A study of the school-leaver unemployment problem in Malawi - Msiska, Fred Gennings Wanyavinkhumbo (International journal of educational development, 1992)
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Predicting African Children's Performance at School from Their Acquisition of Piagetian Concepts - Mwamwenda, Tuntufye S. (Perceptual and Motor Skills, 1992)
While the development of cognition among African children has been studied, in this short review in only six studies was the relation between cognitive development and performance by subjects of school age assessed. Evidence shows that the attainment of certain cognitive concepts is associated weakly with successful performance in school ( rs < .36).
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The geochemical characteristics of some plutonic-volcanic complexes along the southern part of the Cameroon line - Njonfang, Emmanuel; Kamgang, Pierre; Ghogomu, R.T.; Tchoua, Félix M. (Journal Of African Earth Sciences, 1992)
Abstract About 60 volcanic-plutonic alkaline complexes of Tertiary age are located along the continental part of the Cameroon Line. This paper reports the chemical nature and evolution of six of them (Gwenfalabo, Ntumbaw, Nkogam, Nda Ali, Bana and Koupe), all located in the southern part of this line. The geochemical data (major, trace and REE) of these six complexes reveal the following general behaviour: • -differentiation from a primary magma of intermediate composition situated in the well-known Daly gap. The absence of any discrimination between the different complexes in geochemical diagrams suggests that they have a unique source. This model is defined by three co-magmatic rock-types: cumulative basic rocks composed of anorthositic gabbros, residual acidic rocks with abundant syenites and granites and primitive intermediate rocks mainly represented by monzodiorites and monozonites of the Ntumbaw complex; • -emplacement of the acidic rocks by successive pulses, as illustrated in the Rb/Sr versus Sr diagram by three subparallel trends, corresponding (with increasing Sr contents) to fayalite syenites, other syenites, other syenites and granites respectively. From Rb/Sr isotopic data, the Nkogam granite is 67 Ma-old, while the fayalite syenite of the Mount Koupe is 46 – 50 Ma-old. Rb/Sr isotopic data of acidic formations of the other complexes and stable isotopes are needed.
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Distance education in Papua New Guinea: reflections on reality - Richard, Guy (Open Learning: The Journal of Open and Distance Learning, 1992)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsRichard GuyIn this article Richard Guy, of the University of Papua New Guinea, presents an analysis of the emergence of distance education in that country, and reflects on the present practice of distance education in terms of access, equity, funding and research. While other sections of education are putting in place a series of reforms in recognition of the country's changing social reality, distance education needs to engage critically with these developments in order to reshape its theory and practice
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Evidence for a Panafrican volcanic arc and wrench fault tectonics in the Jbel Saghro, Anti-Atlas, Morocco - Saquaque, Ali; Benharref, Mohammed; Abia, Hassan; Mrini, Zakia; Reuber, I.; Karson, Jeffrey A. (Geologische Rundschau (1910. Print), 1992)
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Perspectives on mental handicap in South Africa - Shapiro, Johanna (Social Science & Medicine, 1992)
Since the end of apartheid, public libraries have struggled to find their place in the new democratic South Africa. Confusion over which branches of government fund which library services, a lack of library presence in rural areas, and an overreliance on Western ideals and languages have all contributed to a lack of effectiveness. Libraries are also struggling against negative public perception and uneven geographical distribution. Several pieces of legislation and studies on the national level in recent years have attempted, or will attempt, to rectify at least some of these problems. The recent effort to have public libraries assume some of the duties of school libraries, which South Africa largely lacks, is also discussed.
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Agricultural education as a learning system in Africa: Enhancing effectiveness through innovations at the formal/nonformal interface - Wallace, Ian (International Journal of Educational Development, 1992)
The article treats agricultural education as a complex knowledge sub-system, linked to broader rural knowledge (and learning) systems, and divided between formal and nonformal sectors. Its main concern is with interactions at the interface between these two sectors, and across their boundaries with the wider rural environment in which they operate. The importance of mutual learning processes is stressed. Theoretical models are applied through an examination of experiences in five major dimensions of innovation across the interface: university-based extension, outreach from agricultural colleges and institutes, student attachments, distance learning and community schools and colleges. Whilst each of these highlights particular lessons and issues, a number of broader conclusions, are drawn. These include the need for changes in institutional values, leadership and resourcing in order to facilitate the emergence of listening and learning institutions. Particular needs include management styles which enhance innovation, staff development to ensure openness in interactions with the environment, and skilled individuals able to mediate sensitive ‘interface’ relationships. There are also implications for new curricula which take account of opportunities for interactive learning, and which arise from consultation born of the new partnerships formed across the formal/nonformal interface.
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Natural Hazards in West and Central Africa (1992)
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Restoring the natural vegetation on strong eroded volcanic soils of Cape Verde (West-Africa) (Biological Conservation, 1992)
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Acquired immunodeficiency syndrome: education exposure, knowledge and attitude of Nigerian adolescents in Calabar - Aa, Asindi; Eo, Ibia; Mu, Young (Annals of Tropical Paediatrics, 1992)
The knowledge of and attitude to acquired immunodeficiency syndrome (AIDS) of 738 secondary school youths in Calabar were studied by questionnaire in March 1991. Most (92%) of the adolescents had heard about AIDS, largely through the mass media (79-85%), with parents and teachers contributing in less than 40%. About 30% did not know that AIDS exists in Nigeria. Most of them knew that promiscuity, blood transfusion and sharing injection needles and syringes are the major modes of transmission, but a number still incriminate toilet seats, eating utensils, hand-shaking and kissing. Only 31% were aware that condoms provide protection. For self-protection the youths prefer abstinence (45%) and confinement to one sex partner (19%). Only 3.6% would adopt the use of condoms. To prevent the spread of AIDS, the youths prescribe isolation (37%), treatment (34%), and killing (14%) of diagnosed cases. Most youths (77%) will stop seeing friends and 63% will reject relatives who develop AIDS. The study reveals that while general awareness of AIDS is fairly good, detailed knowledge is riddled with misconceptions and confusion. It is recommended that physicians in the community should assist in disseminating accurate information, with the support of parents, teachers and the youths themselves.This paper reports findings from a study of the knowledge and attitude toward AIDS of 738 secondary school youths in Calabar. Queried in March 1991, 10.3% of the respondents were under age 15, while 79.5% were aged 15-20. 92% had heard about AIDs, with 79-85% doing so through the mass media. The input of parents and teachers was noted in less than 40% of cases. 30% did not know AIDS existed in Nigeria. Most knew that promiscuity, blood transfusions, sharing injection needles and syringes are the major modes of transmission, yet some held that toilet seats, eating utensils, hand-shaking, and kissing are risk factors for contracting HIV. Only 31% were aware that condoms provide protection, so their use to that end was suggested by only 2.6%. Instead, 45% prefer to abstain and 19% choose to remain monogamous in order to protect themselves from HIV. To prevent the spread of AIDS, 37% recommended that cases be isolated, 34% recommended treatment, and 14% though cases should be executed. 77% and 63% responded that they would stop seeing, respectively, friends and relatives who develop AIDS. 61% were unaware that no cure exists for AIDS. In light of these findings, it is recommended that doctors in the community help disseminate accurate information with the support of parents, teachers, and youths.
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Special Education in Nigeria - Abang, Theresa B. (International Journal of Disability, Development and Education, 1992)
SPECIAL EDUCATION now serves students at all levels in Nigeria. Differences exist between states and between urban and rural areas. Considerable efforts have been made to promote integration though special schools are also an important part of the service pattern. Special education needs to be coordinated with improved health care and early diagnosis of disabilities.
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A comparative study of the secondary school curriculum in England and Wales and the Republic of Cameroon : issues of breadth, balance and relevance - Abangma, Patience (1992)
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Introduction to education in Ghana - Abosi, Okechukwu; Brookman-Amissah, Joseph (1992)
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Teaching political education for a post-apartheid South Africa - Abrahams, Derek Thomas (1992)
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Vocationalizing education in Ghana: a study of Ghana's attempts to vocationalize the school curriculum, with special reference to the junior secondary school program - Abrokwa, Clemente K. (1992)
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Cultural and socio-economic aspects of the Kenyan primary school curriculum, how relevant? - Achola, Paul P.W.; Orodho, John Aluko (1992)
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The Effects of a Social Studies Course on the Philosophic Orientations of History and Geography Graduate Students in Botswana - Adeyemi, Michael Bamidele (Educational studies, 1992)
Summary This investigation was concerned with the effects of a social studies course on the philosophic orientations of history and geography students undergoing a programme in Postgraduate Diploma in Education (PGDE) at the University of Botswana. Forty‐eight of them were taught a social studies course to determine whether their social studies orientations would change at the end of the course with the use of the Barth/Shermis Social Studies Preference Scale. It was found that a large number of the students tended to tilt from the citizenship transmission orientation to the reflective inquiry orientation but with the majority of them in the social science orientation. It was concluded that an educational innovation is capable of bringing about a change in behaviour.
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Gender Differences in Chemical Problem Solving amongst Nigerian Students - Adigwe, J. C. (Research in Science & Technological Education, 1992)
Abstract This study investigated sex differences in chemical problem solving amongst the secondary school chemistry students. The sample consisted of form‐five chemistry students consisting of 100 boys and 100 girls randomly sampled from five rural and five urban schools in Bendel Stale, Nigeria. The research instruments comprised of three written tests together with an inteview. The anaylsis of the students’ written responses to the tests and the interview protocols revealed that the male students excelled over the female students in the following areas of problem‐solving processess: (i) problem understanding/representation; (ii) construction of problem‐solving plans; (iii) exhibition of structural errors; (iv) execution of solution plans and (v) evaluation of solution processes.
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Problem‐solving Processes of Nigerian Chemistry Teachers - Adigwe, J. C. (Research in Science & Technological Education, 1992)
Abstract This study investigated the problem‐solving difficulties of 240 chemistry teachers in Nigeria. The research instruments were three written tests and an interview. The analyses of the written responses and problem‐solving proposals revealed that: (1) most of the teachers were incapable of constructing mental representations of the chemical problems and had difficulties in constructing appropriate solution plans; (2) most of the teachers had inappropriate problem‐solving approaches and limited problem‐solving strategies (they relied mostly on the use of algorithms); (3) most of them exhibited structural errors relating to the generation of wrong information and misapplication of the given information in solving the problems; (4) most teachers did not evaluate their solution processes. The implications of these findings are discussed.
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Special education in Nigeria - Adima, Emmanuel E (Australasian Journal of Special Education, 1992)
The desire of Nigeria as an independent country is to give to its citizens a free, just and democratic society where no one is oppressed. This humane philosophy guarantees maximum self realization to all citizens including children with special needs. Nigeria was not always one country as it is today. The territory according to Iloeje (1981) was formerly made up of various states, empires and small territories. The largest and most influential of these was the Fulani Empire which extended over most of northern Nigeria in the nineteenth century. As a result of British annexation of territory, Nigeria as a country came into being in 1914 when the then Northern and Southern Nigeria were amalgamated. Britain administered the country as one political unit for forty‐six years. In 1960, Nigeria became independent as a federation of three regions ‐ Eastern, Western and Northern, with Lagos as the federal capital. Nigeria now has twenty‐one states, each with some degree of autonomy, and an estimated population of 120 million.
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Special Education In Nigeria - Adima, Emmanuel E (Australasian Journal of Special Education, 1992)
The desire of Nigeria as an independent country is to give to its citizens a free, just and democratic society where no one is oppressed. This humane philosophy guarantees maximum self realization to all citizens including children with special needs. Nigeria was not always one country as it is today. The territory according to Iloeje (1981) was formerly made up of various states, empires and small territories. The largest and most influential of these was the Fulani Empire which extended over most of northern Nigeria in the nineteenth century. As a result of British annexation of territory, Nigeria as a country came into being in 1914 when the then Northern and Southern Nigeria were amalgamated. Britain administered the country as one political unit for forty-six years. In 1960, Nigeria became independent as a federation of three regions - Eastern, Western and Northern, with Lagos as the federal capital. Nigeria now has twenty-one states, each with some degree of autonomy, and an estimated population of 120 million.
