Education and development in Africa - Nwomonoh, J. N. (1997)
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Structural Adjustment and Gender Access to Education in Nigeria - Obasi, Emma (Gender and Education, 1997)
ABSTRACT The article reports on relative gender access to secondary (grammar) school education from 1977 to 1990 in Imo State, Nigeria. To this end, time series data on secondary (grammar) school enrolment in Imo State from 1977/78 to 1989/90 were analysed. The findings are: (i) the existence of a gender imbalance in access to grammar school education in which the participation rate for girls was less than 40% up to 1980/81. This is discussed with reference to the prevalence of a gender-biased tradition which restricts girls' access to education; (ii) the dramatic overturning of the gender enrolment imbalance, in favour of girls, from 1981/82 when girls' participation rate in secondary education reached a peak of 56%. This is attributed to the nationwide implementation of a 6-year programme of free and compulsory Universal Primary Education (UPE) in Nigeria from 1976. The free and compulsory UPE scheme (which removed the traditional constraints on female education)had the immediateeffect of causing a phenomenal growth in primary school enrolment that was paralleled in the secondary sector in 1981/82; and (iii) the decline in access to grammar school education, more marked for girls than for boys, since 1986 when free market reform structural adjustment policies (SAP) prescribed by the International Monetary Fund (IMF) and the World Bank were introduced in Nigeria. The SAP was accompanied by enormous financial and economic hardship which militate against access to education for the majority of poor Nigerians and for girls in particular. These findings are consistent with reported findings elsewhere in 'adjusting' countries. It is concluded that the financial rigours of the structural adjustments that havebeen imposed on such countries militate against the United Nations Children's Fund and United Nations Educational, Scientific and Cultural Organisation commitments to the elimination of all policies that hinder gender access to education in Africa and the global vision of education for all by the year 2000.
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Profile of dementia in a Nigerian community--types, pattern of impairment, and severity rating. - Ogunniyi, Adesola; Gureje, Oyewusi; Baiyewu, Olusegun; Unverzagt, Fred; Hall, Kathleen; Oluwole, Steve; Osuntokun, B. O.; Hendrie, Hugh C. (PubMed, 1997)
Out of 2494 subjects screened in a Nigerian community, 28 patients with dementia were identified. Alzheimer's disease was diagnosed in 18 patients (64.3%), 16 of whom had probable Alzheimer's disease. Eight patients (28.6%) had vascular dementia while one patient each had parkinsonism with dementia and depression with dementia. Patients with Alzheimer's disease were significantly older, predominantly females and illiterates. Cognitive deficit commonly took the form of memory and judgment impairment while financial mismanagement was the most frequent impaired activity of daily living. More than half of the cases had mild disease on severity rating and were comprised mainly of Alzheimer's disease subjects. These results confirm the higher frequency of Alzheimer's disease over the other types as reported in other communities.
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Geochemistry and mineralization of Buru and Kuge volcanic carbonatite centres, Western Kenya - Onuonga, Isaac Oriechi (1997)
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The Dreamkeepers: Successful Teachers of African American Children - Peele, Tryphenia B. (Anthropology & Education Quarterly, 1997)
The Dreamkeepers: Successful Teachers of African American Children. Gloria Ladson‐Billings. San Francisco: Jossey‐Bass Publishers, 1994. 187 pp.
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Inheritance Patterns of Morphological Traits Related to Drought Tolerance in New Guinea Impatiens - Quene, Robert J.; Strefeler, Mark S. (Hortscience, 1997)
Three drought-tolerant and four drought-susceptible breeding lines from the Univ. of Minnesota's New Guinea impatiens breeding program were crossed in all combinations (reciprocals and selfs) using a complete diallel crossing scheme. Progeny of each cross were grown using standard cultural practices and data was taken on the morphological traits shown to be related to drought tolerance in previous studies. Data was taken on leaf thickness, leaf width, leaf length, leaf area, and leaf dry weight. From these data the leaf length:width ratio and leaf dry weight/unit area (g·cm –2 ) were calculated. Mean squares for general and specific combining ability were estimated using Griffing's Model 1, Method 4. Differences between crosses were highly significant ( P < 0.001) for all traits examined. Means squares for specific (SCA) and general (GCA) combining ability were significant indicating that both additive and non-additive gene effects are important in the inheritance patterns of these characters. For all traits, GCA was greater than SCA indicating that the additive component had the greatest influence on gain from selection for these traits. These findings agree with other estimates of GCA and SCA for these characters in other crops species. The importance of non-additive effects (SCA) on inheritance of these traits explains why we were able to make rapid improvement in drought tolerance in New Guinea impatiens and the role of additive effects (GCA) on drought tolerance indicates that we can continue to make substantial progress improving drought tolerance in New Guinea impatiens. The impact of these findings on strategies to improve drought tolerance in New Guinea impatiens will be discussed in this presentation.
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Blindness and visual impairment in a region endemic for onchocerciasis in the Central African Republic - Schwartz, Ellen C; Huss, Richard W.; Hopkins, Adrian; Dadjim, B; Madjitoloum, P; Hénault, C; Klauß, Volker (British Journal of Ophthalmology, 1997)
AIMS A population based survey of blindness and visual impairment was conducted in the district of Bossangoa, Central African Republic. Methods—A total of 48 communities were randomly selected, and 6086 people examined. RESULTS The prevalence of blindness (visual acuity in the better eye less than 3/60) was 2.2%, and visual impairment 3.0% (6/24 to 3/60 in the better eye). The major causes of blindness were onchocerciasis (73.1%), cataract (16.4%), trachoma (4.5%), and glaucoma (2.2%). CONCLUSION Around 95.5% of all blindness could potentially have been prevented or treated. Ivermectin mass distribution is hoped to prevent 50% of all forms of visual loss in the future.
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A comparison of AIDS-related sexual risk behaviors among African-American college students. - Se, Taylor; Dilorio, Colleen; Tt, Stephens; Je, Soet (PubMed, 1997)
This article compares the sexual practices and risk-taking behaviors of African-American male and female college students (n = 649) attending 4-year institutions in a major southeastern metropolitan area. It is a descriptive study of the kinds of practices that put African-American college students at a high risk of contracting the human immunodeficiency virus (HIV). Overall, the reported practices indicate that the college students studied are exposed to risk by certain sexual behaviors, with males reporting significantly higher frequency of risk behaviors than females. The percentages of male students reporting they engage in an array of risky sexual practices (including sex without condoms and anal intercourse) suggest the invulnerability to HIV apparently perceived by this group. Although the students overall adhere to some HIV-preventive behaviors, they also violate important HIV prevention practices. The findings illuminate the need for designing and conveying messages for African-American college students, and particularly for males, that impress the realities of acquired immunodeficiency syndrome (AIDS) as an indiscriminant disease on this group.
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Formal vs. Non-Formal Vernacular Education: The Education Reform in Papua New Guinea - Siegel, Jeff (Journal of Multilingual and Multicultural Development, 1997)
A community-based non-formal education movement in Papua New Guinea has led to hundreds of the country's more than 800 languages being used to teach initialliteracy in local preschool and adult education programmes. The central government, with the help of overseas aid donors, has now embarked on a massive reform of the English-only formal education system. The first three years of formal education will be in vernacular languages at newly established Elementary Schools, run by local communities. But there is a great deal of controversy about the feasibility of the reform and its potential effects on the highly successful non-formal vernacular education movement. This paper describes this movement, the proposed reform and the conflicts between them, demonstrating the importance of community support and non-government organisations in educational language planning initiatives.
