to all levels of education. In light of the educational financing situation in Cameroon, this study sets out to assess the possibility of implementing this option. It therefore seeks to analyze how secondary schools are fmanced and to measure private direct costs of secondary education so as to determine parental willingness to spend on schooling. A household and a school survey were conducted in Mezam Division of the North West Province of Cameroon. 335 households in urban and rural areas were involved in the household survey, while 16 principals and 750 students, selected from 16 secondary schools, took part in the school survey. Results from these surveys indicate that in government secondary schools, although tuition is provided free, parents are obliged to meet the costs of books and uniforms. Moreover, because government funding is inadequate, by default, parents are obliged to contribute further towards the provision of additional facilities in these schools through the Parent-Teacher Association (PTA). Thus parents incur substantial costs for their children's education, in relation to household income and Gross National per Capita Income. The study also reveals that in the private educational sector, fees and other parental contributions, including PTA levies, form an important source of finance for secondary schools. Parents of government school students value the education of their children highly, and therefore indicated willingness to pay more, even though they already incur substantial costs. The findings further indicate that willingness to pay will be increased if the quality of education is improved. However, ability to pay is related to family income and number of children, which have important implications for equity which are discussed in the thesis. Finally the study reveals that the highly centralized financing policy and practice in government secondary schools does not take into account the fmancial capacity of communities and private individuals sufficiently. The thesis argues that, in order to improve access, quality and efficiency of educational provision, an appropriate cost-sharing strategy needs to be developed to finance government secondary schools, with provision of scholarships or other selective assistance to the most needy. The thesis suggests further that, efforts be made to explore parental willingness and the inherent self help tradition of the people, by encouraging local management and fmancing of schools. Hence support from individual users and contributions from local communities through Parent-Teacher-Associations should be actively solicited. It also suggests that the decentralization of educational management of schools will go a long way towards enhancing educational quality and efficiency. This will require some adjustments to the existing financing structures, and changes in the regulation and management of the education system. The successful implementation of these recommendations require immense political will on the part of the policy makers.
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The effect of Ethiopian School Leaving Certificate Examination on University performance: an application of meta analysis - Temesgen, Zelalem (Sinet, 1994)
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Training and assistance to small-scale enterprises in the urban informal sector in Zimbabwe - Tevera, D.S. (1994)
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Health care provision and surgical education in South Africa : World progress in surgery-changing world health care delivery systems : effects on surgical education. - Thomson, Sereen Rose; Baker (World Journal of Surgery, 1994)
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The environmental impact of the 1991-92 drought on Zambia - Tiffen, Mary; Mulele, M. R. (1994)
This report makes a positive contribution toward informing governments, agencies and NGOs of actions that need to be taken to reduce significantly the adverse conditions of future droughts. It suggests some immediate measures to consolidate and expand existing positive policy and local-level responses which resulted from the drought experience, By showing how to minimise damage and enhance benefits, this study makes an important contribution toward assisting all interested parties in the long journey toward achieving sustainability in sub-Saharan Africa.
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Arabic curriculum and syllabus: Growth and development in the Nigerian education system - Tijani, D.A.A. (1994)
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Education policy in South Africa since 1948 - Tikly, Leon (1994)
The aim of this study is to provide an account of the policy-making process in South African education since the coming to power of the Nationalist Party in 1948. The intention will be to a) better understand the nature and extent of the influence of different groups and individuals on the policy-making process, and b) to explain how and why educational change has occurred. Given the very large area of possible research implied by a topic of this nature, the study will concentrate on one area of education policy, namely schooling, although reference will be made to other areas where relevant. Primary sources in the form of policy documents and selected interviews with key policy actors have been used in conjunction with the secondary literature. Chapter one will locate the present study in relation to the existing literature. The chapter will focus on how different scholarly traditions conceptualise the education/society relationship and the nature of educational change. This will provide a necessary basis for the development, in chapter two, of a suitable theoretical framework for this study. An attempt will be made to combine a liberal emphasis on interest group interaction in policy making with a more neo-marxist concern with how such interactions are linked to wider economic and political interests. Further, an attempt will be made to integrate a structuralist concern with economic and political processes with a post-structuralist emphasis on the discursive construction of policy. Consequently three distinct but related levels of analysis will be developed, each one informing the approach of the remaining chapters. Thus chapter three will use the work of the French Regulation School to analyse the changing relationship between schooling and the accumulation process in the apartheid economy. Also drawing on the work of Gramsci, educational change will be understood as an aspect of a basic contradiction between capitalist accumulation strategies and the hegemonic project of apartheid.