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Education and Training of Archivists, Manuscript Curators and Records Managers in Africa - Afolabi, Michael (Archivaria, 1992)
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HIV/AIDS education and prevention among African-Americans: a focus on culture. - Airhihenbuwa, Collins O.; DiClemente, Ralph J.; Wingood, Gina M.; Lowe, Agatha (PubMed, 1992)
African-Americans have emerged as the "second wave" of the AIDS epidemic. Epidemiologic evidence indicates that African-Americans adults as well as adolescents have a disproportionately higher risk of AIDS and human immunodeficiency virus (HIV) infection. While programs designed to increase self-protective behaviors are urgently needed to avert a further increase in HIV infection among this population, there is little understanding of African-American sociocultural factors that may influence the acceptance of HIV information and the adoption of HIV-preventive behaviors. This paper describes African-American cultural values and mores which may be related to risk-taking behavior. Barriers to the effective dissemination of HIV prevention education are identified and strategies that may be effective in surmounting these barriers and implementing culturally-appropriate HIV behavioral modification programs are described.
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Causes of drug abuse among in-school adolescents in Ondo State, Nigeria - Ajila, Chris O. (1992)
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In-service and pre-service teachers' perception of the relevance of social studies to values and moral inculcation in students in Ogun State, Nigeria - Ajitoni, Sunday Olukayode; Omiyefa, Muraina Olugbenga (Educational Foundations, 1992)
This study investigated the perception of pre-service and in-service teachers on the relevance of Social Studies to values and moral inculcation among students in Ogun State, Nigeria. A descriptive survey design was used. A sample of 90 pre-service teachers from Federal Colleges of Education, Abeokuta and 36 in-service teachers from 18 junior secondary schools in Odeda local government area of Ogun State was employed. A self-designed structured questionnaire was administered to the respondents. The results revealed that pre-service and in-service teachers had positive perception of the relevance of Social Studies to values and moral inculcation. The findings equally showed that pre-service and in-service teachers' perception of the relevance the subject to values and moral inculcation is neither a factor of gender nor grade of teaching experience. Consequently, it was recommended that pre-service and in-service teachers should further help students to develop and nurture moral values as embedded in Social Studies. Keywords: In-Service Teachers, Morals, Perception, Pre-Service Teachers, Social Studies and Values
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A survey of early childhood teachers needs in southern Nigeria - Akande, Adebowale; Odewale, Funmi (Early Child Development and Care, 1992)
The major objective of this study was to identify certain needs which limit the effectiveness of early childhood teachers in the classroom. This was done by the use of an assessment tool. Results indicated a high priority and dire need for help in five factor need areas: children guidance and achievement of the basic skills; functional and qualitative learning and a mastery of the basic skills; motivating children to learn; identifying and sustaining readiness factors that affect learning and establishing and maintaining discipline. Consequently, a test for relation ship between the identified factor needs of early childhood teachers and selected teachers variables yielded no statistical significance (p>0.05).
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Consumer evaluation of a part-time teacher education programme in a Nigerian College of Education - Akpe, C.S. (Studies in Educational Evaluation, 1992)
A prominent feature of the Nigerian educational scene today is the proliferation of parttime programmes in both professional and non-professional courses by tertiary institutions. In the area of teacher education, part-time/sandwich programmes have become a topical issue which has generated a lot of debate among both professional educators and the general public. There is the general notion that the proliferation of sandwich and part-time programmes for serving teachers run by various colleges of education and universities in the country is likely to lead to a fall in the standard of teacher education. However, the debate on the apparent crisis in the quality of teacher education in the country remains to a large extent a speculative issue without any empirical support. Part-time and sandwich programmes are indeed a welcome development in the country's educational culture since it is only through a vigorous and determined effort by the training institutions that the problem of poor quality of teaching personnel can be realistically addressed. Obviously these programmes afford wonderful opportunities to serving teachers who cannot abandon their jobs to participate in full-time studies necessary for the improvement of their professional knowledge and skills. As a deliberate policy to improve the quality of teaching personnel serving in the public school system, the Federal Government of Nigeria has made the Nigeria Certificate in Education (NCE) a minimum teaching qualification in primary schools by the year 2000. The sandwich and part-time programmes offered by colleges of education and universities include certificate courses like the Associate Certificate in Education (ACE), the Nigeria Certificate in Education (NCE), post-graduate courses B.Ed. and higher degree programmes. However a cursory examination of these programmes easily reveals the diversity they exhibit in terms of entry qualifications, duration, organisation and content. It is possible that the lack of a common framework for the organisation of teacher training programmes has contributed to the barrage of criticisms to which these programmes have recently been subjected. We also observe that the uncritical consumers of these programmes are often satisfied with anything that goes on in the programmes provided their efforts will be blessed with a at the end of the programme. The education industry seems to be perverted by certificate consciousness or, by what Ronald Dore (1976) has aptly described as diploma disease. One way of addressing the problem of poor quality of teacher education programmes is for teacher training institutions to undertake regular and systematic evaluation of their training programmes to determine to what extent they are achieving their objectives. It is through such well planned formative evaluations that programme quality can be effectively monitored and problems of implementation identified and tackled. It is against this background that this consumer evaluation of the Part-Time teacher education programme of the Rivers State College of Education was carried out.
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Indications for lumbar puncture in children presenting with convulsions and fever of acute onset: experience in the Children's Emergency Room of the University of Benin Teaching Hospital, Nigeria - Akpede, George O.; Sykes, R. M.; Po, Abiodun (Annals of Tropical Paediatrics, 1992)
SummaryA total of 522 children, aged 1 month to 6 years, who presented with convulsions and fever of acute onset at the Children's Emergency Room of the University of Benin Teaching Hospital over a 1-year period, were prospectively evaluated. Bacterial meningitis was diagnosed in 22 (4.2%) on bacteriological and/or biochemical evidence. The causative organisms were cultured from the CSF in 13 (Neisseria meningitidis = 7, Streptococcus pneumoniae = 5 and Haemophilus influenzae = 1) and identified by Gram stain only in three (Gram-positive diplococci = 2 and Gram-negative diplococci =1). No organisms were identified in the CSF of six of the children with meningitis. The prevalence of meningitis declined sharply after 6 months of age. Six of the children with bacterial meningitis lacked classical meningeal signs but had other indications for lumbar puncture. The following were significantly associated with meningitis: age under 6 months; focal or multiple seizures; absence of a past or family history of seizures; unrousable coma; and an extracranial focus of infection. It is concluded that bacterial meningitis occurs in a good proportion of children, even beyond infancy, with convulsions associated with fever of acute onset, and that decision on the need for lumbar puncture should be guided by clinical features such as age and the presence of complex febrile seizures.
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Petrology and Copper Geochemistry of the Lower Part of the Tertiary Yemen Volcanics, Utma Area, Yemen Republic - Al-Khirbash, Salah; Al-Hibshi, Tareq (Journal of King Abdulaziz University-earth Sciences, 1992)
تضمنت هذه الدراسة فحص مجهري تحليل كيميائي لبعض عينات الجزء الأسفل من صخور بركانيات اليمن المنكشفة في منطقة عتمة والتي ترجع للحقب الثلاثي . ومن خلال الدراسات المجهرية وجد أن هذا الجزء يتكون من صخور غير تراكمية تدفقية الأصل ذو تركيب ما في ضحل المنشأ. تتركب هذه الصخور من معادن الكلينوبيروكسين ( الأوجيت والتيتانوأوجيت؟) ، الأوليفين ، والبلاجيوكلز الكلسي والموجودة على هيئة تسيج بورفري ، بين حبيبي ، وأحيانا نسيج أسبينفيكسي . أما معطيات التحاليل الكيميائية فقد دلت على أن هذ الصخور تكونت من صهير ثولييتي تحت مشبع وتحتوي على نسب عالية من أكاسيد المغنسيوم ، الحديد ، والتيتانيوم ، وعناصر النيكل والكروم ، ونسب قليلة من أكاسيد السيليكا ، والألمونيوم ، والأكاسيد القلوية . تعرضت هذه الصخور محليا إلى سحنة متحولة منخفضة الحرارة مكونة معادن البمبيلايت ، الكلوريت ، الإبيدوت ، الأسفين ، وأكاسيد الحديد . من خلال دراسة العلاقات الكيمياوية CaO-MgO-Al2O3 و AL2O3 مع FM لهذه الصخور ومقارنتها بصخور مماثلة من مناطق أخرى من العالم وجد أنها تشبه الصخور منخفضة عنصر الألومنيوم الموجودة في منطقة الباربرتون بجنوب أفريقيا (Viljoen and Viljoen , joen 1969 ) ، ولكنها ليست كومتايتة الأصل . دلت دراسة المقاطع المصقولة على وجود ترسبات النحاس الخالص المترسب على هيئة حبيبات متناثرة وعروق صغيرة . أما نتائج النحاس لعينات مفصولة فقد دلت بأن المعادن السيلكاتية هي المصدر الأساسي للنحاس والذي بدورة رشح أثناء عملية التحول وأعيد ترسبية بشكل واضح في الفراغات اللوزية وعلى سطوح المكاسر والفواصل . المحاليل المتحولة الناتجة من عمليات تكون البمبيلايت ميزت بخصائص كيميائية ملائمة لترسيب النحاس الخالص في صخور المنطقة .
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An analysis of vocabulary teaching in Yemeni TEFL - Al-Mekhlafi, Mohammed Abdo (1992)
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The predictive validity of the Ethiopian school leaving certificate examination's English and the integrative tests: comparative study - Alemayehu, Tibebe (The Ethiopian Journal of Education, 1992)
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Education and the struggle for national liberation in South Africa : essays and speeches(1985-1989) - Alexander, Neville (1992)
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Egan, A. 1991. The politics of a South African catholic student movement. [Book review] - Allen, Gemma (1992)
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Seismotectonics of the Mount Cameroon Volcanic Region, West Africa - Ambeh, W. B.; Fairhead, J. D.; Stuart, G. W. (1992)
Mount Cameroon is an active volcano located on the continental margin midway along a 1600 km chain of volcanic centres called the Cameroon line. Detailed microearthquake surveys conducted in the Mount Cameroon region, during three consecutive field seasons from 1984 to 1987, reveal an overall seismicity pattern characterised by, the predominant clustering of earthquakes at a few distinct localities, with no apparent clear lineations of epicentres. The earthquakes occur both as discrete events and in swarms at a rate of about two events per 3 days. Duration magnitudes ranged from 0.5 to 4, although most of the events are smaller than MD = 3. Hypocentre depths extend from near the surface to about 55 km, indicating the presence of both crustal and subcrustal activity. Calculated b values are low compared to those reported for most volcanic regions. Focal mechanisms are highly variable and show mostly normal and strike slip solutions. The subcrustal earthquakes have mechanisms which are consistent with one another and these show nearly pure strike slip faulting, with NE oriented P axes. The focal mechanisms of the subcrustal events, coupled with the general SW-NE alignment of the volcanic cones on the mountain, suggest an approximate SW-NE orientation of the maximum compressional axis of the regional stress field in the region. Apart from Kilauea volcano, Hawaii, Mount Cameroon is the only other intraplate volcanic centre having such deep seismic activity. The cause of such subcrustal activity is unknown, but probably relates to the presence of a zone of weakness, which both concentrates regional stress and fails more easily than its surroundings.
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The role of English in education in the New South Africa∗ - Amuzu, Koku (English usage in Southern Africa, 1992)
(1992). The role of English in education in the New South Africa. English Usage in Southern Africa: Vol. 23, No. 1, pp. 129-141.
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Accounting Education and Certification in Ghana - Anyane-Ntow, Kwabena (1992)
This chapter describes the accounting education and certification in Ghana. The Republic of Ghana lies almost in the center of the countries along the Gulf of Guinea on the west coast of Africa. The country covers a land area of 92,100 square miles or 239,460 square kilometers. A substantial sector of the economic activity in Ghana is agricultural. This is broadly defined to include livestock, fisheries, and forestry and accounts for more than 40 per cent of the gross national product (GNP). It provides employment for 60 per cent of the labor force and accounts for 70 per cent of export earnings. Cocoa is by far the most important crop in the country. Distribution is one of the most important aspects of the Ghanaian economy. Most agricultural products, with the exception of cocoa and lumber, are mainly distributed by small scale private farmers who, after harvesting, transport them to local agricultural markets. The single most important challenge facing the accounting profession and the education of accountants in Ghana today is to adapt the educational process to respond to the unique environmental needs of the Ghanaian economy.