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A medical school in Zambia - Sims, Peter A. (Journal of public health (Print), 1997)
The Medical School in Zambia was founded in 1968, some four years after independence. The first graduates qualified in 1973, and over the intervening 23 years there have been some 700 medical graduates, 600 of them Zambian.These doctors are now working all over the world, and the standard of their training compares favourably with that at medical schools of North America and Europe. This story of success, against a worsening financial situation and with deteriorating amenities, has to be tempered by the fact that only 100 Zambian graduates are today working in the country and 50 of those are in private practice. Thus the idea of training Zambian doctors in Zambia for the Zambian health care system has been found unworkable. How many doctors and what sorts of doctor does Zambia need now? These are crucial questions. WHO estimates for this type of country and at this stage of development would suggest one doctor per 5000-10000 people, and with a population of 9 million this argues for some 1000-1500 doctors for the country, with the necessary support of clinical officers, nurses and other health professionals. There are some 800 doctors working in Zambia today and registered with the Zambian Medical Council. Thus there is a considerable shortfall. Many of the doctors working are non-Zambian and are on short-term contracts. It has been very difficult to retain Zambian graduates within the country, largely owing to poor conditions of service, lack of career structure and an unsatisfactor y professional experience. The Medical School in Lusaka is in the process of examining its own contribution to redressing this balance. It is reviewing the suitability of the teaching and learning provided, and its emphasis upon primary care and community based education. It is even asking the hard question - do we need a medical school? Assuming the answer is yes, then what sort of school and what sort of curriculum will be most effective in providing the Zambian doctors for the twenty-first century? Does the sort and style of medical school make a difference? Ten years after qualifying, is it possible to tell the difference between the doctor educated at McMaster and the one in Lusaka? The essential
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The School Improvement Project of the Aga Khan Education Service: Uganda. Evaluation Report Prepared for the Aga Khan Foundation. - Siraj‐Blatchford, Iram; Odada, Matthew; Omagor, Martin (1997)
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Quality Assurance with Respect to University Teaching in South Africa: a narrative analysis - Webbstock, Denyse (Assessment & Evaluation in Higher Education, 1997)
Abstract In this paper, national research projects underway which are aimed at establishing national standards on lecturing capabilities within a new national qualifications framework, are argued to typify a policy narrative informed by functionalist understandings of education, curriculum and evaluation. This narrative is counter‐posed with two others, found largely but not exclusively in the historically white liberal English‐speaking universities, which critique that narrative, arguing that curriculum development, the evaluation of courses and programmes, and the assessment of teaching, are complex activities which are context‐bound, and incapable of being reduced to the measurement of the performance of certain capabilities. In the analysis undertaken in the paper, the two critiques identified are argued to be at odds with the dominant policy narrative partly because, although much of the language and the intentions are similar, at base lie fundamentally different concepts of quality. The dominant narrative is argued to regard quality as ‘fitness for purpose’, where the overall purpose of higher education is assumed to be singular and uncontested, and as meeting certain pre‐specified standards. The critiques understand quality either in the liberal sense as an absolute to be aspired to, or in a more constructivist way, as significantly adding to existing levels of development in particular sectors, thereby contributing to greater justice and equality in South African society. These different understandings have different implications for the assurance of quality in university teaching. The power differentials between the narratives are explored and it is argued that unless a way is found to accommodate the different perspectives, resistance to the dominant narrative might undermine its implementation. In this paper a metanarrative ‘told’ by the comparison of the three narratives, which attempts to take into account the conceptual dissonance examined, is put forward. It is suggested that, in order to lead to a policy‐relevant narrative on quality assurance with respect to university teaching, a conceptual distinction between ‘quality’ and ‘standards’ be made. With this conceptual separation, policies may be developed to assure both standards and quality, using different methodologies and different implementing bodies in such a way that potential resistance to the dominant narrative may be averted.
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The talented ten: Supporting African American male college students - Wright, Richard C.; McCreary, Micah L. (Journal of African American men, 1997)
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The Need for Leadership and Management Training for Community Nurses: Results of a Ugandan District Health Nurse Survey - Ziegler, Priscilla B.; Anyango, Henerika; Ziegler, Henry (Journal of Community Health Nursing, 1997)
A joint Ugandan-American team conducted a nonrandom convenience survey of 14 Ugandan district health nurses from 12 of Uganda's 39 districts. The survey was designed to (a) identify what senior nursing personnel are actually doing in Ugandan districts, (b) determine whether these nurses believe that their nursing education prepared them for their roles, and (c) discover what these nurses believe should be added to the basic nursing curriculum to better prepare district nurses for their jobs. Supervision and general management made up the largest portion of the current district health nurse's actual and perceived roles. The nurses varied on how well their nursing education prepared them for their roles, but the majority voiced a need for further training in management skills. None of the nurses perceived herself to be a leader, and most displayed an inability to prioritize within their work settings.
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An assessment of the quality of care given to, and hygiene on patients at a teaching hospital in Namibia - Dyk, Agnes Van; Small, LF (Curationis, 1997)
An assessment was done during 1991 to evaluate the quality of care with regard to mouth hygiene rendered to patients in a teaching hospital in Namibia. The sample was drawn from nine wards. By means of a type of quota sampling, the patients were categorised as dependent, interdependent or independent. The nursing process was used as a framework for the study. From the assessment it became evident that no policies existed with regard to oral hygiene. Planning was not in every case based on assessment, and it seemed that when planning(s) were done, it was not always implemented. Record keeping was the aspect most poorly attended to.
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The October 30, 1994, seismic disturbance in South Africa: Earthquake or large rock burst? - Bowers, David (Journal of Geophysical Research, 1997)
The relative amplitude method is applied to body waves recorded at teleseismic distances from the October 30, 1994, m b 5.6 seismic disturbance, in South Africa, to determine the source depth and moment tensor. The results indicate that the source is shallow and that moment tensors with a positive volume change component are inconsistent with the observations. Observations of R g in the frequency range 0.5–2.0 Hz at two regional distance stations also indicate that the source is shallow (less than about 3 km deep). Three‐component broadband and long‐period seismograms recorded at regional distances show strong Love wave excitation and a lobed Rayleigh radiation pattern, observations that are inconsistent with collapse mechanisms recently proposed for some large rock bursts (mine tremors). Modeling of teleseismic broadband P and regional distance surface waves shows that the source depth is shallow (2–3 km) and that the observed source radiation is consistent with that expected from a 45° normal dip‐slip fault. The results of the modeling are confirmed by reports from the mining region that the disturbance was a mine tremor caused by slip on the Stuirmanspan Fault in the President Brand mine at a depth of between 2 and 3 km. The close match between observed and synthetic P and Rayleigh wave amplitudes suggests that the explosion‐like m b : M s of the mine tremor ( m b 5.6, M s 4.7) is attributable to the effect of the mechanism and the shallow depth of the source. The above results are at odds with those of Fan and Wallace [1995], who interpreted this disturbance as an earthquake at a depth of 12 km, based on a broadband inversion of three‐component waveforms from two regional distance stations. This study confirms the need to interpret both broadband waveforms (to match amplitude and polarity) and short‐period waveforms (to confirm (relative) onset times in the model structure) if inversion of regional broadband waveforms is to provide a reliable estimate of the moment tensor and source depth.
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Factors Influencing African Americans To Select Teaching Careers In Vocational Education And Experiences That Relate To Their Progress In Vocational Teacher Licensure Programs - Evans, Jewel Lynn (1997)
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Comprehensive timber harvest planning for plantation forests on difficult terrain : Sokoine University of Agriculture Training Forest, Tanzania - Shemwetta, Dunstan T. K. (1997)
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Blood demand in a teaching Hospital in Ghana. - Acquaye, Jane; Aryee, M E (PubMed, 1997)
The blood requirement per acute hospital bed and the pattern of the supply were determined using the number of units of blood supplied to the various wards of the Korle Bu Teaching Hospital between 1987 to 1993. The mean yearly supply and mean monthly supply and their standard deviations were determined. The former was used to calculate the blood needs per bed in the clinical departments and also per adult and paediatric bed respectively. The rainfall figures in mm per month and year were used to determine the mean rainfall for the various months and years under study. This was superimposed over the blood requirement. There were 1143 adult acute beds with blood requirement of 5.16 units per bed compared with 231 paediatric beds needing 9.2 units per bed. The mean blood requirement per acute hospital bed which is found to be applicable also to regional hospitals is 5.5. Paediatric blood usage was extremely high in July to September after the April to July rains and also very high in the years with the highest rainfall.