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A longitudinal study of the relationship between academic comfort, occupational orientation and persistence among African American, Hispanic and White college students. - Tomlinson-Clarke, Saundra (1994)
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An organizational analysis of the Ministry of Education, Arab Republic of Egypt : the production, flow, and use of information in the decision-making process - Toronto, James A. (1994)
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The Politics of Adult Education in Comparative Perspective: models, rationalities and adult education policy implementation in Canada, Mexico and Tanzania - Torres, Carlos Alberto; Schugurensky, Daniel (Comparative Education, 1994)
(1994). The Politics of Adult Education in Comparative Perspective: models, rationalities and adult education policy implementation in Canada, Mexico and Tanzania. Comparative Education: Vol. 30, No. 2, pp. 131-152.
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School Libraries in Namibia: Innovations, Problems and Challenges. Ex Africa Sempter Aliquid Novi. - Tötemeyer, Andrée-Jeanne (Education Libraries, 1994)
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The Higher Education of Africans and the Pursuit of Western Capitalism - Toure, Kwame (Journal of Blacks in Higher Education, 1994)
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[Drought, deforestation and erosion in highlands of Western Cameroon]. [French] - Tsalefac, Maurice (1994)
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Growth and nutrition patterns of infants associated with a nutrition education and supplementation programme in Gaza, 1987-92. - Tulchinsky, T. H.; Ebweini, S. el; Ginsberg, Gary; Abed, Yacine; Montano-Cuellar, D.; Schoenbaum, Michael; Zansky, Shelley; Jacob, Sneha; Tibbi, A. J. el; Sha'aban, D. Abu (PubMed, 1994)
Since 1986, the 28 government community health centres providing primary care in Gaza have paid special attention to growth monitoring, nutrition education, and routine vitamin and iron supplementation in infancy. In 1987-88, 1989 and 1992, respectively, the nursing staff in five of these centres monitored the growth and feeding patterns of 2222, 1899, and 1012 children aged up to 15 months. The growth measures of children aged up to 6 months were similar to standard growth charts, but subsequently deficiencies developed in the study children. There were no differences between the patterns for males and females. Infants from upper socioeconomic categories had growth patterns that were closest to the norm, but this was associated with feeding and supplementation differences. There was improvement in the growth and feeding patterns of the 1989 and 1990-92 birth cohorts compared with the 1987-88 group and with the standard. Feeding patterns showed high levels of compliance with nutrition guidance. Growth monitoring, staff and maternal education, and supplementation with vitamins and, especially, iron were associated with marked improvements in feeding patterns and the growth status of children aged 3-15 months.
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In-service training needs of home economics extension agents in Nyeri District of Kenya - Tumuti, Dinah W. (1994)
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The Development and History of Special Education in Tanzania - Tungaraza, Frida D. (International Journal of Disability, Development and Education, 1994)
This article traces the historical development of special education in Tanzania and its future prospects. In addition, it will identify some factors that have helped shape the present state of special education in Tanzania, and present the major problems facing special education programs.
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Secondary schools in Africa - Uduku, Ola (1994)
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Secondary schools in Africa: perspectives on a viable physical ideal - Uduku, Ola (1994)
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Drought and Southern Africa: A Note from the Harare Regional Drought Monitoring Centre - Uganai, Leonard S. (1994)
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The beautiful ones are yet to be born: Inter-ethnic acceptance among Nigerian school children - Ugwuegbu, DC (African Journal for the Psychological Study of Social Issues, 1994)
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Education in Tanzania: A New Direction? - Urch, George E. (Africana Journal, 1994)
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Worker education in South Africa 1973-1993. - Vally, Salim (1994)
A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education.