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Management Involvement, Training and Company Effectiveness in an African Context - Aosa, Evans (The Journal of African Development, 1992)
This study examined the relationship between managerial involvement in strategy, management training and effective strategy implementation within large, private manufacturing companies in Kenya. The results were compared with those of selected studies done in other countries. The findings suggested that high managerial involvement in strategy and management training had little impact on success in implementing strategy among local companies. However, such impact was significant among foreign companies operating in Kenta. Our findings were similar to those of other African studies, but different from North American and European ones. Variations in contextual factors were cited as explanations for these findings.
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Marine pollution in Ethiopia - Araya, Abebe (1992)
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Learning about Africa. - Asante, Molefi Kete (Executive educator, 1992)
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School Programs for African-American Males ... and Females. - Ascher, Carol (Phi Delta Kappan, 1992)
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Thoughts on the significance of Meiji Japan's experience of modern development for future education in Ghana-Africa - Assuon, B. K.; アジア経済研究所 (1992)
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Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysis - Aston, Peta (1992)
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Predictive power of contrastive analysis : Syrians' learning of the English DP. - Aws, Wafa Mustafa. (1992)
I This thesis is an investigation of the Contrastive Analysis Hypothesis. This hypothesis is founded on the assumption that second language learners tend to transfer their native language structures when learnIng a, second language. In its strong version, this hypothesis claims that by contrasting two or more languages, it is possible to predict probable areas of difficulty and hence errors on part of the foreign language learner. Contrastive analysis yields two types of prediction: (i) second language learners will transfer their isomorphic Ll structures into the second language and thus produce correct target constructions, and (ii) they will transfer the anisomorphic structures of their mother tongue thus producing erroneous structures which reflect those of their mother tongue. The second hypothesis which I seek to verify in the present work claims that the more advanced the second language learner is, the more successfully he/she will perform in the second language. Long exposure to the new language will enable the learner to improve his/her linguistic competence in this language and as a result, he/she will utilise more positive transfer and less negative transfer than the less advanced learner. The validity of the two hypotheses will be investigated with reference to Syrian learners of English. The two languages under focus are English and Modern Standard Arabic. I focus exclusively on one syntactic structure viz., the noun phrase. My contrastive analysis of English and Modern Standard Arabic noun phrases is based on their description in terms of the general framework of the theory of Government and Binding. The predictions yielded by contrastive analysis were empirically tested by carrying out a small scale empirical investigation which consisted of three tests: a Completion Test, a Translation Test and a Judgment Test. The three tests were administered to two groups of Syrian students studying English at the University of Tishrin, Latakia, Syria. The first group comprised 25 first year students, and the second group included a similar number of fourth year students. I then carried out an error analysis of the data obtained in order to determine the source of each error and separate transfer from non-transfer errors. Quantificational measures were applied to the results in order to determine the relative frequency of each prediction in percentages. iii The degree of success of the predictions were taken as measures for the validity of the hypothesis on which they were based viz., the Contrastive Analysis Hypothesis. In order to verify the second hypothesis, I compared the mean percentages of transfer scored by both groups for each prediction in each test. Conclusions as to whether there were significant differences between the two groups in the degree of transfer were drawn by using the T-Test, which is statistical measure used to assess the significance of the differences between two given average scores.
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Non-Formal Education Programme for Rural Women and Rural Development in Nigeria - Azikiwe, Uche (1992)
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South African student images of the world: the effect of Apartheid education - Ballantyne, Richard (1992)
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AN APPRAISAL OF BODY IMAGE AMONG NIGERIAN UNIVERSITY STUDENTS - BALOGUN, JOSEPH A. (Perceptual and Motor Skills, 1992)
This study was designed to provide baseline data on the attitudes of Nigerian university students toward their own bodies. 286 students completed the 25-item version of the Body Cathexis Scale of Berscheid, et al. These students were more satisfied than they were dissatisfied with their body parts. The body weight and general muscle development were aspects with which they were most dissatisfied. Compared to men, women were significantly more satisfied with their ears, body weight, general muscle development, chest/breast, size of sex organs, and appearance of sex organs. These baseline data may help screen Nigerian university students with negative body ideation.
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A lexical‐semantic and syntactic‐grammatical analysis of Zambian English: Towards a ‘meaning‐to‐grammar hypothesis’ of classroom second language instruction - Banda, Felix (Journal of Multilingual and Multicultural Development, 1992)
Abstract This study is an attempt to compare the intuitions and reasoned judgments of second language learners of English on a number of semantic and syntactic phenomena in the language. Using the speech processing approach, subjects were tested on lexical‐semantic and syntactic‐grammatical linguistic performance tasks. Interest was motivated by the role of semantic space and formal space in language acquisition (cf. Slobin, 1985). In turn, interest was motivated by recent studies on the role of implicit‐ and explicit knowledge in language acquisition, on the one hand, and meaning‐focused and form‐focused second language classroom instruction, on the other. Basing our arguments on an authentic data base and related studies, we conclude that since learners’ scores on the semantic phenomena tasks appear, comparatively, significantly higher than on syntactic phenomena tasks, it is logical to assume that classroom instruction should attempt to follow the same route. Hence, the ‘Meaning‐to‐Grammar Hypothesis’.
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African American Scholarship and the Evolution of Multicultural Education - Banks, James A. (Journal of Negro Education, 1992)
Consensus among scholars within multicultural education about its aims and boundaries is emerging. Most multicultural education specialists believe that a major aim of the field is to restructure schools, colleges, and universities so that students from diverse racial, ethnic, and socialclass groups will experience an equal opportunity to learn (Banks, 1988; Banks & Banks, 1989; Gay, in press; Grant, 1977). As schools, colleges, and universities are currently structured, some groups of students, such as middle-class White males, have a better chance for academic success than have others, such as African American males, especially those who live in low-income, inner-city communities (Gibbs, 1988). Although there is a high level of consensus among multicultural education theorists and specialists about the broad aims of the field, there is less agreement among them about its exact boundaries, dimensions, and specifics. Some theorists focus their work primarily on ethnic groups of color (i.e., African Americans and Latinos) (Baker, 1983; Bennett, 1990). Other theorists conceptualize multicultural education more broadly and include race, class, gender, and exceptionality-and the interaction of these variables-as important components of the field (Banks & Banks, 1989; Garcia, 1991; Gollnick & Chin, 1990). Banks (1988) makes an important distinction between multiethnic education, which focuses on ethnic and racial groups, and multicultural education, which deals with race, class, gender, and exceptionality and their interaction. However, this distinction is rarely made by other theorists and investigators.
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African American Scholarship and the Evolution of Multicultural Education - Banks, James A. (Journal of Negro Education, 1992)
Consensus among scholars within multicultural education about its aims and boundaries is emerging. Most multicultural education specialists believe that a major aim of the field is to restructure schools, colleges, and universities so that students from diverse racial, ethnic, and socialclass groups will experience an equal opportunity to learn (Banks, 1988; Banks & Banks, 1989; Gay, in press; Grant, 1977). As schools, colleges, and universities are currently structured, some groups of students, such as middle-class White males, have a better chance for academic success than have others, such as African American males, especially those who live in low-income, inner-city communities (Gibbs, 1988). Although there is a high level of consensus among multicultural education theorists and specialists about the broad aims of the field, there is less agreement among them about its exact boundaries, dimensions, and specifics. Some theorists focus their work primarily on ethnic groups of color (i.e., African Americans and Latinos) (Baker, 1983; Bennett, 1990). Other theorists conceptualize multicultural education more broadly and include race, class, gender, and exceptionality-and the interaction of these variables-as important components of the field (Banks & Banks, 1989; Garcia, 1991; Gollnick & Chin, 1990). Banks (1988) makes an important distinction between multiethnic education, which focuses on ethnic and racial groups, and multicultural education, which deals with race, class, gender, and exceptionality and their interaction. However, this distinction is rarely made by other theorists and investigators.
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Borehole siting in an African accelerated drought relief project - Barker, R. D.; White, CA; Houston, John (Geological Society, London, Special Publications, 1992)
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Zimbabwean Teachers’ Attitudes Towards the Integration of Pupils with Disabilities into Regular Classrooms - Barnartt, Sharon N.; Kabzems, Venta (International Journal of Disability, Development and Education, 1992)
Integration of pupils with disabilities whenever possible is official educational policy in Zimbabwe. This paper reports results of surveys administered in 1989 and 1990 to 197 Zimbabwean teachers attending the University of Zimbabwe for advanced training. The results showed that levels of acceptance of the idea of integration are low and that attitudes are not unitary but rather depend upon what is being queried. Specifically, they show a clear preference ranking by type of impairment, and they differ depending upon whether their own classroom or classrooms in general are being asked about. Open‐ended questions provided more detail, supported the hierarchy of acceptance found in the closed‐ended questions and indicated that some teachers’ responses were extremely inappropriate.
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Security : British military training assistance in Southern Africa: lessons for South Africa? - Baynham, Greg; Mills, Simon (Africa insight, 1992)
Dr Simon Baynham of the Africa Institute and Dr Greg Mills of the Department of Political Studies, University of the Western Cape, examine London's military training programme for Zimbabwe. Mozambique and Namibia and the lessons those countries' experience may holdfor transitional South Africa.
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In search of an integrated pedagogy for primary school pupils in Kenya today - Bennaars, G.A. (1992)
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The Vocational School Fallacy Revisited: The Employment EXperiences of Secondary Technical School Graduates in Zimbabwe - Bennell, Paul; Nyakonda, David. (1992)
A Department of Economics working paper on the employment prospects of secondary technical school graduates in Zimbabwe during the 1980's.
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Training translators in post-apartheid, democratic South Africa - Beukes, Anne-Marie (1992)
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The Vulnerability of Agricultural Systems to Ecological and Climate Change in Sub-Saharan Africa - Bezuneh, Taye; Yilala, K.; Kibreab, T. (1992)
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Congenital malformations of the central nervous system at the Jos University Teaching Hospital, Jos Plateau State of Nigeria. - Binitie, OP (PubMed, 1992)
The pattern of congenital malformation of the central nervous system (CNS) as seen in Jos University Teaching Hospital (JUTH) is slightly different from that seen in Europe, Japan and Southern Nigeria. Not all the various types of CNS malformations reported from these centres have been seen in JUTH. Myelomeningocele was the commonest anomaly of the CNS seen and it accounted for more than 60% of all cases. Bilateral talipes equinovarus deformity was the commonest associated anomaly found. No case of anencephaly was seen in this study.A series of 80 children with congenital malformations of the central nervous system treated at the Neurosurgery Unit of the Jos University Teaching Hospital (JUTH) in northern Nigeria from January 19844 to December 1985 is discussed. 5 children with hydrocephalus and 3 with myelomeningocele were not treated surgically and were excluded. These children accounted for 60% of all pediatric neurosurgery patients. They were initially seen from the age of 7 hours to 2 years. There were 47 (59%) with myelomeningocele, all but one, lumbosacral. Many of these either presented with rupture and infection or developed infectious postoperative complications. The postoperative mortality rate was 24%. There were 15 children, (19%) with hydrocephalus, 10 of whom were successfully implanted with ventriculo-peritoneal shunts; 3 children died. 12 children (15%) had encephalocele. 3 children, presenting at 8, 11, and 13 months, had craniosynostosis, 2 in the sagittal and 1 in the coronal plane. These patients have improved in terms of reduced seizure rates. 3 Arnold-Chiari malformations were found, one of whom survived surgery. Tools for assessing intellectual and neuromuscular deficits are needed for this population to objectify follow-up.