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The Perception of Ability Scale for Students (PASS) in Africa and New Zealand - Akande, Adebowale (School psychology international, 1997)
The present study investigates the Perception of Ability Scale for Students (PASS) which is purported to measure six academic self-concept dynamic factors evident in children. Although previous analyses of PASS among New Zealand children have suggested only Penmanship/Neatness subscale did not yield a significant effect, corresponding analyses among non-Western children have not yet been undertaken in any satisfactory manner. To this end, the present article, reports the treatment by two-way analyses of variance for the PASS on an African sample of 204 Form 2 or Grade 6 students enrolled in various elementary schools. The results suggest the scale does not appear to have a ceiling effect which prevents differentiation of normally-achieving and learning-disabled groups from those of gifted ones. The results also indicate that in comparison with normally-achieving children, the learning-disabled (LD) children are characterized by significantly more negative perceptions of ability and negative academic self-concept, along with tendencies towards learned helplessness and lower achievement expectations for future success in school. The Perception ofAbility Scale for Students is not only a new addition to the field of academic selfconcept measurement, but also a major breakthrough for assessing children's cognitive-motivational variables without the difficulties associated with self-report questionnaires. Nevertheless, the degree of variation across both studies and samples suggests that further refinement of the PASS is required in order to improve its reliability and robustness.
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Relatorio Final Sobre o Ensino Bilingue: Resultados da Avaliacao Externa da Experiencia de Escolarizacao Bilingue em Mocambique (PEBIMO) (Final Report on Bilingual Education: Results of External Evaluation of an Experiment in Bilingual Education in Mozambique). - Benson, Carolyn J. (1997)
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Safe Houses in the Contact Zone: Coping Strategies of African-American Students in the Academy - Canagarajah, A. Suresh (College Composition and Communication, 1997)
gage in what Mary Louise Pratt calls the literate arts of the contact zone. Inspired by the extraordinary intercultural tour de force of a 17th century autoethnographic text from the non-literate Quechua community which expresses opposition against Spanish imperialism (34), Pratt celebrates the creative modes of text construction taking place in situations of cultural contact both inside and outside the academy. But, while acknowledging such fascinating examples of linguistic/literary resistance, we must remember that minority communities also inherit traditions of accommodation deriving from legacies of domination. Henry Giroux reminds us that subordinate cultures are situated and recreated within relations of domination
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Relaxation is impaired in the diaphragm muscle of the cardiomyopathic Syrian hamster. - Coirault, Catherine; Chemla, Denis; Pourny, J. C.; Lambert, Francine; Riou, Bruno; Lecarpentier, Yves (American Journal of Respiratory and Critical Care Medicine, 1997)
Relaxation was examined in diaphragm muscle strips of cardiomyopathic Syrian hamsters and control hamsters. Isotonic lengthening velocity and isometric tension decay were analyzed over the load continuum in response to twitch. For each load level (P), we measured the maximum extent of shortening (deltaL), the peak lengthening velocity (VL), and the peak rate of tension decline (-dP/dtmax). The kinetics of sarcomere length (SL) were simultaneously measured by laser diffraction. In an attempt to account for the influence of shortening and/or load on relaxation, we calculated the slopes of the VL - deltaL and -dP/dtmax - P relationships. In both groups, there was a direct relationship between (1) VL and deltaL and (2) -dP/dtmax and P. In myopathic hamsters, we observed a decrease in the slope of the VL - deltaL relationship (p < 0.05), a decrease in VL at any common value of both muscle and sarcomere extent of shortening, and an increase in the duration of overall lengthening. Isometric tension decay was significantly prolonged in myopathic muscle strips, while the -dP/dtmax - P relationship was not significantly different than in controls. At low-to-medium loads, SLs at the onset of tension decline were greater in myopathy. These data indicate that relaxation of the diaphragm was both slowed and prolonged in myopathic Syrian hamsters.
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South Africa revolutionises HIV prevention and education strategies - Crowe, Sam (The Lancet, 1997)
Based on the results of surveys that screened women attending prenatal clinics in November 1996 for human immunodeficiency virus (HIV), it is estimated that 2-4 million people in South Africa are HIV-positive and that 90,000 of them will develop acquired immunodeficiency syndrome (AIDS) by the end of 1997. According to Rose Smart, director of the national AIDS control program of South Africa's Ministry of Health, a pilot project developed in KwaZulu-Natal by the African Medical Research Foundation (AMREF) would be incorporated into the national AIDS strategy. In KwaZulu-Natal, 27.5% of prenatal-care clients tested positive for HIV in 1996, an increase from 14.4% in 1994. Based on the AMREF model, peer education groups among local sex workers in each South African province and campaigns in truck firms will be employed to increase use of condoms and knowledge of the disease. William Okedi, head of AMREF South Africa, said that the pilot had sprouted from earlier ideas developed at Kibwezi and Machineng in Kenya, where truckers and sex workers had been targeted along the Mombassa-Miabe highway and in Mwanza, Tanzania. Since a randomized, controlled trial conducted in Mwanza, Tanzania demonstrated that simple management of sexually transmitted diseases (STDs) decreased HIV seroprevalence by 42%, STD treatment will also be incorporated into the prevention measures. According to Okedi, the new strategy will aid the human rights of sex workers, who can be arrested for carrying condoms. He added that adolescents in schools would be the next targets.
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The phenomenon of studying while working in Nigerian universities: preliminary report on NCE teachers - Duyilemi, B.O. (International Journal of Lifelong Education, 1997)
This study examined the phenomenon of studying while working (SWW) as curriculum development programmes in three Nigerian universities. The three universities which were randomly selected are among those which admit Nigeria Certificate in Education (NGE) teachers as direct entrants to study for their first degrees (BScEd, BAEd, or BEd). The research design used was the Analytical Survey type. All the final‐year sandwich‐degree education students in the three universities for the 1992‐93 vacation period formed the population for the study. The research instrument was Questionnaire for Studying While Working (QSWW). Constructed and validated by the author, the instrument exhibited a reliability coefficient of 0.74 at the 0.05 level of significance. Five hundred randomly selected participants were used for the analysis. This figure was made up of 340 males and 160 females from science and non‐science disciplines. In descending order of magnitude, reasons which prompt people to choose to study while they work are 85.43 % for improvement of academic qualifications, > 76.25 % for accomplishing self‐actualisation, > 68.16% for usefulness to the society, > 58.44% for effective performance of teaching job, > 57.0% for mental and social development, > 53.50% for job security, > 52.08% for overcoming inferiority complex, etc. Findings also show that NCE holders teach more courses in senior secondary school classes than they teach in junior secondary school. This is especially so in Science and Mathematics. Andragogical and pedagogical problems as encountered and reported by the sandwich students came mainly from courses handled by lecturers who are not professionally qualified. Suggestions for further research point to those areas which need more clarification in order to elucidate some facts and variables connected with current issues in SWW.
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[Influence of socioeconomic conditions on the occurrence of intestinal helminthiases. Study of 1001 students in Abidjan (Ivory Coast)]. - Ei, Menan; Ng, Nebavi; Ta, Adjetey; Nn, Assavo; Ba, Deddy; Pc, Barro-Kiki; Koné, Mariatou (PubMed, 1997)
We report the results of epidemiological research carried out using a sample of 1,001 children between the ages of 4 and 15 in the city of Abidjan. The aim of the study was to explore the relationship between socioeconomic conditions and the occurrence of intestinal helminthiasis. The variables evaluated in this study were the monthly income of the parents, daily food budget per person, number of people sharing accommodation, availability of running water and electricity, availability of food near schools and regular anti-parasite treatment.