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Training of community mental health nurses in Botswana. - Vb, Wankiiri (PubMed, 1994)
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Blazing the Trail: The Village Schools of Save the Children/USA in Mali. Education For All: Making It Work. Innovations Series, 4. - Velis, Jean-Pierre (1994)
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(Mis)management for droughts in South Africa: past, present and future - Vogel, Coleen (1994)
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Conceptually based problems within madrasah education in South Africa - Waghid, Yusef (1994)
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A study of achievement, attitudes, teaching practices and learning environments in secondary school science laboratory classes in Papua New Guinea - Waldrip, Bruce (1994)
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A study of achievement, attitudes, teaching practices and learning environments in secondary school science laboratory classes in Papua New Guinea - Waldrip, Bruce (1994)
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Study on Early Childhood Education and Health in Kenya - Wambua, M Isaac (1994)
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Education and Science in Africa: Possible Ways of Improvement in the Next Decade. International Commission on Education for the Twenty-First Century, Working Group on Education and Science (Paris, France, January 10-11, 1994). - Wandiga, Shem O. (1994)
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The assessment of learning processes: some African data - Watkins, Elias; David, M; Akande; Mpofu, Adebowale (IFE Psychologia: An International Journal, 1994)
Data based on responses of 218 Kenyan and 270 Zimbabwean 14-15 year old secondary school students shows the Learning Process Questionnaire (LPQ; Biggs, 1987) to be fairly reliable, factorially valid, and to correlate with self-esteem and locus of control much as expected. Comparison with like-aged students from Australia and Nigeria calls into question the stereotype that students from African countries are more prone to surface learning strategies than Western students.
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Levels of commitment and motivation amongst junior secondary teacher trainees in Botswana - Watson, Alison (Mosenodi, 1994)
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Knowledge, attitude and practice (KAP) towards epilepsy in secondary school students in Tanzania. - Wb, Matuja; Ht, Rwiza (PubMed, 1994)
Persons with epilepsy are shunned and discriminated against in education, employment, and marriage in Africa, because epilepsy is seen as a highly contagious and shameful disease in the eyes of the public. These observations come from many studies carried out in Africa including recent ones in Nigeria and Liberia. The KAP towards epilepsy among school children in Tanzania has not been studied and this information is essential before a health education programme on epilepsy can be designed for incorporation into the school curriculum. Therefore a study was carried out on 426 secondary school children in Mahenge to find out their KAP towards epilepsy. Forty six pc (193 of 420, students attributed epilepsy to heredity, brain injury, brain infection and witchcraft in that order. About 60 pc (186 of 331) considered epilepsy to be contagious through physical contact, saliva, and breath. Hospital treatment was considered by 62.7 pc (248 of 395) students and 80 pc (346 of 422) considered epilepsy to be controllable. Over 90 pc (385 of 414) of the students believed an epileptic person to be mentally subnormal and considered this a major reason for not sending an epileptic child to school. Their belief in the contagiousness of epilepsy was a major reason for discriminating against an epileptic child or person playing with other children; going to school; sharing the same plate or bed and as a marriage partner and this was significantly more so in the lower than upper classes.(ABSTRACT TRUNCATED AT 250 WORDS)
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Research policy in the higher education sector of South Africa - Whiston, Thomas G. (1994)
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Exploring the Practice-Rhetoric Gap: Current Curriculum for African-American History Month in Some Texas Elementary Schools. - Wilhelm, Ronald W. (Journal of curriculum and supervision, 1994)
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The Influence of West African Pedagogy upon the Education of New Orleans Jazz Musicians - Wilkinson, Christopher (Black Music Research Journal, 1994)
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Community peer education programmes to prevent HIV infection among vulnerable groups in Kariba, Zimbabwe - Wilson, David R.; Armstrong, Mahogany; Mavesere, D. (1994)
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Catholic Education and African Americans. - Wilson, Jacqueline E. (Momentum, 1994)
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11. Encouraging knowledge exchange: integrated pest management in Indonesia; Learning by improvization: farmers’ experimentation in Mali - Winarto, Yunita T.; Stolzenbach, Arthur (1994)
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Training materials on mapping fires and burn scars using NOAA/AIS. Data acquired in Central African Republic, developed by S. Trigg and M. Wooster, presented at the National Vegetation as a resource regional remote sensing workshop for East and Southern Africa - Wooster, Martin J. (1994)
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Training teachers for integrated science in Nigerian secondary schools. - Wuyep, Sunday Nankap. (1994)