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Reflections on education in East Africa - Bogonko, Sorobea Nyachieo (1992)
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Special education in East Africa, a comparative survey - Bogonko, Sorobea Nyachieo (1992)
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A case study of former students of Ivy Leaf: An independent African-American school - Bolger, Charles (1992)
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The influence of health education on breast feeding behaviour of women in Umzingwane District in Zimbabwe. - Booij, E.; Huinink, S. (1992)
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[Drought effects on the market of animals and agricultural products [in Morocco]] - Boughlala, Mohamed; Laamari, Abdelali (1992)
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Learning from local knowledge to improve disease surveillance: perceptions of the guinea worm illness experience - Brieger, William R.; Kendall, Carl (Health Education Research, 1992)
Surveillance is an essential tool in any campaign to eradicate disease; guinea worm (dracun-culiasis), which is targeted for eradication before the year 2000, is no exception. One criterion of an eradicable disease is that it be easy to recognize as the program advances. Few experts doubt that the experience of a meter-long subcutaneous worm protruding through a painful ulcer can be missed or confused with another disease, thus ensuring that guinea worm meets this criterion. Field experiences of anthropologists and health educators have shown that one should never assume that community perceptions of illness experience coincide fully with medical case definitions of disease. This paper describes efforts to learn how the Yoruba people of southwestern Nigeria perceive sobia, the local name for guinea worm. Qualitative methods including informal interview, village discussion and participant observation were used to discern a pattern of illness presentation and progression. Interestingly, local perceptions were found to include a variety of illness manifestations beyond the common clinical case definition of an emergent worm, thus creating the potential for a high level of false positive reports. Local knowledge was then used to design a pilot project that trained volunteers to become part of the surveillance network for the national eradication program. The volunteers, who were largely illiterate, were able to distinguish between cultural and clinical definitions, and submit quite accurate reports on the guinea worm status of their villages. Among the 164 volunteers, only two submitted false reports due to incorrect disease definition. In contrast local government health workers who were conducting village searches during the same period were significantly more likely to register false positive reports. The culturally sensitive training based on local knowledge received by the village volunteers is thought to have contributed to their superior performance.
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The development of special education in Mauritius: A case study. - Brouillette, W. Ronald (1992)
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Basic and Higher Education in Tanzania 1919-1990: Quantitative Expansion for the Many or Qualitative Improvement for the Few? - Buchert, Lene (Eastern Africa Social Science Research Review, 1992)
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Jesuit Mission School: Ally of Zambian Nationalism? - Carmody, Brendan (1992)
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Alternative Concepts and Terminologies for Teaching African Art. - Chanda, Jacqueline (Art Education, 1992)
(1992). Alternative Concepts and Terminologies for Teaching African Art. Art Education: Vol. 45, No. 1, pp. 56-61.
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Alternative Concepts and Terminologies for Teaching African Art - Chanda, Jacqueline (Art Education, 1992)
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Classroom Affect and Complexity: Ecological perspectives of Botswana Junior Secondary Schools: An International Perspective - Chapman, David W.; Snyder, Conrad W.; Fuller, Brian D. (1992)
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Spatio-temporal characteristics of drought as inferred from tree-ring data in Morocco. - Chbouki, Nabil. (1992)
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Addressing Contextual Issues Relevant to Language Teaching in South Africa: Implications for Policy and Practice. - Chick, J. Keith (1992)
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Learning African literature - Chimombo, S. (1992)
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South African education in the era of negotiations - Chisholm, Linda (1992)
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Politics, Poverty and Education in Rural South Africa - Christie, Pam; Gordon, Adele (British journal of sociology of education, 1992)
Abstract This article examines the relationship between poverty and education in South Africa, and how its conceptualisation has changed historically. By analysing two major inquiries into poverty conducted by the Carnegie Corporation (in 1929‐32 and 1982‐84), it highlights the political nature of poverty and also its racialisation in South Africa. Using material from a peri‐urban research study, it extends the analysis to include the underprovision of schooling, gender relationships of poverty and also child labour. The article illustrates how the relationship between poverty and education has been differently constructed in different discourses, and concludes by considering the challenges of developing policies to address the education/poverty nexus in the rural areas of post‐apartheid South Africa.
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Education and Social Change in South Africa: Contrasting Perspectives - Cleghorn, Ailie (Canadian Journal of African Studies, 1992)
(1992). Education and Social Change in South Africa: Contrasting Perspectives. Canadian Journal of African Studies / Revue canadienne des etudes africaines: Vol. 26, No. 3, pp. 510-514.
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Education and Social Change in South Africa: Contrasting Perspectives - Cleghorn, Ailie; Dreijmanis, John; Corrigall, Jim (Canadian Journal of African Studies, 1992)
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Western Higher Education and Identity Conflict: The Egyptian Female Professional. - Cochran, Judith (Convergence, 1992)
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The assessment of Gambia Technical Training Institute trainees on attachment - Cole, Peter; Cummings, Andrew John; Benett, Yves (The vocational aspect of education, 1992)
This study investigates the assessment of work experience for Gambia Technical Training Institute (GTTI) trainees. This report exposes the areas of concern in this context. It offers recommendations which are intended to assist in developing appropriate assessment procedures at the workplace and to ensure that training standards at the workplace are maintained or raised.
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Multiculturalism, the new name for apartheid: A study of school curricula in the new South Africa - Collins, Colin B.; Gillespie, Ros R. (Journal of Intercultural Studies, 1992)
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Training administrators for improved service delivery to small farmers: experiences from somalia - Collins, Paul; Mullen, Joseph (International Journal of Public Administration, 1992)
Effective training must be properly conceived and relevant and therefore based on identified performance problems or gaps in the organization. It is also crucial to distinguish those needs which may be addressed by training from those which have their root causes in other factors such as inappropriate policies or exogenous factors arising from the international economic environment. The objective of the FAO's project “Training Administrators of Agricultural Development for Small Farmers” was to bring about improvements in the administration of small farmer agricultural development, particularly relating to the performance of the Ministry of Agriculture and constituent agencies. A key strategy to achieving this objective was a series of training programmes, on a pilot basis including: (a) an analytical assessment of the effectiveness of the delivery system to small farmers, based upon a sample survey at the village level; (b) taking the latter into account, preparation of case study material which suggested concrete recommendations for improvement. The training approach adopted was thus inductive and farmer-centered. The conventional Training Needs Analysis (TNA) based upon the appraisal of duty statements, required skills and assessment of performance gaps was conducted. Most crucially, it was decided to solicit the views of the farmers themselves as the ultimate consumers of the services. In consequence of the opinions voiced by small farmers in the survey, the following conclusions were drawn as a preliminary to drawing up a performance focussed training programme: (a) availability of inputs, (b) adjustment policies, (c) public service morale. Overall, the training needs reflected not only on skill gaps or job descriptions but on exogenous factors which neutralized the motivation to acquire the necessary skills and undermined the environment in which the skills would be exercised. Hence the need to look at a broader institutional and policy context in an holistic diagnosis of the training process before actually addressing the detailed profiles of training needs. Three levels of training need were identified: (a) headquarters level (“senior”) staff; (b) middle-level (Regional and District) staff; and (c) field staff of the various agencies and services. At the national level, a number of the problems mentioned by the respondents were of a non-trainable nature - i.e. they were organizational problems more than a matter of individual skill deficiencies. The project placed special emphasis on the use of Somali experts to undertake the training activities envisaged - for reasons of language as well as self-sustainability and institution building. In many of the areas where training is required, little had been undertaken in recent years, especially as far as the management of small farmer input delivery services is concerned. For field staff the curricula designed was on the basis of needs reflected in the small farmers survey and was aimed at a number of performance gaps lying within the competence of field staff. At the senior management level, the training needs assessment carried out by the project indicated a number of performance problems or gaps that lay within the competence of senior administrators. Overall training implementation strategy under the project was based on the following: First, at all levels of training, to varying degrees in accordance with the educational level of participants, emphasis was placed on participative approaches: practical exercises at the field and middle levels (the application of work planning principles to real situations such as AFMET work plans or those of their agencies/services) and group discussion at the middle level seminar in relation to the findings of the small farmer survey. Second, maximum use was made of the small farmer survey and its case studies, not only as training materials but also as the basis for developing ideas for organizational improvement. Third, in the same participative spirit, training was designed to be action oriented. Thus middle level training involved group diagnosis of the small farmer survey and recommendations for action to the senior and national workshops on improvements of the organization of the delivery system for small farmers. This overall strategy of implementation is par excellence innovative and conducive to macro organizational development, since it facilitates dialogue between levels of agricultural development administration and provides feedback from the field to policy makers at the highest level. The culmination of the project was the holding of a national workshop attended by the Minister and Vice Minister, Permanent Secretaries and Directors-General of the Ministries of Livestock and Fisheries and top managers of parastatals and sector technical assistance projects, amongst others. The agenda for the national workshop ranged over 3 principal areas of concern (a) at the policy level, the need for national support for effective input delivery, the consideration of policy alternatives and the feasibility of each of the latter; (b) administrative issues arising out of the small farmer survey and recommendations of middle level officials; (c) the performance of major input delivery services. The National Workshop provided the occasion for the affirmation of Somalia's agricultural development strategy, as follows (a) the raising of farm income, output and the achievement of food security and basic needs; (b) an institutional strategy aimed at the mobilization of farmers groups to help themselves, with government providing items beyond the capabilities of self-help and the improvement of input distribution and support for small farmers; (d) reorganization of the Ministry to increase production. In conclusion, the Government of Somalia acknowledged that the project had made important contributions to (a) the monitoring of how the government is responding to farmers’ needs and the mixed results; (b) the exchange of experience and ideas regarding agricultural sector management and organization and other deficiencies; (c) through training and the national workshop, the assessment of training needs at various levels within the Ministry and its parastatals; however, the provision of guidance about how training can be institutionalized as an ongoing activity. In the final analysis, all this will have to take place within the context of a holistic strategy of organizational improvement and development.
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Angola : training and redeployment of demobilised soldiers for service in national parks, reserves and other conservation areas - Costa, Fernando Albuquerque; Almeida, Joao Serodio de (1992)
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Spatial Modeling and Landscape Characterization of an African Pastoral Ecosystem: A Prototype Model and its Potential Use for Monitoring Drought - Coughenour, Michael B. (1992)
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Dietary intake of vitamin A in African pre-school children in Umlazi, South Africa. - Coutsoudis, Anna; Zwane, Mandla; Coovadia, Hoosen M.; Gouws, E. (PubMed, 1992)
Vitamin A deficiency has been shown to have an impact on morbidity and mortality and therefore prevalence rates are important for public health policy. We report the use of a 7-day recall, dietary questionnaire, which was validated and administered to 203 randomly selected urban African pre-school children in Umlazi, South Africa. Common vitamin A containing foods eaten were leafy green vegetables, pumpkin, sweet potato, mangoes and chicken liver. Although the mean daily intake of vitamin A was adequate, 19 children had intakes below the recommended dietary allowance (RDA). Thirteen of these children had eaten liver in the previous week, and as such were probably not at risk. It is therefore estimated that only 6 of the children (3%) were at risk for developing vitamin A deficiency.
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Rift Related Magmatism and the Petrogenesis of Lavas from the Kiejo Eruptive, Rungwe Volcanic Province, S.W. Tanzania - Crabtree, Daniel; Chesworth, Ward (1992)
The Rungwe volcanic province is located in south-west Tanzania, at a point where the Nyasa, Ruaha and Rukwa rift valley troughs form an rrr triple junction. Structural trends inferred from volcanological features display a dominantly north to north-westerly alignment within the province. Volcanic episodes date from late Tertiary (10 Ma) through to Recent, with the last eruption occurring approximately 190 years ago from the Kiejo eruptive. Compositions from the Fiteko and Sarabwe vents of Kiejo range from alkali basalt/basanite to tephrite. In the Sengereti region south of Kiejo, picritic lavas dominate. Evidence from nickel content and Mg-values suggest that the picrobasalts show signs of olivine accumulation from ‘primitive’ magma. Projection into appropriate phase diagrams indicates that alkali basalts and basanites from the Sarabwe vent are transitional lavas of intermediate to low pressure evolution, with variable degrees of crustal contamination. Tephrite from the Fiteko vent shows signs of clinopyroxene + olivine fractionation at low pressure from more ‘primitive’ magma.
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Teacher Education in Papua New Guinea - Crossley, Michael W (Journal of Education for Teaching, 1992)
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Teacher Education in Papua New Guinea: a comment on comparative and international observations - Crossley, Michael W (Journal of Education for Teaching, 1992)
Abstract This paper is a response to the recent debate conducted in JET relating to teacher education and national examinations in Papua New Guinea. This rejoinder strongly supports the encouragement of such internationally informed debate, but draws attention to important issues concerning the nature of comparative and international studies in education. An effort is also made to add to the analysis of teacher education in Papua New Guinea in the light of criticism made in the original commentaries.