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[Influence of socioeconomic conditions on the occurrence of intestinal helminthiases. Study of 1001 students in Abidjan (Ivory Coast)]. - Ei, Menan; Ng, Nebavi; Ta, Adjetey; Nn, Assavo; Ba, Deddy; Pc, Barro-Kiki; Koné, Mariatou (PubMed, 1997)
We report the results of epidemiological research carried out using a sample of 1,001 children between the ages of 4 and 15 in the city of Abidjan. The aim of the study was to explore the relationship between socioeconomic conditions and the occurrence of intestinal helminthiasis. The variables evaluated in this study were the monthly income of the parents, daily food budget per person, number of people sharing accommodation, availability of running water and electricity, availability of food near schools and regular anti-parasite treatment.
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Brain aging in a sample of normal Egyptians cognition, education, addiction and smoking - Elwan, Osamah; Hassan, Azza; Naseer, Maged Abdel; Elwan, Fadia; Deif, Randa; Serafy, Omar El; Banhawy, Eman El; Fatatry, Medhat El (Journal of the Neurological Sciences, 1997)
The impact of duration of education, cannabis addiction and smoking on cognition and brain aging is studied in 211 normal Egyptian volunteers with mean age 46.4+/-3.6 years (range: 20-76 years). Subjects were classified into two groups: Gr I (non-addicts) with 174 subjects, mean age 49.9+/-3.8 years (range 20-76 years), smokers and non-smokers, educated and non-educated and Gr II (cannabis addicts) with 37 subjects, mean age 43.6+/-2.6 years (range 20-72 years) all smokers, educated and non-educated. Outcome measures included the Paced Auditory Serial Addition test (PASAT) for testing attention and the Trailmaking test A, and B (TMa and TMb) for testing psychomotor performance. Age correlated positively with score of Trailmaking test (TMb) in the non-addict group and in the addict group (TMa and TMb). Years of education correlated negatively with scores of Trialmaking test (TMb) in the non-addict group (Gr I) but not the addict group (Gr II). However, in both groups mean scores of the Trailmaking test (TMa) were significantly lower in subjects with a primary level of education than those with higher levels of education. No significant difference was detected between male smokers and nonsmokers of Gr I (non-addicts) regarding any of the neuropsychological tests. Yet, smokers and the non-educated group had poorer attention compared to non-smokers of the same group. Cannabis addicts (Gr II) had significantly poorer attention than non-addict normal volunteers (Gr I). It is concluded that impairment of psychomotor performance is age related whether in normal non-addicts or in cannabis addicts. A decline in attention was detected in cannabis addicts and has been considered a feature of pathological aging. Education in early life as well as the duration of education are neuroprotectors for brain aging more so in the non-addict than addict group. Though cigarette smoking per se has no effect on cognitive abilities in normal aging, it becomes evident that its association with lack of education impairs attention.
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Scientific Experiences as Predictors of Choice of Science among Female High School Students in Nigeria - Erinosho, Stella Y. (Research in Science & Technological Education, 1997)
Abstract This study was undertaken to ascertain the interplay between scientific experiences and participation in school science among girls in the first year of senior‐level classes in four secondary schools (two all‐girls and two mixed) in Nigeria. The outcomes indicate that: ft) girls in science tend to participate in activities which relate to living aspects of science and those which are academic, but only occasionally in tinkering activities; (ii) experience in academic and physical activities in science promotes participation in school science among them; and (iii) these girls tend to be more active than their peers in non‐science. Finally, the paper highlights the implication of these outcomes for a school programme that is designed to stimulate interest in science among girls.
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[Student nurses' and nurse midwives' behavior concerning sexuality and prevention of sexually transmitted diseases in Cotonou (Benin)]. - Fourn, Léonard; Be, Fayomi; Massougbodji, M; Zohoun, T. (PubMed, 1997)
Sexually-transmitted diseases (STDs) remain a public health problem in Benin. However, few studies have focused on the future educators, the student nurses. We studied a cross-section of the population of student nurses at the Institut National Médico-Social at Cotonou in December, 1995. The aim of the study was to describe nurses' sexual behavior and their views on STD transmission and prevention. Information was obtained from 141 students by means of an anonymous questionnaire. We found that first sexual relationships often occurred at a young age (12 years old). Sexual relations generally began between 0.25 and 60 months after meeting the partner for the first time. Men were more likely to have multiple partners than women (P < 0.05). The students' views on STD transmission and the use of condoms indicated that they lacked information. About half the students said that they use condoms during sexual intercourse. We identified four groups of students, based on condom-use. This may make more effective student education possible in the future. We suggest improved education of student nurses, greater emphasis in the school curriculum on sexually-transmitted diseases and the creation of a counseling service at the Institute.
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Cross-Cultural Mentor Effectiveness and African American Male Students - Grant-Thompson, Sheila; Atkinson, Donald R. (Journal of Black Psychology, 1997)
This study examined the effects of mentor ethnicity, cultural sensitivity, and student level of cultural mistrust on perceptions of mentor credibility and cultural competence. African American men attending west coast community colleges listened to a tape-recorded mentoring session in which the faculty mentor was described as eitherAfrican American or European American and was portrayed as either culturally responsive or culturally unresponsive. Mentor ethnicity, as well as an interaction between mentor ethnicity and participant level of cultural mistrust, were found to be related to perceptions of mentor credibility/effectiveness. In addition, mentor ethnicity and cultural sensitivity were found to be related to perceptions of mentor cross-cultural competence.
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Teacher Practices and Student Motivation in a Middle School Program for African American Males - Hudley, Cynthia (Urban Education, 1997)
An instructional program emphasizing African American history and culture was examined to determine the classroom experiences that were present as well as the program's impact on achievement motivation. Ethnic minority middle school students (N = 18) and their teacher participated. Data included a semi structured teacher interview and student measures of self-perceptions of competence and intrinsic motivation. Students displayed average levels of perceived competence and intrinsic motivation; however, these two constructs were weakly related. The teacher endorsed moderate levels of student autonomy and academic competition. Findings were discussed in relationship to cognitive evaluation theory and the motivation-enhancing elements of this program.
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Effects of aerobic training on exaggerated blood pressure response to exercise in African-Americans with severe systemic hypertension treated with indapamide ± verapamil ± enalapril - Kokkinos, Peter; Narayan, Puneet; Fletcher, Ross D.; Tsagadopoulos, Demetrios; Papademetriou, Vasilios (The American Journal of Cardiology, 1997)
Hypertensive patients are likely to have an exaggerated blood pressure (BP) response during physical exertion. When moderate aerobic exercise was added to medical antihypertensive therapy in patients with severe hypertension, excessive elevations in BP during physical exertion were attenuated even with a modest reduction in BP at rest.
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Cross-cultural training in southern africa: A call for psychoecological pluralism - Levers, Lisa López (International Journal of Intercultural Relations, 1997)
This article provides a description of counseling services in one southern African nation and documents the results of a qualitative investigation of that nation's counselor training needs. Implications for cross-cultural training are drawn from the study, and related complexities are elaborated. The findings of the study are synthesized with the outcomes of a follow-up study and with the results of subsequent related research on indigenous healing practices in three southern African nations. The synthesis supports a rationale for considering psychoecological pluralism in designing cross-cultural training in human services.
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The Effectiveness of Interactive Maps in the Classroom: A Selected Example in Studying Africa - Linn, Sophia Emmanouilides (The Journal of geography, 1997)
Abstract As computers become commonplace in the nation's schools, interactive maps are finding their way into the geography classroom. Students can use electronic atlases to access information as well as use authoring software to produce their own interactive maps. Does this change in media correspond to better geography education for our children? This article addresses whether using interactive maps for gathering and presenting information can have a positive influence on learning geography content. A two-week experiment was conducted in five 7th grade classrooms. Students in four of the classes researched and produced map products using both traditional and computer-assisted techniques. The fifth class was a control group. A pretest and two post-tests were given to quantitatively assess student learning after each project. Also, students were given a qualitative questionnaire to determine their attitude towards the different techniques. Quantitative results of the study indicate that there was no significant difference in student post-test performance after using each of the techniques, but qualitative results suggest that students prefer using the computer techniques over the traditional methods for gathering and presenting information.