This research examined the teacher training for in some university departments and colleges in Nigeria with the aim of establishing its characteristics, quality and appropriateness of the training in fitting the trainees to their job. It was decided to focus on all the players in the training of teachers; to canvas their views and to investigate their understanding of as it appears in college and school curriculum. This study specifically sought to determine: (a) the thrust and characteristic features of the teacher training; (b) the relevance of the teacher training programme for students to their role in schools; (c) the concepts of implied and reflected in both the junior secondary school national core curriculum for and in the curricula for teacher training; further to compare and contrast the views found; (d) the perception and understanding of integration of science in schools held by practising teachers, student teachers and the teacher trainers. The curriculum in schools; and the curriculum used in the training colleges and the universities were also analysed to compare and contrast the integration models used to structure them. By means of questionnaires and interviews in schools, colleges and universities in Nigeria, data were collected and analysed describing the views, understandings and practices of teacher trainers, classroom (practising) teachers and the student teachers in selected schools and training institutions in Nigeria. A total of two hundred and sixty four (264) participants responded to the questionnaires. In the light of the research findings, their discussions and implications, the following conclusions and recommendations have been made, that: 1. There is a general low understanding of the meaning and the philosophy for integrated science education among the participants. The term integrated science was defined by most participants popularly as the teaching of the sciences of biology, chemistry and physics mixed together. 2. The student teachers, most of whom had weak background in the pre-requisite sciences, saw their training curricula as overloaded and not appropriately matched to the duration of their training and needs. However, students from training institutions that were under the Nigerian Integrated Science Teacher Education Project (NISTEP) were relatively more positive and optimistic about their training. 3. There is a dearth of relevantly trained practising teachers in schools as well as teacher trainers in the training institutions in Nigeria. 4. The Junior Secondary School curriculum for revealed a substantial amount of evidence to show that it was designed with relevance to the childhsneeds, environmental conditions in Nigeria and reasonable meaning of iii scope and intensity. The NISTEP curriculum appear to be a good model for the training of teachers to implement the JSS curriculum. Those of universities are more or less ambitious. It is recommended that a systematic programme of teacher training for science be mounted to meet the need of the junior secondary schools as well as the teacher training institutions. First, a rigorous orientation and training of the teacher trainers in the meaning, philosophy and the methodology of education. The Science Teachers Association of Nigeria (STAN) and the National Commission for College of Education (NCCE) can work together to achieve this goal. The NISTEP human and material resources and the STAN Integrated Science Panel can be invaluable vehicles in meeting both the full time and INSET training needs.
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Training Of Trainers Report On Community Participation In Project Planning In Arid Lands Of Kenya.' Emergency Drought Recovery Programme - Yabann, Wilson K.; Biamah, E.K (1994)
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Environmental Impact Assessment Of The Arid Lands Project (ALP), Kenya. Emergency Drought Recovery Programme - Yabann, Wilson K.; E.K, Biamah; Haji, Aliya (1994)
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Trend analysis of enrolment sex-ratios in government schools of Ethiopia - Yohannes, Abdulaziz (Ethiopian journal of development research, 1994)
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Work environment factors related to the transfer of training to public organizations in Egypt - Zayed, Mohamed Salah-Elden (1994)
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Education and Gender Equity in Africa: The Case of Ethiopia - Zewide, Gennet (Journal of Education Finance, 1994)
In common with most, if not all, countries in Africa after independence, Ethiopia accorded a distinct priority to the expansion and consolidation of a modern and liberal education system since its liberation from the brief period of Italian occupation. A notable feature of postliberated Ethiopia is the marked increase in public expenditures and external donor assistance to education. However, the socioeconomic changes that have occurred over the last couple of decades have made it increasingly evident that a push for elitist education cannot be sustained. The population of Ethiopia has been growing rapidly over the years reaching its current rate of 3.1 per cent per annum, one of the highest population growth rates in the world. Moreover, the deteriorating production conditions in agriculture, compounded by the implementation of the ill-conceived economic and financial development policies of the 1970s and 1980s, has led to an economic crisis. The effects of this crisis are being severely felt in the education system of the country. The evidence now is that the education and training system of Ethiopia is threatened by several factors, such as the growing number of youthful population wanting to enter schools and colleges, erosion of quality and high costs of tertiary level education and declining relevance of training and research to the economic realities of the country. As a result, the failure of the present system of education and training to meet the expectations that prevailed during the early years of its development has made its continued existence virtually impossible.