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Teacher education in Namibia - Curry, Christina; Goodwin, Nancy (South African journal of higher education, 1992)
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MERCURY POLLUTION IN ABU KIR BAY EAST OF ALEXANDRIA, EGYPT - Dahab, O. Aboul (1992)
يتعرض خليج أبو قير شرق الاسكندرية للتلوث من مصادر الصرف البرية وخاصة محطة صرف الطابية وفتحة بحيرة إدكو . وقد تم في هذا البحث تعيين صور تواجد الزئبق المختلفة من ذائب فعال وذائب عضوي وعالق في مياه مصادر الصرف البرية وفي مياه الخليج الساحلية ، وكذلك تم تعيين الزئبق الكلي في رواسب القاع بمناطق الخليج المختلفة . وأوضحت النتائج أن كمية الزئبق الكلي التي تدخل الخليج عبر محطة صرف الطابية تعادل3.13 كجم يوميا. وأظهر التوزيع المكاني للزئبق في مياه ورواسب قاع الخليج التأثير الواضح لمصادر الصرف البرية ، ويمكن تلخيص ميزانية الزئبق في خليج أبو قير باعتبار أن كميته الكلية التي تدخل الخليج يوميا تساوي 4.94 كجم يخرج منها إلى البحر المفتوح ما يعادل 25% ويترسب منها إلى قاع الخليج حوالي 55% .
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Neo-liberalism, structuralism and primary education in Mozambique - Daun, H (1992)
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Childhood learning and adult life: The functions of indigenous, Islamic and western education in an African context - Daun, Holger (1992)
Childhood learning and adult life : the functions of indigenous, Islamic and western education in an African context
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Africanity theory and the new student in nursing. - Davis, S P (PubMed, 1992)
Recognition and acceptance of Africanity theory in schools of nursing curricular has been presented as one strategy to address the needs of the new student in general and the ethnic minority student in particular. It was postulated that acceptance of the legitimacy of African-American culture would facilitate the recognition of the unique attributes of other "sub" cultures. Factors such as the (a) prevailing nursing shortage and (b) the changing applicant pool demand that nursing develop and incorporate innovative approaches to attract and retain the new student in nursing. Are we as a profession ready for the "new" students? It's either now or ...
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Missionary education in the Belgian Congo during the colonial period (1908-1960) - Depaepe, Marc; Debaere, F.; rompaey, Lies Van (Neue Zeitschrift für Missionswissenschaft, 1992)
L'enseignement fut le monopole de l'Eglise catholique jusqu'a la Seconde Guerre mondiale, avec l'accord de l'Etat belge; enseignement de base presque exclusivement. Apres la guerre, la question scolaire belge eut son contrecoup au Congo belge, diminuant le prestige des Europeens; l'Etat chercha tardivement a former des elites, mais disposa de peu de temps; en 1960, le Zaire independant ne comptait qu'un Congolais sur mille dans l'enseignement superieur
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[Seroepidemiological study of visceral leishmaniasis in school children in the Iferouane oasis (Niger)]. - Develoux, M.; Robert, Michel; Djibo, Ali; Monjour, L. (PubMed, 1992)
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Discrepancy scores for determining in-service needs: the case of agriculture teachers in Botswana - Dlamini, B.M.; Mogotsi, M.K. (UNISWA Research Journal, 1992)
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Education: the key to preventing vesicovaginal fistula in Nigeria. - Dn, Ojanuga (PubMed, 1992)
Vesicovaginal fistula is a very serious gynecological condition among Hausa and Fulani women in northern Nigeria. Obstructed labor is the leading cause of this tear from the bladder to the vagina. Most deliveries occur at home along because hospitals are too distant. Traditional midwives sometime treat prolonged obstructed labor by cutting the vagina thereby inducing a tear between the vagina and the bladder. A sociocultural factor that places females at risk is early marriage and subsequent pregnancy. Early pregnancy occurs before their bodies are even prepared to deliver infants safely. Womens low status exacerbates the risk factors e.g. husbands do not allow their wives to leave the household. Since they are the decision makers and tend to not want male physicians to see their wives they do not seek medical care for their wives. Distance and costs often keep women from seeking obstetric care. Even if the women did go to the hospitals the hospitals do not have enough staff and equipment to care for them. The leading obstacle to prevention of vesicovaginal fistula is ignorance of the risks of unsupervised delivery. A 1989 study in Kaduna State Nigeria finds considerable ignorance among women e.g. 65% of the men were familiar with vesicovaginal fistula and were able to characterize it accurately compared with only 24% of the senior wives. Only 1 of these women could even characterize it accurately. They did know however that childbirth caused it. Some respondents listed immoral behavior too much sex working too hard unpalatable foods miscarriage and early circumcision as other causes. Vesicovaginal fistula causes urine to leak constantly from the women so society ostracizes them. This report points out the need for health education programs for both men and women in northern Nigerian communities.
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Training mission on preventive control of locusts and spraying in Yemen (24 Jan. - 9 Feb. 1992). - Duranton, Jean-François; Lecoq, Michel; Rachadi, Tahar (1992)
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African-American Self-Consciousness and African-American Students Attending Predominantly White Universities - Durgans, Kenneth B. (1992)
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The value of education in small‐scale agriculture: Some evidence from Ogun State, Nigeria - Durojaiye, Bamidele O.; Olanloye, Fasasi A. (Oxford agrarian studies, 1992)
Abstract This paper examines the value of education in Ogun State agriculture using the production function framework. The results indicate that education contributes substantially to agricultural production in the State. The allocative effect of increased education was found to be more important than the worker effect while the input‐selection component of the allocative effect was more important than the input‐allocation component. Thus involvement in farmers’ education or a successful policy at luring educated persons into agriculture can be expected to bring about increased agricultural production in the State and, by extension, the entire country.
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Adult learning principles for the improvement of agricultural extension in Sierra Leone. - Ebun-Cole, W. A. (Convergence, 1992)
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Impaired immune response by isoniazid treatment during intravesical BCG administration in the guinea pig. - Ec, de Boer; Pa, Steerenberg; Ap, van der Meijden; B, van Klingeren; Wh, de Jong; Fm, Debruyne; Ej, Ruitenberg (PubMed, 1992)
At present, isoniazid (INH) is being used prophylactically to reduce the side effects of intravesical BCG therapy for superficial bladder cancer, although it is not clear whether or not this reduces the antitumor efficacy of BCG. In this study the impact of INH treatment on the immune response after repeated intravesical BCG administration was investigated in guinea pigs. INH was given during 3 days starting on the day prior to the BCG administration. It was found that the administration of INH severely impaired the immunological effects of BCG. The induction of mononuclear cell infiltration in the bladder wall was reduced. Enlargement of the regional lymph nodes (weight and number of cells), and increase of Major Histocompatibility Complex (MHC) class II expression on the lymph node cells, normally observed after intravesical BCG administration, were inhibited by INH. Systemic immunity, measured by the DTH reaction in the skin to PPD, was also diminished due to the combined treatment of BCG with INH. A five-fold increase of the dose of BCG did not overcome the effect of INH. INH probably did not exert a direct suppression of the immune system of the guinea pig as the DNCB skin reactivity was not influenced. Although INH concentrations in the urine were high at the onset of the instillation, in vitro experiments indicated that the effect of INH was probably not caused by killing of the BCG organisms shortly after application in the bladder. In conclusion, our data in guinea pigs suggest that the use of INH may impair the immune response to intravesical BCG. As this response may be important for the antitumor effect of BCG, urologists should be cautious with the prophylactic use of INH. The influence on the antitumor efficacy is now investigated in man.
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The Internal Efficiency of the Primary and Secondary Education Systems in Zimbabwe - Edwards, Glyn; Tisdell, Clem (Eastern Africa Economic Review, 1992)
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Music education and the new South Africa - Elliott, David (1992)
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Education and Primitive Accumulation in Sub‐Saharan Africa - Emoungu, Paul-Albert (Comparative Education, 1992)
(1992). Education and Primitive Accumulation in Sub‐Saharan Africa. Comparative Education: Vol. 28, No. 2, pp. 201-213.
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Leprosy among university and high school students in Benin City, Nigeria. A eight years review. - Ep, Kubeyinje; An, Onunu (PubMed, 1992)
36 cases of leprosy were seen among University and High School students in the Skin Clinic of the University of Benin Teaching Hospital during an 8 years period (1982-1989). The male to female ratio was 2 to 1. Borderline tuberculoid and tuberculoid leprosy were the commonest form of presentation, seen in 66.6% of all cases. Borderline lepromatous and lepromatous leprosy were seen in 22% while indeterminate in 11% of cases. There has been a gradual reduction of new cases from a peak of about 8 cases in 1983 to one in 1989. Most patients complied with treatment and were able to continue their education with little or no hinderance.
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22 December 1991 Yemen earthquake - Erdik, Mustafa (Soil Dynamics and Earthquake Engineering, 1992)
The Republic of Yemen was shaken on 22 December 1991 by a small earthquake. The earthquake caused unexpectedly high damage to the houses that had already been weakened by a series of small shocks affecting the region. The bulk of the damaged houses were unreinforced stone masonry. A limited number of public buildings received only light damage. The affected population preferred to stay outside their houses from the fear of the possible collapse of their houses due to continuing earthquake swarm.
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Performance in physics for students in single-sex and co-educational secondary schools in Nigeria - Erinosho, Stella Y. (Studies in Educational Evaluation, 1992)
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Help-seeking attitudes and psychological symptoms of African college students in United States colleges and universities - Essandoh, Pius K. (1992)
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The perceptions of ex-science teachers of the most essential aspect of science to be taught in Somali secondary schools. - Fahia, Saeed (1992)
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Black-bellied Storm Petrel Fregetta tropica, Antarctic Prion Pachyptila desolata and Thin-billed Prion P. belcheri: three species new to Kenya and East Africa - Fanshawe, John H.; Prince, P. A.; Irwin, Mps. (Scopus, 1992)
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Meeting the challenge of mentoring African American nursing faculty: a strategy for professional development. - Felder, E (PubMed, 1992)
Is mentoring just another bandwagon for African American and minorities to jump on? My personal perspective is that we should examine in more detail and dialogue the notions of self-actualization and affirmation that several authors identified as the essence of mentoring minorities. Then, particular distinctions among concepts such as mentor, master role model, preceptor, "buddy," or whatever might be seen as variations on the main theme of personal and professional self-actualization. Given what it may accomplish, appropriate mentoring for the African American nursing faculty neophyte is a challenge for the nursing profession and a strategy for institutional advancement in the twenty first century.
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Training for Egyptian scientists - Ferrell-Stevens, Jane (Nature, 1992)
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Drought, cattle disease, colonialism and lokembe: one hundred years of change among the pastoralist Didinga, eastern Equatoria Province, Sudan - Fetterman, Marilyn Harer (1992)
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Drought contingency planning, lessons from Kenya - Finkel, Michael (1992)
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Repositioning the Profession: Teaching Writing to African American Students. - Fox, Thomas (The Journal of Advanced Composition, 1992)
I begin this essay by urging writing teachers of all backgrounds to face higher education's continuing inability to meet the needs of African American students (see both Brooks and Ogbu for a sense of some of these problems as they relate to literacy). Because literacy?in the form of placement and proficiency tests and required writing courses?frequently works to exclude African American students, our greatest obligation is to transform literacy education for these students. Incumbent in this transformation is the reconception of African American literacy and writing pedagogy in more deeply understood cultural and historical contexts. Afro-American literary theory provides fertile ground for this reconception to begin.
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An introduction to the natural hazards of West and Central Africa - Freeth, S. J. (1992)
Natural hazards can be divided into two broad types: the catastrophic, such as earthquakes or volcanic eruptions, which result in immediate fatalities, and the slow long term effects, such as erosion or climatic change which may, in the fullness of time, contribute more to the well of human suffering. Africa in general is fortunate in that it suffers rather less than many other parts of the world from catastrophic hazards, though in recent years this has been more than compensated for by droughts, which have not only caused millions of fatalities, through starvation, but also destroyed vegetation cover and thereby assisted soil erosion.