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Childhood hearing loss in sub-Saharan Africa: a review and recommendations - McPherson, Bradley; Swart, Susan M. (International Journal of Pediatric Otorhinolaryngology, 1997)
Nearly 10% of the world's population lives in sub-Saharan Africa, a region comprised of many countries with least developed nation status. The region has a predominantly young population and many children in the region are at risk of pathologies associated with hearing loss. Despite the constraints associated with low socioeconomic levels, a number of valuable studies have been carried out into the prevalence and etiology of childhood hearing loss in the sub-Saharan region. A review of the published literature related to childhood hearing loss in sub-Saharan Africa is presented and recommendations made on possible future research directions that could assist hearing loss prevention and management.
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Pegging bridewealth to an African woman's education - Mwamwenda, Tuntufye S.; Monyooe, Lebusa A. (Research in Education, 1997)
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Human intestinal parasites in primary school children in Kampala, Uganda. - Nb, Kabatereine; Kemijumbi, J.; Kazibwe, Francis; Aw, Onapa (PubMed, 1997)
A cross sectional survey on intestinal parasite infections was carried out in 5,313 pupils between the ages of ten and fifteen years in 98 primary schools in Kampala. The aim was to identify the types and distribution of intestinal parasites and to estimate the prevalence in school children. Trichuris trichiura (28%), Ascaris lumbricoides (17%) and hookworms (12.9%) were common infections among the children. Other less commonly found parasites were S.mansoni, Strongyloides stercolaris, Taenia sp, Enterobius vermicularis, Giardia lamblia, Entamoeba coli and E. histolytica. Refuse dumps are probably a significant source of transmission of intestinal helminthic infections in Kampala.
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Correlates of job motivation of physical education teachers in Northern Ghana secondary schools - Ndago, Alfred Abugre (1997)
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Schistosomiasis infection in relation to the ABO blood groups among school children in Zimbabwe - Ndamba, J.; Gomo, Exnevia; Nz, Nyazema; Makaza, N.; Kaondera, K (Acta Tropica, 1997)
The study aimed to establish if there was any relationship between the blood group of the human host and schistosomiasis prevalence, intensity, incidence and related organ pathology. Urine and stool specimens were collected from the 735 school children attending a rural school in Zimbabwe to determine the Schistosoma haematobium and S. mansoni infection status of the children. The parasitology results were used to calculate prevalence and intensity of schistosomiasis infection. All the children, irrespective of infection status, were examined for signs of organ damage using ultrasonography before those that were infected were treated using a single dose of praziquantel. A blood specimen was taken from each child for blood group determination. Exactly 1 year later, parasitology was repeated to allow calculation of annual incidence of schistosomiasis infection. Of the children studied, 212 (28.8%) were of blood group 'A', 156 (21.2%) were of blood group 'B' while 367 (49.9%) belonged to blood group 'O'. The prevalence of S. haematobium was 59.6% (n = 438) while that of S. mansoni was 15.60% (n = 115). S. haematobium infection was detected among 129 (60.8%) children belonging to blood group 'A': 225 (61.30%) of blood group 'O' and 84 (53. 80%) of those belonging to blood group 'B'. S. mansoni infection was detected among 65 (30.70%) blood group 'A' children while 37 (10.10%) blood group 'O' and 13 (8.30%) blood group 'B' children were infected. Intensity, annual incidence of S. haematobium infection and related organ pathology was significantly higher among children of blood group 'A' and lowest among blood group 'O' children (P < 0.01, F-value = 6.13). Similarly, S. Mansoni intensity and incidence of infection and related liver lesions were highest among children of blood group 'A' (P < 0.005, F-value = 11.45).
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A TOPOSEQUENCE OF SOILS DERIVED FROM VOLCANIC MATERIALS IN RWANDA: MORPHOLOGICAL, CHEMICAL, AND PHYSICAL PROPERTIES - Nizeyimana, Egide (Soil Science, 1997)
Soils in the northwestern region of Rwanda developed from volcanic materials that originated from eruptions of six volcanoes during the Quaternary period. This study assessed primarily soil morphological, chemical, and physical property differences along a toposequence on the slopes of these volcanoes. Three representative soil pedons were described in the field and sampled for laboratory analyses from sites located at 2700-m, 2400-m, and 2000-m elevations on the slopes of one of the volcanic peaks. The sampling site locations varied in rainfall and temperature regimes. All soils were characterized by thick and dark A horizons and dark brown or grayish brown cambic horizons. The soil structure was primarily weak fine granular in surface horizons and weak fine subangular blocky in subsurface horizons. All three soils appeared to be similar in morphological properties. Organic C was high in all three soils, particularly in the soil at the 2700-m elevation, and decreased with decreasing elevation. The Cation Exchange Capacity varied with elevation in the same manner as organic C but appeared to be affected also by amorphous constituents. Phosphate retention, exchangeable acidity, and exchangeable Al were lower in the soil at the lowest elevation. Soil bulk density increased whereas water retentions at −33 kPa and −1500 kPa tension and Water Retention Difference decreased with decreasing elevation. Although soils at the upper two locations fitted the order of Andisols, that at the lower location was classified as an Inceptisol because of the lack of andic soil properties. The variations in soil properties, and hence in soil taxonomic classes, with elevation were attributed primarily to changes in organic matter, and probably allophane, and the 10-Å ; halloysite induced by rainfall and temperature differences that existed between sites. In general, variations in soil properties with elevation were similar to those found in soils derived from volcanic materials in other parts of the world.
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AN ASSESSMENT OF COLLOIDAL CONSTITUENTS AND CLAY MINERALOGY OF SOILS DERIVED FROM VOLCANIC MATERIALS ALONG A TOPOSEQUENCE IN RWANDA - Nizeyimana, Egide; Bicki, Thomas J.; Agbu, P. A. (Soil Science, 1997)
Colloidal constituents and clay mineralogical composition of soils derived from volcanic materials were determined in relation to climate along the slopes of an extinct volcano in northwestern Rwanda. Three representative soil pedons were sampled from sites located at 2700 m, 2400 m, and 2000 m to represent differences in rainfall and temperature regimes. Allophane was present in all three soils but tended to be higher in subsurface than in surface horizons. The lower allophane content in surface horizons was attributed to high organic C content. Organic C forms strong bonds with Al originating from the weathering of volcanic ash, thus inhibiting the coprecipitation of Al and Si needed for the formation of amorphous constituents in these horizons. Ferrihydrite was also present in the soils. The 10-Å ; halloysite was also present in high amounts, particularly in subsurface horizons. All soils contained substantial amounts of mica, feldspar, and iron-based crystalline clay minerals. In general, percentages of allophane and Al- and Fe-humus complexes were higher in the soil at the 2700-m elevation and decreased with decreasing elevation. Furthermore, the Al/Si ratio of allophane was approximately 2 in this soil and decreased to about 1 in the soil at the 2000-m elevation. The 10-Å ; halloysite, however, increased with decreasing elevation. The lower allophane content and Al/Si ratio in allophane and the higher halloysite content in the soil at the lowest elevation may have resulted from higher Si concentration in the soil solution associated with the lower rainfall regime at this location. Variations in metal-humus complexes, amorphous constituents, and the 10-Å ; halloysite appeared to be a function of the differences in rainfall regimes that existed between sites.