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The state of the University of Zimbabwe Library facilities: an evaluation by the students - Zindi, Fred (1994)
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Drawing on Personal Histories in Teacher Education: Stories of Three African-American Preservice Teachers. - Zitlow, Connie S.; DeCoker, Gary (Teacher Education Quarterly, 1994)
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[Components of membranous labyrinth proteins of guinea pig and the detection of anti-68kD antibody in sensorineural hearing loss]. - Zou, Jianyong; Zhai, Shumei; Wang, P (PubMed, 1994)
The membranous labyrinth proteins (MLP) of guinea pig were isolated with various methods. The isolations with SDS or Triton X-100 were efficient. Western blot was successfully established and used to detect the anti-MLP antibody. Among 42 cases of idiopathic sensorineural hearing loss, 16 are positive of anti-68kD antibody in their sera with increased IgG, IgM and IgA. Anti-68kD antibody was also found in some normal controls, though it had weaker reaction and less repetition.
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[Components of membranous labyrinth proteins of guinea pig and the detection of anti-68kD antibody in sensorineural hearing loss]. - Zou, Jianyong; Zhai, Shumei; Wang, P (PubMed, 1994)
The membranous labyrinth proteins (MLP) of guinea pig were isolated with various methods. The isolations with SDS or Triton X-100 were efficient. Western blot was successfully established and used to detect the anti-MLP antibody. Among 42 cases of idiopathic sensorineural hearing loss, 16 are positive of anti-68kD antibody in their sera with increased IgG, IgM and IgA. Anti-68kD antibody was also found in some normal controls, though it had weaker reaction and less repetition.
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Training theories and practices and their applications in the Libyan oil industry - Zubi, Ramadan Yousif (1994)
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The factors associated with economic literacy among black South Africans and the significance of teaching and learning the economic sciences - Zungu, Zacheus Ngcebo Dumisani (1994)
Submitted in Fulfillment or Partial Fulfillment of the Requirements for the Degree of MASTER OF EDUCATION In the Department of Philosophy of Education of the University of Zululand, 1994.
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Colonialism and education in Zimbabwe - Zvobgo, Rugano Jonas; Trust, Sapes (1994)
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Taxonomic results of the BRYOTROP-Expedition to Zaire and Rwanda 3. Description of Collecting Sites. The Vegetation of Kahuzi-Biega-National Park/Zaire, Nyungwe Forest and Virunga volcanoes/Rwanda - Fischer, Eberhard (Bryophyte Diversity and Evolution, 1993)
During the BRYOTROP-Expedition in 1991, 71 collecting sites could be visited. These are situated in the Kahuzi-Biega-National Park/Zaire, the Nyungwe Forest and the Virunga volcanoes/Rwanda. This paper provides a short description of the vegetation in these three areas and a detailed list of all collecting sites.
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Delayed primary school enrollment and childhood malnutrition in Ghana - Glewwe, Paul; Jacoby, Hanan G. (1993)
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CONTINUING EDUCATION IN DEVELOPING COUNTRIES: NIGERIAN LIBRARY PERSPECTIVE - Jegede, Oluremi (1993)
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TRAINING OF TRAINERS IN AGRICULTURAL INFORMATION IN AFRICA - Niang, Thiendou (1993)
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An Investigation into the Performance of First Year Students in Mathematics and Statistics as a South African University - Stielau, Karl (1993)
Statistics departments, and indeed universities, in South Africa are at present in a considerable state of flux. If one examines the state of tertiary education in South Africa (S.A. henceforth) ten years ago the changes are evident to even a casual observer. Although for many years the traditionally liberal campuses have defied apartheid legislation in formulating admission policies, it is a fairly recent phenomenon that universities such as Natal, Cape Town, Rhodes and Witwatersrand have clearly stated their intention (often as a Mission Statement) to make both the student body and the staff correspond as closely as possible to the community in which each university finds itself. This has resulted in a long overdue change in the type of applicants for entrance, and in particular to Statistics courses, that these bodies receive. In Natal the position is exacerbated by the large number of school education departments that issue matriculation certificates to school leavers; these are meant to allow the individual to enter a university without further examination. The proliferation of such departments is a glaring legacy of apartheid and their incorporation into a single education department appears certain under a new political dispensation. During 1991 and 1992 the Statistics & Biometry Dept. at the University of Natal admitted students from: Natal Education Dept.; Department of Education and Training; KwaZulu Education Dept.; Joint Matriculation Board; House of Representatives; House of Delegates; Cape, Transvaal and Orange Free State Education Dept.'s; as well as a large number of "homeland" departments, such as Ciskei, Transkei, Venda, Bophutatswana and adjoining states, in particular Zimbabwe.