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An introduction to the natural hazards of West and Central Africa - Freeth, S. J. (1992)
Natural hazards can be divided into two broad types: the catastrophic, such as earthquakes or volcanic eruptions, which result in immediate fatalities, and the slow long term effects, such as erosion or climatic change which may, in the fullness of time, contribute more to the well of human suffering. Africa in general is fortunate in that it suffers rather less than many other parts of the world from catastrophic hazards, though in recent years this has been more than compensated for by droughts, which have not only caused millions of fatalities, through starvation, but also destroyed vegetation cover and thereby assisted soil erosion.
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Natural Hazards in West and Central Africa - Freeth, S. J.; Ofoegbu, Charles O.; Onuoha, K. Mosto (1992)
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Adjusting Educational Policies: Conserving Resources while Raising School Quality. World Bank Discussion Papers, Africa Technical Department Series, No. 132. - Fuller, Bruce; Habte, Aklilu (1992)
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Guidelines for education and training in environmental information systems in Sub - Saharan Africa : some key issues : programme on environment information systems in Sub - Saharan Africa - Genderen, J.L. van (1992)
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The environmental effects of air pollution from the energy sector in South Africa - Gerson, Ruth T. (1992)
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Evolution, Problems and Challenges of Accountancy Education and Certification in Ghana - Ghartey, James B. (1992)
Publisher Summary This chapter discusses the evolution, problems, and challenges of accountancy education and certification in Ghana. The need for professional associations to join together and regulate their activities was recognized in the Gold Coast by the turn of the nineteenth century. By 1948, the composition of the professional and clerical group had changed significantly. There was no African accountant but there were 29 British accountants and one German accountant. The number of African doctors had increased from three to 38, lawyers from 27 to 57, and ministries from 26 to 435. Although there was no African professionally qualified accountant in the Gold Coast until 1950, there is evidence that the significance of accounting and auditing was duly acknowledged by the Gold Coast Africans. Before the turn of the nineteenth century, there were several inhibitions against the acquisition of individual wealth. The Chief was the person who accumulated most of the wealth in the society and utilized the funds in the interest of the society. The beginning of university business education in Ghana dates to 1952, when the Kumasi College of Technology was established. The fact that this system of training was not satisfactory to the growth of the accounting profession in Ghana became a problem of grave concern to accountants, politicians, and businessmen. In fairness to the accounting profession and in the interest of Ghana, the recommendation is reiterated that the Government seriously considers establishing an autonomous educational institution to provide accounting personnel with terminal academic qualifications required for professional certification.
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Education, Infrastructure and Instability in East African Agriculture: Implications for Structural Adjustment Programs - Ghura, Dhaneshwar; Just, Richard E. (The Journal of African Development, 1992)
The production function approach is used to analyze the role of farmers' education, infrastructure, and political instability on aggregate agricultural production in East Africa. Lack of price data prevent application of modern duality approaches. All countries in the region are assumed to be faced with a common production function. The analysis indicates that East African agriculture has benefitted from: conventional factor endowments (land, labor and livestock); modern inputs (machinery and fertilizer); human capital development; and infrastructure. In addition, strong complementarity appears to exist among these groups of resources. The results also show that political and civil instability has taken a serious toll on agricultural output in the region. It is argued that World Bank structural adjustment programs need to give further attention to non-price factors (such as farmers' education and rural infrastructure) in combination with price-0incentives for production and modern input use.
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Automatic promotion in primary schools of Kenya, its implications on curricula and other related areas - Gichia, K. (1992)
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Forecasting Of The Storm Surge In Winter At Alexandria (Egypt) - Gindy, A. H. El; El-Din, S. H. Sharaf; Moursy, Z. A. (1992)
Since storms frequently occur in the winter season, at Alexandria, SE of the Mediterranean Sea, storm surges often affect this area. In this paper, we attempt to forecast the storm surge heights in the commercial Western Harbor of Alexandria, during both strong and moderate storms, using statistical multiple regression analysis. On applying different statistical models and after validation, the present results showed that a strong surge (Y) can be forecast using a three hour prognosis model expressed by: (Y=0.85* HT12 +0.84* n3 +2.27* p3), where HT12 is the mean surge height over 12 hours preceeding the forecast time. n3 and p3 are the wind velocity component normal to the shore in (knots) and the atmospheric pressure (mb) respectively three hours before the forecast time. On the other hand, three equations were found to be convenient to forecast the moderate surge at Alexandria. The occurrence of strong or moderate surges cases could be forecast using the meteorological synoptic conditions over the Eastern Mediterranean.
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Survival in very low birthweight infants at the University of Port-Harcourt Teaching Hospital, Nigeria. - Go, Okoji; Rs, Oruamabo (PubMed, 1992)
Between January 1984 and December 1987, 1509 singleton neonates were admitted into Special Care Baby Unit at the University of Port Harcourt Teaching Hospital; 29(1.9%) of these were Extreme Low Birthweight (ELBW), 86(5.7%) were Very Low Birthweight (VLBW), 406(26.9%) were Low Birthweight (LBW) and 988 (65.5%) were Normal Birthweight (NBW) infants. Survival rates in the four categories were 10.3%, 46.5%, 89.2% and 94.7% respectively. Factors which significantly influenced survival in the VLBW infants included higher mean birthweight (p less than 0.01) longer mean gestation (p less than 0.001) and lower incidence of birth asphyxia (p less than 0.02 with Yates's correction). Furthermore the survivors were significantly more mature for their gestation than those who died (p = 0.008, Fisher's Exact test). Care of the VLBW infant is not beyond the capabilities of Special Care Baby units in developing countries. In the light of our report, survival of Low Birthweight infants is a strong reflection of that of VLBW infants and survival of this category of babies could be improved by instituting general measures such as those aimed at reducing the incidence of LBW in the environment and by specific measures like carrying out prompt and effective resuscitation of the asphyxiated neonate and preventing sepsis.A total of 1509 singleton neonates (849 males and 660 females) were admitted into the Special Care Baby Unit at the University of Port Harcourt Teaching Hospital in Nigeria between January 1984 and December 1987. Of these, 29 (1.9%) were extreme low birth weight (ELBW); 86 (5.7%) were very low birth weight (VLBW), 40 of whom survived; 406 (26.9%) were low birth weight (LBW); and 988 (65.5%) were normal birth weight (NBW) babies. Survival rates in the 4 groups were 10.3%, 46.5%, 89.2%, and 94.7%, respectively. Higher mean birth weight (p .01), longer mean gestation (p .001), and lower incidence of birth asphyxia (p .02 with Yates's correction) significantly more mature for their gestational age (p = .008, Fisher's exact probability test) than those who died. Among infants who survived, one each had idiopathic respiratory distress syndrome (RDS) and septicemia. Among the infants who died there were 2 cases of RDS and 1 each of aspiration pneumonia and septicemia. Survival of babies with birth weights under 1000 gm improved very little over the 4-year period, while the survival rates stayed constant at 90% in babies with birth weights of 1500 gm and above. The overall survival rate in the Unit improved from 86.1% in 1984 to 91.4% in 1987. There were relatively fewer cases of birth asphyxia in the VLBW category than in the rest of the babies resulting in better survival. The survival of LBW infants was distinctly reflected by that of VLBW infants whose survival could be improved by instituting measures such as prompt resuscitation of the asphyxiated neonate and prevention of sepsis.
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An evaluation of secondary education in Niger with particular reference to English language teaching. - Goumandakoye, Amadou Z. (1992)
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Sound the Tocsin: The Third Horseman Mounts to Ride: Drought in Southern and South Africa 1991-1993 - Green, Reginald H. (1992)
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That the People May Be Fed: Drought and Famine in Southern Africa 1991-1993 - Green, Reginald H. (1992)
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AIDS in sub-Saharan Africa: implications for health education. - Gwede, Clement K.; McDermott, Ryan (PubMed, 1992)
This paper reviews the current epidemiologic status of AIDS in sub-Saharan Africa, focusing on what is currently understood about the distinctive features of heterosexual transmission in young men, women, and children. Epidemiologic data show that AIDS is transmitted primarily through heterosexual vaginal intercourse. Heterosexual transmission is highlighted both as the principal mode of spread of AIDS in east, central, and southern Africa and as the primary focus for AIDS education and control of the epidemic. The transmission of AIDS, like that of other sexually transmissible diseases, results from sexual behaviors that are rooted in social and cultural values that are not easily changed. The primary risk factors--including multiple sex partners, prostitution, and unprotected intercourse--are examined. The perceived obstacles to control of the epidemic include unfavorable government reactions to the epidemic, poor public knowledge, prevailing sexual attitudes, and reluctance to use condoms. These and other immediate and competing risk factors like unemployment and poverty combine to complicate the task of AIDS education.
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School clusters, multigrade classes, large classes and multiple-shift schooling in Zambia, implications for school outcomes - Haamujompa, Patrick Munalumba (1992)
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Organizational commitment of female lecturers in higher institutions of learning in Uganda : its nature and determinant factors, 1975-1993 - Habomugisha, Peace (1992)
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Dietary and water related factors associated with endemic goitre in school children in Awasa district, southern Ethiopia. - Hailegiorgis, Bezawit (1992)
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Recent Changes in Library Education in Egypt - Halwagy, A. S.; Aman, Mustar (Journal of Education for Library and Information Science, 1992)
Ces changements recouvrent l'enseignement en archivistique, bibliotheconomie et en documentation/sciences information.Cette vue d'ensemble est acccompagne d'un tableau statistique donnant des donnees chiffrees concerant le nombre de diplomes sortis de differentes universites d'Egypte
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Lesson Plans on African History and Geography: A Teaching Resource. - Hamilton, Robert (1992)
This document presents lesson plans for instruction concerning the history and geography of the continent of Africa. Topics include: (1) Challenge of Teaching Afrcan History and Culture (Robert Hamilton); (2) Physical Overview of Africa (Robert Hamilton and Kim Lilly); (3) Cultural Overview of Africa (Robert Hamilton and Kim Lilly); (4) Early in Egypt and Ethiopia (Dona J. Stewart); (5) Islam (Dona J. Stewart and Robert Hamilton); (6) Saharan Caravan Trade (George Burson); (7) Diaspora (Walter F. Urbanek); (8) Zimbabwe (Sylvia C. Udall); (9) Runaway Slave Communities: Palmares and Florida (Linda B. Mager); (10) Christianity in Africa: 1500 to the Present (Robert Hamilton); and (11) Modern Africa (George Burson). The document also includes a list of maps, a foreword and preface, acknowledgements, and a discussion of the challenges of teaching African history and culture. The topical chapters include student readings, discussion questions, a sample test consisting of term matching, true or false questions, short answer questions, and essay questions. Each chapter also presents a listing of suggestions for further reading. (SG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** LU Lesson Plans on African History and Geography: A Teaching Resource Robert E. Hamilton, Editor U.S. DEPARTMENT OF EDUCATION Ofhce of Educattonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) reCeived from the person or organization is document has Cien reproduced as originating it 0 Minor zhanges have Peen made to improve fProduction Quality Points of inv., or opinions slated in this dot mini do not necessarily represent othcial OERI posibon or policy
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Designing an Innovative Communicative Teaching Syllabus in French for Nigerian Secondary Schools - Hammond, Beverly (1992)
A thesis submitted to the Postgraduate School for the award of the degree of Doctor of Philosophy Curriculum Studies
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Reviewing education in an independent Namibia - Harlech‐Jones, Brian (Namibia Review, 1992)
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Create a Culture of Success for African-American Students. - Harris, Jerome (Social policy, 1992)
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Teaching African American History - Harris, Robert L. (1992)
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Factors that influence school effectiveness in primary schools in Sana'a, Republic of Yemen. - Hashem, Mouna Hashem Ben (Deep Blue (University of Michigan), 1992)
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Geochemistry and petrogenesis of the late proterozoic kid volcanics: evidence relevant to arc-intra-arc rifting volcanism in Southern Sinai, Egypt - Hassanen, M. A. (Journal Of African Earth Sciences, 1992)
The Kid volcanosedimentary succession in Southern Sinai is one of several Late Proterozoic volcanic sequences in the Arabo-Nubian Shield. It comprises varieties ranging from basalt to dacite/rhyolite and equivalent pyroclastics constituting a bimodal sequence with dominated subaerial to shallow marine depositional nature. Based on field, petrographical and chemical evidence, the Kid volcanic suite is stratigraphically divisible into three volcanic sequences; Lower, Middle and Upper volcanic sequences. Consideration of major elements' chemistry, rhyolite-dominated bimodal volcanism, high Zr/Y ratio and the marked enrichment in potassium and HFS elements emphasis that the rocks of the lower and middle volcanic sequences are of high-K. Calcalkaline characters developed in continental margin are setting. The stratigraphically higher rocks of the upper volcanic sequence display LIL and HFS elements enrichment typical of intraplate continental alkali basalts. The bimodal nature of the volcanic suite with abundant felsic pyroclastic materials, the presence of intraplate alkali basalts and alkali diabasic dykes suggest that rifting occurred within the continental margin arc. Modelling of the basic rocks using Ba/Y and Zr/Nb ratios in a variable-depth melting models in the stability fields of both garnet and spinel indicate that the high-K calcalkine basalts (LVS) are derived through 7 %–11 % partial melting from spinel Iherzolite source at shallow depth followed by limited fractional crystallization of olivine and clinopyroxene. The alkali basalts and trachybasalts (UVS) are the products of smaller (5 %–10 % and 7 %–15 %) degrees of melting of a garnet-Iherzolite source at relatively greater depth and later modified by varying degrees of magma replenishment and mixing analogue to the open system fractionism.