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Remote sensing of heat, lava and fumarole emissions from Erta 'Ale volcano, Ethiopia - Oppenheimer, Clive; Francis, P. W. (International Journal of Remote Sensing, 1997)
Abstract Erta 'Ale volcano, sited within the Afar Triangle of Ethiopia, is one of the least frequented, perennially active, subaerial volcanoes. By compiling a time series of Landsat MSS and TM, JERS-1, SPOT, and AVHRR digital imagery, and space-borne photographic data, we have been able to constrain the activity of this volcano, important for its geodynamic setting, during the long period since 1974 when volcanological investigations effectively ceased. Existing techniques for infrared thermometry have been modified to cope with saturation of the short wavelength infrared Landsat TM band 5 and 7 sensors, enabling derivation of thermal fluxes from Erta 'Ale's active lava lakes. Lake levels have been estimated from measurements of shadow lengths cast by the crater rim. Changes in caldera and flank reflectances identify new lava flows whose areas and volumes we have constrained in order to derive eruption magnitudes and effusion rates. Between 1968 and 1974, approximately 3 1010 kg of lava was erupted at peak discharge rates exceeding 400kg s -1, though much of this subsequently drained back or subsided rigidly. No post-1974 overflows were detected in the imagery, although thermal (100-400 MW) output from the lava lakes, and gas emissions appear to have been sustained up to the time of writing. The longevity of the lava lakes provides evidence for convective circulation between the lakes and a deeper magma reservoir. The high heat flux and low exogenous growth rates ( 10kg s -1 integrated over the last thirty years) are indicative of a volcano that 'grows' largely by magmatic intrusion, which is consistent with the formation of new igneous crust in the extensional tectonic environment of northern Afar.
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The Conscience of Society: The Social Teaching of the Catholic Bishops of Kenya 1960-1995 - Pirouet, M. Louise; Mejía, Rodrigo Ocampo (Journal of Religion in Africa, 1997)
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Do African American Students' Perceptions Of Their Needs Have Implications For Retention? - Rowser, Jacqueline F. (Journal of Black Studies, 1997)
African American student retention on predominantly White campuses continues to be one of the greatest challenges for many colleges and universities. In addition to the impact of student attrition on the economic well-being of the university, the image of the university is at risk when African American students' attrition rates far exceed those of White students. Researchers, when studying factors related to retention, found that high GPA and test scores predict academic performance differently for African American students than for White students (Farver, Sedlacek, & Brooks, 1975; Lunneborg & Lunneborg, 1986). Even when academic preparation was considered, disparity still resulted. Steele (1992) observed that
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INTRODUCTION TO DRIVER TRAINING AND LICENSING IN GHANA. - Salifu, Mohammed (1997)
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Paediatric neurologic emergencies at the University of Nigeria Teaching Hospital, Enugu. - So, Iloeje (PubMed, 1997)
Four hundred and sixty-seven children, aged from birth to 16 years (mean age:35.9 months), presented with emergency neurological problems to the Children's Emergency Unit (CHER) of the University of Nigeria Teaching Hospital, Enugu over a 12-month period. This accounted for 11.1% of all the cases seen in the Unit during that period. There was a male:female ratio of 1.55:1. A significantly higher number of cases presented during the rainy season (May to October) than during the other months of the year. Febrile convulsion was the most common problem, with 132 cases (28.3%), followed by meningitis (18.2%) and afebrile seizures (15.8%). One hundred and ninety-two patients (37.7%) were discharged home, while 36 (7.7%) died. The findings from the study are discussed and compared with data from other centres. Recommendations that may help to reduce mortality from neurologic emergencies in children, are made.
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African American College Students' Experiences in HBCUs and PWIs and Learning Outcomes. - Terenzini, Patrick T.; Yaeger, Patricia M.; Bohr, Louise; Pascarella, Ernest T.; Nora, Amaury (1997)
This study examined whether African-American students who attend historically black colleges and universities (HBCUs) have different experiences and perceive the campus climate differently than African American students who attend predominantly white institutions (PWIs). The study also examined whether differences in experiences and perceptions of the environment are linked to differential gains in cognitive abilities. The study used data from the National Study of Student Learning, a three-year longitudinal study of about 4,000 students who entered 23 institutions in 1992. Data were gathered in the fall of 1992 and the spring of 1993 and included demographic characteristics, scores on the Collegiate Assessment of Academic Proficiency, and responses on the College Student Experience Questionnaire. Students in HBCUs differed from their peers in both entering characteristics and college experiences in a variety of areas. These experiences, however, were not associated with differences in first year cognitive gains. (Contains 38 references and 3 tables.) (DB) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** AFRICAN AMERICAN COLLEGE STUDENTS' EXPERIENCES IN HBCUs AND PWIs AND LEARNING OUTCOMES PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Patrick Terenzini TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) by Patrick T. Terenzini Professor and Senior Scientist Center for the Study of Higher Education The Pennsylvania State University 403 South Allen Street, Suite 104 University Park, PA 16801-5252 Telephone: (814) 865-6346 E-Mail: ptt2@psu.edu Patricia M. Yaeger Research Assistant Center for the Study of Higher Education The Pennsylvania State University Louise Bohr Assistant Professor of Reading 'Northeastern Illinois University Ernest T. Pascarella Professor of Higher Education University of Illinois-Chicago Amaury Nora Professor of Higher Education University of Houston U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 117this document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the meeting of the Association for Institutional Research, Orlando, FL, May 1997. This study was supported by the National Center on Postsecondary Teaching, Learning, and Assessment, funded in part by the U.S. Department of Education, Office of Educational Research and Improvement (OERI) under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred.
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Changing South African schools?: an analysis and critique of post‐election government policy - Tikly, Leon (Journal of Education Policy, 1997)
This article provides an exposition, analysis and critique of post‐election policy concerning state schooling in South Africa. In particular the article focuses on the White Paper on the Organisation, Governance and Funding of Schools. Policy is analysed at three levels, namely the economic, ideological/discursive and the political. At the economic level it is argued that although the White Paper makes provision for redress of past inequalities, limitations in government expenditure are limiting the possibilities for reform. It will also be argued that the White Paper must be seen as the outcome of contestation between different discourses concerned with race, culture and education. Finally the White Paper has been shaped by the interim constitution as well as by political struggles within the state and civil society.
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Earthquake swarms of Mt Cameroon, West Africa - Ubangoh, Richard U.; Ateba, Bekoa; Ayonghe, Samuel N.; Ekodeck, Georges Emmanuel (Journal of African Earth Sciences, 1997)
Historical and recent instrumental studies of the central region of the Cameroon Volcanic Line clearly indicate the occurrence of earthquake swarms of volcanic origin. Analyses of more than 3000 micro-earthquakes recorded between 1985 and 1992 show a well-defined seismic pattern characterised by single and swarm events with duration magnitudes between 2 and 3 at depths down to 20 km. On average, the earthquakes here occur at the rate of about 2 events every 3 days with occasional earthquake swarms, which greatly increase this number. The seismic swarms comprising felt earthquakes are shown to be sometimes preceded by, simultaneous with, or followed by swarms from Bimbia and Equatorial Guinea. Mapped epicentres of some of these swarms correspond to regions of volcanic gas emissions and are parallel to the fissures on Mt Cameroon and to the inferred direction of the underlying shear zone. The quiescent periods between swarms are seen to double each year since 1986. This observation was used to predict a major seismic swarm which occurred in 1993. The data coupled with historical data, are used to infer the involvement of a magma chamber in the generation of the earthquake swarms in the region. Since the installation of the network, no eruption has been observed on Mt Cameroon. This warrants more observation in order to study the seismicity that may precede, accompany or follow an eruption of the mountain. Les études historiques et instrumentales récentes de la région centrale de la Ligne Volcanique du Cameroun indiquent clairement ('existence d'essaims de tremblements de terre d'origine volcanique. L'analyse de plus de 3000 micro-séïsmes enregistrés entre 1985 et 1992 montre un ensemble sismique bien défini caractésé par des événements isolés et en essaim avec des magnitudes de 2 à 3 à des profondeurs jusqu'à 20 km. En moyenne, les tremblements de terre se déclenchent au rythme de 2 événements tous les 3 jours avec des essaims occasionnels qui augmentent ce nombre. Les essaims sismiques comprennent des tremblements de terre ressentis et sont parfois précédés par, simultanés de, ou suivis par des essaims en Bimbia et Guinée Équatoriale. Les épicentres de certains essaims correspondent aux régions d'émission de gaz volcaniques et sont parallèes aux fissures du Mont Cameroun et à la direction supposée de la zone de cisaillement profonde. Les périodes de repos doublent chaque année depuis 1986. Cette observation a été utilisée pour prédire ('essaim sismique majeur qui se produisit en 1993. Les données couplées avec l'histoire sont utilisées pour définir le rôle de la chambre magmatique dans l'origine des essaims de tremblements de terre de la région. Depuis l'installation du réseau, aucune éruption n'a été observée au Mont Cameroun. Ceci justifie le besoin de plus de données avant d'être capable d'étudier la sismicité qui peut précéder, accompagner ou suivre une éruption dans la montagne.