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Linkages among research, education, extension, and farmers in the Republic of Cameroon - Enyong, Laetitia Ako Kima (1993)
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The pill: Perceptions and usage among Nigerian students - Adinma, J. I. B.; Okeke, AC (Advances in Contraception, 1993)
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The challenges of the emerging market and the education and training of information professionals in Africa - Aina, L.O. (Journal of Librarianship and Information Science, 1993)
Examines the curricula of library schools in Africa to ascertain the pro portion of their courses that is relevant to the emerging library and informa tion science market based on a stan dard list of topics, ranging from computer technology and information and records management to informa tion repackaging and journalism. The list was based on that prepared by Nick Moore in his study: The emerging mar kets for librarians and information workers, 1987 (see LISA ref. 88-2944). Data used in the study was based on prospectuses from the schools supple mented with visits. Results suggest that a substantial proportion of the institutions in Africa have incorporat ed courses that are appropriate to the emerging market in their curricula. The majority appreciate the leading posi tion held by computer technology in this market, but in reality only four- five schools provide computer facili ties. Recommends that funding agencies should provide assistance in the training of information profess ionals in Africa by sponsoring visiting lecturers and scholars to training insti tutions where these lack skilled man power to teach certain courses, and by making the necessary equipment avail able. Continuing education for trainers should play an important part.
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Experimental study of emphasis and voicing in the plosives of Yemeni Spoken Arabic with some implications for foreign language teaching and learning - Al-Nuzaili, Abdulrahman Mohamed (1993)
This is an experimental study of two major distinctive features: emphasis and voicing in the plosives of Yemeni Spoken Arabic. It investigates some of their acoustic, perceptual and arodynamic correlates and aims, at least in part, to find the language-specific aspects in as far as these phonetic phonemena are concerned. It falls into two related parts. Part One consists of two chapters. Chapter one gives a general background of YSA with special reference to the phonemic significance of emphasis and voicing in the plosives and their interaction with various contextual factors and positions. Phonological definitions of these features are given. Various theoretical approaches are also dealt with. The syllable structure and the stress patterns in both Modern Standard Arabic and Yemeni Spoken Arabic are presented. Chapter two reviews critically some of the hypotheses and interpretations of voicing mechanisms and the factors affecting their realizations in various languages. Some of the relevant aspects reviewed are voice onset time in various languages, formant transitions, closure durations, temporal relationship between consonants and vowels, categorical perception and the phoneme boundary, aerodynamic factors and their role in the production of plosives. The two features are also reviewed in relation to vocalic context, place of articulation, stress, gemination and phonetic position. Part Two consists of four chapters representing the main body of this study. Chapter three is an investigation of the acoustic characteristics of the voiced/voiceless and emphatic/nonemphatic categories in words embedded in a contextual frame sentence. Chapter four is a perceptual investigation of the above contrasts by means of synthetically generated speech using the Klatt Synthesizer. It examines the role played by VOT, the relative onset time between the release and the onset of voicing, in the accurate identification of the voicing cognates. Another experiment attempts to evaluate the role of the second formant particularly its onset frequency and steady state portion in the emphatic/nonemphatic distinction. The relationships between perception and production are described and the theory of 'categorical perception' in relation to our data is also discussed. Chapter five investigates aerodynamic patterns and aerodynamically derived estimates of articulation for the emphatic/nonemphatic and the voiced/voiceless consonants in two experiments. Since there are several variables involved in this investigation, the results in both experiments are subjected to analyses of variance to obtain the effects of the independent variables on the dependent ones. In chapter six the findings of the previous three chapters are summarized. Some implications for foreign language teaching and learning are also discussed. The study ends with a section on the limitations and suggestions for future research.
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An endonormative model for the teaching of the English language in Nigeria - Banjo, Ayo (International Journal of Applied Linguistics, 1993)
After a brief discussion of the development of Nigerian English, the author classifies Nigerian English into four linguistically‐based varieties by considering how transfers from the indigenous languages affect phonological, syntactic and lexical features. The article argues that an endonormative model must pass two tests – local acceptibility and international intelligibility – and that only one variety of Nigerian English meets these criteria satisfactorily.
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Actively forming polymetallic sulfide deposits associated with felsic volcanic rocks in the eastern Manus back-arc basin, Papua New Guinea - Binns, R. A.; Scott, S. D. (Economic geology and the bulletin of the Society of Economic Geologists, 1993)
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