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Mathematics Education in Malawi - Hau, Simeon A (The Mathematics Educator, 1992)
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Profile of 1992 students of the University of South Africa - Havenga, L. (1992)
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Technology education in Nigeria: The views of practitioners - Hayden, Michael A.; Suleman, Ibrahim Y.; Gomper, Sunday (International Journal of Technology and Design Education, 1992)
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Cooperative Learning: A Case for African-American Students. - Haynes, Norris M.; Gebreyesus, Sara (School Psychology Review, 1992)
The article offers the premise that African-American children benefit from cooperative learning strategies because of their cultural heritage, family background, and socialization. The authors brie...
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A social psychological approach to language interaction in the Moroccan Englich Language Classroom : Teacher-Learner Interaction - Heggach, Ahmed El (1992)
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Chaos and quantum chaos : proceedings of the Eighth Chris Engelbrecht Summer School on Theoretical Physics, held at Blydepoort, Eastern Transvaal, South Africa, 13-24 January 1992 - Heiss, Wolf-Dieter (1992)
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Development of school libraries in Namibia - Henock-Ndahomenua, Hamalwa (1992)
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Integral development guidelines for Africa from the Church's social teaching - Henriot, Peter J. (African Christian Studies, 1992)
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African Canadian Women Teachers' Activism: Recreating Communities of Caring and Resistance - Henry, Annette (The Journal of Negro education, 1992)
am an African Canadian woman is a conceptual framework. It is the conceptual framework used in this discussion to explore the educational standpoint and activism of five Black women teachers' concerning African Canadian children, and examine the scope and significance of these teachers' Afrocentric practice. By Afrocentric, I mean those constructs, values, knowledges, and ways of being informed by an African heritage, reshaped in North American society, and sustained and reproduced in Black cultural continuities.2 The intent of their Afrocentric pedagogy for children of African descent is emancipatory. Their classroom practice is only one of the interdependent components of an Afrocentric educational practice for these Black women teacher activists, each of whom are committed to racial uplift.3 Their family and community relationships also constitute terrains for their pedagogical and political activism-activism that remains important for sustaining and recreating Black cultural survival.
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Training African-American Parents for Success. An Afrocentric Parenting Guide. - Hill, Marquita K. (1992)
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FACTOR STRUCTURE OF BELIEFS ABOUT TIME AMONG AFRICAN-AMERICAN COLLEGE STUDENTS - Hill, Oliver W. (Perceptual and Motor Skills, 1992)
Between 333 African-American college students and the norming sample of 403 college students differences in the factor structure of beliefs about time as assessed by the Temporal Inventory on Meaning and Experience (TIME) were assessed. These differences may represent one component of possible cognitive-style differences between black and white college students.
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The diversification of a pastoral society : education and employment among the Maasai of Narok District, Kenya - Holland, Killian (1992)
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The Nairobi Day School: An African American Independent School, 1966-1984 - Hoover, Mary Eleanor Rhodes (Journal of Negro Education, 1992)
is a crisis in the education of Black people. Forty-eight percent of African Americans are functionally illiterate (Kozol, 1985). Textbooks for African American children are often insensitive to racial and ethnic concerns (Chira, 1991), and they frequently stereotype Blacks as ignorant comics, brutes, or primitives (S. Brown, 1933). Funding for predominated by African American students is woefully inadequate (Kozol, 1992). In addition, these children are often denied access to effective instruction. Flesch (1981) has estimated that only 15% of Black children attend that use techniques proven to be effective in teaching them, and simple characteristics that assist Black children in acquiring literacy skills have yet to be implemented in public (Hoover, Dabney, & Lewis, 1990). is nothing new about the above findings. African Americans have received a watered-down curriculum as the consequence of every movement in American education from progressive education to compensatory education (Hoover, in press). As Ballard (1974) stated: There has never been a national commitment to educational opportunity for Black folk (p. 13). A few solutions have been offered. Some have advocated pressuring the public to perform for Black children. Perhaps the most prolific response to the failure of the public has been the formation of African American independent schools. African Americans have long had a greed for letters as Lucy Chase, a Virginia teacher, described it in 1803 (Levine, 1977, p. 155). In slave cabins they organized play schools (Bullock, 1967, p. 10). Schools were also founded by the emancipated African Americans and other supporters of literacy education for Blacks. In 1793 an ex-slave woman who had bought her freedom established a school in New York called Katy Ferguson's School for the Poor. Her students were recruited from local poorhouses (Davis, 1981, p. 102). Richard Allen, an African American minister, founded for children and adults at the Bethel African Methodist Episcopal Church in Philadelphia (Bennett, 1964, p. 83). Prince Hall, founder of the African American Masons, established a school for Black children in Boston (Davis, 1981, p. 101). The Quakers supported these efforts and themselves organized a Black school in Philadelphia (Bennett, 1964, p. 83). The Free African Schools of New York
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An Education to Fit a Changing World: A Challenge for African Cultures - Hopkins, Richard L. (Africa insight, 1992)
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AN EVALUATION OF THE IMPACT OF TRAINING: A CASE STUDY OF THE MALAWIAN AND TANZANIAN BEAN/COWPEA COLLABORATIVE RESEARCH SUPPORT PROGRAMS - Howes, Teresa Jean (Graduate Research Master's Degree Plan B Papers, 1992)
The Bean/Cowpea collaborative research support program (CRSP) was established to address the problems of hunger and malnutrition in Africa and Latin America by increasing smallholder production of beans and cowpeas, major subsistence crops. This was to be accomplished by developing and testing improved technologies and enhancing the abilities of developing country scientists to solve problems related to bean and cowpea production and use. A major accomplishment of the CRSP has been to increase agricultural scientific research and training capacity. The purpose of this paper is to evaluate the training component of the Malawi and Tanzania Bean/Cowpea CRSP's. The evaluation examines the impacts of training on the individual research scientists, on building scientific capacity, on upgrading the bean research programs, and on strengthening institutional linkages, with emphasis on the last two issues.
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AN EVALUATION OF THE IMPACT OF TRAINING: A CASE STUDY OF THE MALAWIAN AND TANZANIAN BEAN/COWPEA COLLABORATIVE RESEARCH SUPPORT PROGRAMS - Howes, Teresa Jean (RePEc: Research Papers in Economics, 1992)
The Bean/Cowpea collaborative research support program (CRSP) was established to address the problems of hunger and malnutrition in Africa and Latin America by increasing smallholder production of beans and cowpeas, major subsistence crops. This was to be accomplished by developing and testing improved technologies and enhancing the abilities of developing country scientists to solve problems related to bean and cowpea production and use. A major accomplishment of the CRSP has been to increase agricultural scientific research and training capacity. The purpose of this paper is to evaluate the training component of the Malawi and Tanzania Bean/Cowpea CRSP's. The evaluation examines the impacts of training on the individual research scientists, on building scientific capacity, on upgrading the bean research programs, and on strengthening institutional linkages, with emphasis on the last two issues.
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The Pan African Studies Institute: Teaching the Teachers. - Hudson, J. Blaine (1992)
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Responses to the African American Teacher Shortage: "We Grow Our Own" Through the Teacher Preparation Program at Coolidge High School - Hunter-Boykin, Harriet (Journal of Negro Education, 1992)
The critical shortage and continued decline in the number of high-quality African American teachers is revealed in much of the current research about teacher supply and demand. This dilemma is predicted to worsen and have distressing consequences on the quality of education for African American children (Irvin, 1990; Tewell, 1987; Wells, 1988). Presently, African American teachers make up about 6.9% of the total teacher population (AACTE, 1989), whereas African American students represent about 16.2% of the total public school population (NEA, 1987). By the year 2000 Blacks will represent approximately 3% of the teaching force, a significant decline from a high of 12% achieved between 1975 and 1983 (Future of Minority Teachers Threatened, 1985). According to Bell and Dudley (1991), by the year 2000, public school students traditionally identified as belonging to minority groups will become the majority. This minority/majority reversal in student population is occurring because the percentage of White families with school-age children has decreased, while the percentage of Black and Hispanic families with school-age children has increased (Carnegie Forum on Education and the Economy, 1986). However, only 5% of college students at the turn of the century (including all majors) will be minorities. At the same time, teacher education programs across the country are experiencing declines in enrollment and academic ability of education majors. Between 1976 and 1985, the number of high school graduates entering college with education as a major declined by 50% (American Council of Education [ACE], 1987). A survey conducted by the American Association of Colleges for Teacher Education (AACTE) (1988) reveals that, in 1987, 90% of college students in elementary and secondary teacher education programs across the nation were White; 4.4% were
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Distance education in Ethiopia — a rejoinder - Inquai, Solomon (Distance Education, 1992)
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CAGE and the Brief MAST study of alcohol use and misuse by medical students in Papua New Guinea. - Ioane, L; Johnson, F Y (PubMed, 1992)
This article reports a comparative study of alcohol use and misuse among Papua New Guinea medical students in their second, third, fourth and fifth years of undergraduate study using CAGE and the Brief MAST. The study instrument was divided into three parts, namely Part A for collecting demographic data, Part B comprising the four CAGE questions and Part C comprising the ten-item Brief MAST. The self-administered questionnaires were distributed to each year group separately by one of the two investigators (FYAJ or LI). Each year group took about ten minutes to complete the questionnaires. A total of 98 completed questionnaires were returned (41 out of 42 in the second year; 18 out of 22 in the third year; 21 out of 26 in the fourth year, and 18 out of 18 in the fifth year). This gives a total response rate of 98 out of 108 (90.7%). The collected data were evaluated by statistical analysis. The results are presented in Tables 1 to 6.
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African education and identity : proceedings of the 5th Session of the International Congress of African Studies, held at Ibadan, December 1985 - Irele, Abiola (1992)
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Meeting the needs of African-American students on predominantly White campuses - Jackson-Harvey, LaVerne Carolyn (1992)
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A Comparative Study of High and Low Achieving Inner-City African-American Sophomore Males’ Expectations of Self, in-School and Out-of-School Support - Jackson, Matthew D.; John, Laura RSt (1992)
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Why do droughts often result in devastating insect epidemics? The African armyworm, Spodoptera exempta, as an example - Janssen, Jordi (1992)
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The association of household pollutants and socioeconomic risk factors with the short-term outcome of acute lower respiratory infections in hospitalized pre-school Nigerian children - Johnson, Austin; Adérele, W. I. (Annals of Tropical Paediatrics, 1992)
In a 9-month study of acute lower respiratory infections (ALRI), the short-term prognostic implications of socio-economic and household risk factors were examined in 103 hospitalized pre-school Nigerian children. Seventy-nine (77%) subjects were potentially exposed to the combustion products of kerosene stoves, 16 (16%) to wood smoke and five (5%) to the products of cooking gas combustion. Only 17 subjects (17%) were exposed to household cigarette smoke. A highly significant association (p < 0.005) was shown between household cooking fuel and the outcome of hospitalization: five (63%) of the eight who died were potentially exposed to wood smoke. The duration of hospitalization was only significantly associated with paternal income (p < 0.05). None of the other domestic risk factors was significantly related to outcome or duration of admission. These findings suggest an association between an adverse outcome of ALRI and domestic exposure to wood smoke. While the hospital-based source will not allow definite conclusions, the present findings underscore the need for community-based studies. The implications for future strategies of ARI control are discussed, with suggestions.