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Tracing Graduates Through Reunion Parties: Secondary Technical Education in Mozambique - Ziderman, Adrian (Comparative Education Review, 1997)
Previous articleNext article No AccessFocus on Adult SkillsTracing Graduates Through Reunion Parties: Secondary Technical Education in MozambiqueAdrian ZidermanAdrian Ziderman Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 41, Number 2May, 1997 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447427 Views: 1Total views on this site Citations: 2Citations are reported from Crossref Copyright 1997 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Denise Jarratt, Tom Murphy, Diannah Lowry Building customer relationships: a model for vocational education and training delivery, Journal of Vocational Education and Training 49, no.44 (Dec 1997): 591–615.https://doi.org/10.1080/13636829700200038Jørgen Billetoft, Technical and Vocational Education and Training in Mozambique: Better than Its Reputation, (): 309–328.https://doi.org/10.1007/1-4020-3034-7_7
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[South Africa--student nurse among the Zulus. Interview by Eli M. Bjørkan]. - Gundersen, Malene Wøhlk (1997)
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Black English and education in South Africa : an investigation - Nwaila, Charles (1997)
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Volcanological features of a low-viscosity melt: the carbonatitic Gross Brukkaros Volcanic Field, Namibia - Kurszlaukis, S.; Lorenz, Volker (Bulletin of Volcanology, 1997)
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A study of the procedures and their perceived effectiveness in the recruitment of African American teachers in city school divisions in Virginia - Hobbs, Betty E. (1997)
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Breast cancer education, self-efficacy, and screening in older African American women. - Adderley-Kelly, Beatrice; Green, P M (PubMed, 1997)
Breast cancer is the second leading cause of cancer mortality in African American women. Low rates of cancer screening participation have been documented in inner-city elderly African American populations. Knowledge and beliefs about breast cancer and screening, and self-efficacy in performing breast self-examinations, are important components in an educational program aimed at increasing participation in breast cancer screening. The objectives of this study were to determine the breast cancer knowledge of subjects, their level of confidence when performing breast self-examination, and if individual instruction, one-to-one practice, and feedback on performance made a difference in screening practices. The findings suggest that a more intensive training intervention sustains breast examination self-efficacy.
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Glove Utilization and Reasons for Poor Compliance by Health Care Workers in a Nigerian Teaching Hospital - Adegboye, Ajibola A.; Roy, Praveen K.; Emeka, Chukwubuike Kevin (Tropical doctor, 1997)
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Glove Utilization and Reasons for Poor Compliance by Health Care Workers in a Nigerian Teaching Hospital - Adegboye, Ajibola A.; Roy, Praveen K.; Emeka, Chukwubuike Kevin (Tropical doctor, 1997)
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Thermal and geodynamic setting of the Buem volcanic rocks near Tiélé, Northwest Bénin, West Africa - Affaton, Pascal; Aguirre, Luis; Ménot, René-Pierre (Precambrian Research, 1997)
The mafic volcanic rocks of Tiélé occur as intercalations within very low-grade metasediments, mainly metapelites and meta-arenites. These Proterozoic supracrustal rocks are considered as part of the Buem Structural Unit (BSU) which is the most external tectonic unit of the Pan-African Dahomeyide fold belt. The geodynamic significance of the BSU is still debated: it could represent either a portion of the West-African passive margin during the rifting and the drifting of the Pan-African ocean (Affaton, 1990), or a continental rift-zone (Jones, 1990) or the Pan-African oceanic crust itself (Burke and Dewey, 1972 and Burke and Dewey, 1973; Shackleton, 1976). The mafic lavas derived from tholeiitic magmas, which originated by partial melting of the lithospheric mantle with a possible asthenospheric contribution. They are quite similar to MORBs and free of any crustal contamination. They are related to a strongly attenuated continental lithosphere, and a passive margin would be the most likely tectonic environment for the coeval volcanic and sedimentary activities. On the other hand, these rocks demonstrate effects of early static recrystallizations related to a very low grade metamorphism of the prehnite-pumpellyite facies developed under temperatures of 200 to 300°C. Such a thermal imprint clearly marks an extensional tectonic stage. Later, the early parageneses were re-equilibrated under slightly higher pressures during the Pan-African collision. Both magmatic features and early metamorphic characters of these metavolcanic rocks are in good agreement with a context of lithospheric thinning characterized by mantle-derived magmatism and high thermal-gradient. These results fit with previous interpretations mainly based on sedimentary and structural features: the BSU represents a portion of a Proterozoic passive margin which suffered strong lithospheric stretching, with deep seated normal faults and mantle derived magmatism, and a subsequent severe subsidence evidenced by the prominent detrital sedimentation. Such a tectonic setting developed during the Pan-African oceanic drifting
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Management training and development within its environment: the case of Libyan industrial companies - Agnaia, Almehdi A. (Journal of European Industrial Training, 1997)
Discusses the state of management training and development in Libya. Investigates the Libyan management environment and examines the influence of a variety of factors on the management training and development programmes (MTDPs). Presents an empirical study and uses descriptive statistical methods to analyse the collected data and information. Finds that Libyan industrial companies, like those in many other developing countries, are owned, managed and supervised by government institutions. The MTD units in these companies are influenced negatively by the surrounding environment (e.g. social, economic and political factors) which imposes some constraints on MTD, and hampers the achievement of their goals. Suggests that more attention needs to be given to the environmental effects on the companies and their employees.