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Providing African-American Students Access to Science and Mathematics. Research Report #2. - Johnson, Robert C. (1992)
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Extra-School Factors in Achievement, Attainment, and Aspiration Among Junior and Senior High School-Age African American Youth - Johnson, Sylvia T. (Journal of Negro Education, 1992)
It is generally accepted that school-related achievement, attainment, personal and career aspiration, and eventual attainment are functions of the direct and interactional effects of many factors. Using a psychological perspective, the present article examines individual, family, and community factors that show evidence of having effects on achievement, attainment, and aspiration among African American youth at the junior and senior high school level, and reviews certain methodological aspects involved in these findings. Achievement refers to the traditional indices of the degree to which a student has encountered success in school. These may include school grades, grade point average, rank in class, scores on standardized achievement and aptitude tests, and other scaled indicators used within the school setting to document and report level of academic progression. Attainment has a meaning similar to achievement in that it represents academic progression in the school setting. Attainment is denoted by the reaching of certain academic milestones such as the completion of junior or senior high school or the completion of three years of mathematics in high school. It also includes recognition by means of performancebased awards or certificates and other indicators that represent important ordinal steps in level of academic progression. Aspiration is by definition a more ethereal concept and is more difficult to define and measure than the preceding constructs. It is denoted by the personal aims, goals, and objectives toward which an individual directs seeking behavior. It may be measured by career choice or by self-report instruments related to one's goals and objectives such as career interest and academic interest inventories. It may also be measured by less structured personality measures and by the actual attainments necessary for progression toward the aspired goals. An example is the completion of four years of high
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Bibliography of Distance Education Publications in Papua New Guinea. - Kaeley, Gurcharn S. (1992)
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Oral Health awareness of Kenyan children aged 9 - 15 years in a peri-urban and urban school. East African Medical Journal, 69:337-340, 1992. - Kaimenyi, J T; Maina, SW; Ndung'u, F.L.; Chindia, ML (1992)
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Continuing education programmes for library, documentation, and information personnel in Zambia - Kaniki, Andrew M. (1992)
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Library education and training and the professionalization of librarianship in Zambia - Kaniki, Andrew M. (African Journal of Library, Archives and Information Science, 1992)
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The effects of interaction on the writing of English composition: an exploratory study in secondary schools in Tanzania. - Kapoli, I.J. (1992)
This study, based on classroom observation of ESL students, is an attempt to explore the effects of prior interactions on the learners' performance in communicative writing tasks. The study seeks to ascertain how classroom discourse generated by students as they interact prior to writing is shaped by the tasks and how it subsequently contributes to the quality of the written compositions. The basic hypotheses projected for the study were that different tasks would generate different quantities and qualities of interaction patterns which would correspondingly affect the written compositions. The nature of the tasks was seen as being instrumental in determining the variety of words rather than the amount of words used and that determined the quality of the compositions. Similarly, the generation of complex syntactic and cohesion features by the subjects was closely associated with the opportunity they were afforded by the tasks to interact. Narrative composition tasks in which there was substantial interactions were more likely to generate these language features than were the descriptive composition tasks in which there were restricted patterns of interaction. The study reveals, however, that the interaction patterns arising from the oral language gave rise to language features which got incorporated into the written compositions but did not conform with the conventions of the written language. Moreover, the discourse acts employed did not invariably bring about a coherent semantic relationship among propositions because of the subjects' low language proficiency and their inability to appropriately employ cohesion features associated with the expression of propositions. A survey among subjects of the study shows that collaborative learning in pairs or groups is regarded as being more favourable to promoting features of language that lead to good quality compositions than a teacher-fronted approach, although input from the latter is seen as a prerequisite for the smooth running of pair work and group work. However, there is a general consensus that group work is a better method of learning than pair work, apparently because group work, offers opportunity for more substantial interactions than pairwork which often culminates in interlocutors being unable to sustain a conversation in English.
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An exploratory study of factors influencing school achievements among HIV/ AIDS orphaned school pupils in Tanzania: A case of Bukoba urban district - Katabaro, Joviter (1992)
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Using Examinations To Improve Education: A Study in Fourteen African Countries. World Bank Technical Paper Number 165. Africa Technical Department Series. - Kellaghan, Thomas; Greaney, Vincent (1992)
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Socio-economic background of higher education students in Papua New Guinea and some policy issues on student finance - Kerema, Philip; アジア経済研究所 (1992)
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Reconnaissance Report on the Cairo, Egypt, Earthquake of October 12, 1992 - Khater, M.R. (1992)
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Education and health in Uganda since 1986, any headway? - Kigoye, J. (6th of February, 1992)
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The Built Environment Of Kenyan Schools - King’oriah, George (1992)
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An Ethiopian Rangeland Training Program at the University of New South Wales - King, George; Coppock, D. Layne; Molla, Alemayehu (1992)
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Integrating education and productive work at primary level in Kenya - Kinyua, H.M. (1992)
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AIDS Awareness among Students and Teachers in Primary and Secondary Schools in Kabarole District, Uganda - Kipp, Walter; Kwered, E M; Mpuga, H (Tropical Doctor, 1992)
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Education of Women in Kenya Before and After the Women's Decade - Kithinji, Ciriaka T (Wajibu, 1992)
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Journalism in South Africa: Learning to Deal with a New Freedom - Klaaste, Aggrey (Ecquid Novi, 1992)
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The cultural dimension in the Namibian education system - Klerk, A. De (1992)
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Correlated behavioural and anatomical studies of auditory function in normal and hearing impaired guinea pigs. - Kmm, Nicol (1992)
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Review of Rubagumya (1989): Language in Education in Africa: A Tanzanian Perspective - Knappert, Jan (Language Problems and Language Planning, 1992)
Preview this article: Casmir M. Rubagumya (ed.) Language in Education in Africa: A Tanzanian Perspective, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/lplp.16.1.11kna-1.gif
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Technological factors in peasant production in Tanzania: three decades of learning by doing. - Komba, A. Y. (1992)
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Liberatory Consequences of Literacy: A Case of Culturally Relevant Instruction for African American Students - Ladson‐Billings, Gloria (Journal of Negro Education, 1992)
Richards further asserts that culture is amazingly resilient. In spite of the most culturally destructive forces in history, it has not disappeared (p. 229). Indeed, Africans and their culture are a pervasive force throughout the world. Diaspora, a term most often attributed to the Jewish people and the Jewish community outside of Palestine, also refers to the dispersion of African descent peoples throughout the world. The African Diaspora is readily apparent in North, South, and Central America as well as the Caribbean. Despite the cruel Middle Passage, the barbaric process of seasoning in the Caribbean, and the experience of slavery, distinctive features of African culture persist among members of the African Diaspora. Boykin and Tom (1985) have identified nine dimensions of African American cultural expression that have parallel referents throughout Africa and the Diaspora. These cultural expressions include the dimensions of spirituality, harmony, movement, verve, affect, orality, communalism, expressive individualism, and social time perspective. However, there is a persistent ethos in U.S. culture that attempts to dismiss these cultural connections in an effort to move African Americans toward some mythical, homogenized American identity that is solely formed on this side of the Atlantic (Schlesinger, 1991). Evidence of this lack of cultural continuity, Schlesinger notes, is the alleged rejection of
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The December 22, 1983, earthquake in Guinea, West Africa - Langer, C. J.; Bollinger, G. A. (1992)
The magnitude (M S )-6.2 earthquake that struck northwestern Guinea in late 1983 (Figure 1) killed nearly 300 people,sinjured about 1,500, destroyed more than 5,000 houses, and left some 18,000 people homeless. It serves as a recent example of the infrequent but oftentimes destructive nature of moderate to large earthquakes that occur in apparently aseismic to low-seismicity intraplate regions such as West Africa. These examples remind us of our vulnerability to natural hazards and particularly to uncommon events of this type.
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The December 22, 1983, earthquake in Guinea, West Africa - Langer, C. J.; Bollinger, G. A. (1992)
The magnitude (M S )-6.2 earthquake that struck northwestern Guinea in late 1983 (Figure 1) killed nearly 300 people,sinjured about 1,500, destroyed more than 5,000 houses, and left some 18,000 people homeless. It serves as a recent example of the infrequent but oftentimes destructive nature of moderate to large earthquakes that occur in apparently aseismic to low-seismicity intraplate regions such as West Africa. These examples remind us of our vulnerability to natural hazards and particularly to uncommon events of this type.
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Accepting Community Responsibility for African American Youth Education and Socialization. - LaPoint, Velma (Journal of Negro Education, 1992)
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A Investigation Into Land Surface Feedback and the African Drought Using Climatonomy Modeling - Lare, Andrew R. (PhDT, 1992)
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Cultural Influences of a Reading Text on the Concept Formation of Second-language Learners of Two Nigerian Ethnic Groups - Lasisi, Monica J.; Onyehalu, Anthony S. (1992)
The vital importance of ecocultural factors in cognitive behaviour has been stressed by researchers in psychology and related fields. In the present study, the influence of the cultural identity of two Nigerian ethnic groups on their comprehension of a literary prose passage was examined. Subjects consisted of 93 Ibo-English bilingual undergraduate students and 95 Yoruba-English bilingual undergraduate students, all majoring in Education. Findings, in large part, confirmed significant effects of cultural beliefs and identity in the analysis and appreciation of the textual material by subjects.
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African-American Immersion Schools in Milwaukee: A View from the Inside. - Leake, Donald; Leake, Brenda (Phi Delta Kappan, 1992)
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Islands of Hope: Milwaukee's African American Immersion Schools - Leake, Donald; Leake, Brenda (Journal of Negro Education, 1992)
The way in which one chooses to identify and define a problem determines both the nature as well as the perceived efficacy of the solutions to that problem. In urban America the problem of disparity in achievement between minority and nonminority students is disturbing. Moreover, when the data are disaggregated by race and sex, the gravity of the problem tends to escalate. For urban minorities in general the educational system is, at best, loosely knit; yet, for African American males in particular, the system has all but totally unraveled. The perceived inappropriateness of the solutions offered thus far has alienated a significant segment of the population: African American males. Consider the following data reported by the American Council on Education and the National Research Council (aynes & Williams, 1989):
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Profile of an Independent Black Institution: African-Centered Education at Work - Lee, Carol D. (Journal of Negro Education, 1992)
In the prophetic novel Two Thousand Seasons (1979), Ayi Kwei Armah challenges Black people to find sustenance in their origins. He calls especially on those he describes as hearers, seers, imaginers, thinkers, rememberers, you prophets called to communicate truths of the living way to a people fascinated unto death (p. ix). Armah asks that Black people look beyond the confusion of the present and find ways of linking those gone, ourselves here, those coming (p. xiii). As he continues:
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Environmental management and urban development in the Third World : a tale of health, wealth and the pursuit of pollution from four cities in Africa, Asia, Eastern Europe, and Latin America - Leitmann, Josef (1992)
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The Education of African Americans. - LeMelle, Wilbert J.; Willie, Charles V.; Garibaldi, Antoine M.; Reed, Wornie L. (Journal of Negro Education, 1992)
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DEPRESSION AND SUICIDAL IDEATION IN AFRICAN-AMERICAN AND HISPANIC AMERICANHIGH SCHOOL STUDENTS - Lester, David (Psychological Reports, 1992)
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Female education and factors affecting fertility in Sub-Saharan Africa. - Lesthaeghe, Ronny; Verleye, Gino; Jolly, Carole (1992)
In this paper we shall take a closer look at the determinants of contraceptive use [including womens educational status] in sub-Saharan [Africa] using primarily the data from the WFS and DHS rounds. WFS describes the situation during the period 1978-82 and the DHS covers the years 1986-1989.... Consideration is given to the impact of demographic cultural and socioeconomic factors on fertility. The present analysis is performed at the level of regions within these sub-Saharan nations.... (EXCERPT)
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