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The Effect of Using Rapping To Teach Selected Musical Forms to Urban African American Middle School Students. - Akintunde, Omowale (1997)
A study determined the effects of a pedagogical approach using rap music on the learning of musical forms among urban African American youth and whether there were differential effects among students of different levels of self-esteem. Urban African American youth (n=66) from the St. Louis County Public Schools who were enrolled in general music classes at Brittany-Woods Middle School served as participants. Two randomly chosen classes formed the control group and 2 randomly chosen classes formed the experimental group. All participants were in grades 6 through 8. Participants were divided into high, middle, and low self-esteem groups. For the control group, traditional procedures (lecture, listening, etc.) were used to teach students binary, ternary, and verse-refrain forms. The researcher also composed 3 songs in binary, ternary, and verse/refrain form respectively. The experimental group was instructed in the same manner as the control group with the exception that the 3 researcher-composed examples were rapped to a pre-recorded rhythm soundtrack, and students were allowed to move rhythmically to the beat and perform as a human beat box. A researcher-designed test was then administered to those in both experimental and control groups, and students made written comments regarding rap as a pedagogical device. Results indicated no significant differences between the experimental and control groups, but student comments suggest that the use of rap music was highly appealing. (Contains 18 references and 2 tables of data. Appendixes present the researcher-composed songs and students' comments.) (Author/RS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************
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Prevalence and incidence rates of HIV-1 infection in Rwandan students. - Baganizi, Énias; Saah, A. J.; Bulterys, Marc; Dr, Hoover; Celentano, David D.; Alary, Michel (PubMed, 1997)
A study was conducted between October 1992 and June 1993 to determine the prevalence and incidence of HIV-1 infection and associated risk factors among secondary school and university students in Rwanda. All single students aged 15-35 years from the National University and six secondary schools in Butare were eligible to participate. 1348 of the 1807 students invited to participate agreed to enroll. The proportion of non-participation increased with age with the median age of students in the study being 21 years. 23 of 1345 (1.7%) students were diagnosed as infected with HIV-1. Nine of these HIV-seropositive students denied being sexually active and reported no other HIV risk factor. The level of HIV-1 infection was significantly higher among university students than among secondary school students with HIV-1 seroprevalence increasing from 0.6% among those under age 22 years to 5.0% among those over age 25. Students who had their first sexual intercourse before age 18 years were more likely to be HIV-positive than those who had their first sexual experience at age 18 years or older. Multivariate logistic regression found only age to be independently associated with the prevalence of HIV-1 infection. 6 months after the beginning of the study blood specimens were taken from 1120 seronegative students at baseline to determine HIV incidence. There was an overall incidence density of 0.74 per 100 person-years. However among the 97 female university students aged 20-24 years the incidence density was 6.34 per 100 person-years. The observed HIV-1 seroprevalence rate among the students was far lower than that reported among women attending prenatal clinics in the same area as the study population. Self-selection bias may have affected the study findings.
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Knowledge and attitudes to HIV and AIDS and sexual practices among university students in Lusaka, Zambia and London, England: are they so different? - Baggaley, Rachel; Drobniewski, Francis; Pozniak, A.; Chipanta, David; Tembo, Mavuto; Godfrey‐Faussett, Peter (The journal of the Royal Society of Health, 1997)
Surveys conducted among university students in Lusaka, Zambia, and London, England, in 1993-94 revealed comparable AIDS-related knowledge, attitudes, and sexual practices, despite vast differences between the two countries in AIDS prevalence. Questionnaires were completed by 946 seniors and 294 new students from the University of Zambia in 1993 and 1994 and by 100 seniors and 117 new students from London University in 1994. Both groups of students were quite knowledgeable about transmission of HIV through semen, blood, and vaginal fluid; however, 50% in both settings believed saliva transmits HIV. Although more than two-thirds of Lusaka students, compared with one-fourth of London students, knew or had known someone with HIV, British students had more compassionate, less judgmental attitudes toward AIDS patients. 90% of Lusakan but under 50% of London students worried about catching HIV. By their senior year, 61% of female and 85% of male students in Zambia had had one or more sexual partner compared with 73% and 76%, respectively, in London. 66% of Lusakan and 75% of London students used condoms most of the time with casual partners; with regular partners, these rates were only 23% and 35%, respectively. Lusakan students were less likely than their London counterparts to discuss HIV with their partners. 75% of students in both countries had received some type of AIDS education, but the majority expressed an interest in additional counseling. Recommended, in both settings, are university-based AIDS education programs, with particular emphasis on the importance of condom use with all sexual partners.
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Langues et education en Afrique noire (Language and Education in Black Africa). - Bearth, Thomas (1997)
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Professional Development for Educators through Travel to Zimbabwe: One-Year Follow-up. - Betts, Sherry C.; Norquest, Jan (Journal of Family and Consumer Sciences, 1997)
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[Medical education in Algeria: opinion of the students at the end of their curriculum]. - Bouziani, M; Mebtoul, M (PubMed, 1997)
A cohort of 120 medical stents who have nearly completed their medical training have been surveyed in Oran, Algeria. Most of them are not satisfied concerning their medical training (82%). However, they accept the conventional pattern of medical learning which allows little room to active participation from the trainees. The most appreciated scientific disciplines are cardiology for men and gynecology for women. In most cases, priority is given to clinical disciplines. Community medicine and public health are rather neglected. Similarly, at the end of their training, medical students' knowledge is rather tiny regarding teamwork or health promotion. Clearly, most of them consider themselves as care providers, not health builders.
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Education Policy and Language Learning for a Multilingual Society. Proceedings of a Conference (Hartebeespoort, South Africa, October 30-November 1, 1996). - Brown, David (1997)
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Prevalence of transmissible blood infections among blood donors at the University of Maiducuri Teaching Hospital, Maiduguri, Nigeria. - Chikwem, John; Mohammed, Idris; Okara, G. C.; Ukwandu, N. C. D.; Ola, Thomas O. (PubMed, 1997)
Before the advent of the Acquired Immune Deficiency Syndrome (AIDS), many countries of the world transfused blood without seriously considering the potential risks of transmission of infectious agents. Even after it was shown that the Human Immunodeficiency virus(HIV) could be transmitted through blood and blood products, many hospitals and clinics in Nigeria still continue to transfuse unscreened blood. This study was therefore initiated to highlight the risks of transmitting infectious agents through blood transfusion and the category of infectious agents which could be transfused in blood in this area. A total of 364 healthy blood donors were counselled, bled and screened for HIV-1, HIV-2, HBsAg, Treponema pallidum, Plasmodium falciparum and microfilaria. The results show that the three most common infections transmissible through blood transfusion are Hepatitis B(14.9%), HIV-1 (5.8%) and P.falciparum (4.1%). Thirteen of the 364 blood donors (3.6%) and antibodies to T. pallidum. There were no donors with HIV-2 or filarial infection. Infection of donors by hepatitis B virus (HBV), T. pallidum and HIV-1 was not significant dependent on promiscuity, polygamy, previous blood transfusion or local surgery. However, there was a significant difference between donors with no risk factors and those with risk factors with regard to seroprevalence to HBV, T. pallidum and HIV-1 (p = 0.0053). The results confirm that transfusion of unscreened blood carries severe risks of transmitting serious infectious agents and that is a need to enforce laws for transfusing blood in Nigeria. Meanwhile, in the absence of screening facilities, proper counselling of blood donors in order to ascertain their risk behaviour should be used to select donors and reduce this risk.
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An approach using SAR ERS images to relate extension fractures to volcanic vents: examples from iceland and Madagascar - Chorowicz, J.; Bardintzeff, Jacques-Marie; Rasamimanana, Georges; Chotin, P.; Thouin, C.; Rudant, Jean-Paul (Tectonophysics, 1997)
A new approach to the study of geometric relationships between tectonic structures and volcanic vents is presented. It is based on the mapping of tectonic and volcanic features using high-resolution imagery, including Synthetic Aperture Radar (SAR) images of the European Remote Sensing satellite number one (ERS-1). We have evidenced new faults: (1) N-striking normal faults in the Husavik fault zone of the North Atlantic ridge, and (2) NW-striking faults belonging to the Husavik transform fault zone, associated to drag folds which testify to a dextral strike-slip movement component. We show that most of the volcanic edifices are located on extension fractures responsible for fissure eruptions, volcanic linear clusters and elongated volcanoes. This relationship is studied first in Iceland where the geodynamics is well known, using SAR ERS-1 imagery. Applied to the Montagne d'Ambre, in northern Madagascar, using aerial photographs, this approach makes it possible to identify faults and the regional Plio-Quaternary direction of extension, i.e. N65°E to N85°E. Volcanoes forming linear clusters, together with elongated volcanoes, are interpreted to be located on extension fractures. S- or Z-shape of the linear clusters allowed us to determine the tips of extension fractures, and consequently the orientation of the regional tension. Alignments of extension fractures, depending on their S- or Z-shape, permitted us to infer conjugated faults.
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Energy intakes, anthropometry and body composition of Nigerian adolescent girls: a case study of an institutionalized secondary school in Ibadan - Cole, A. H.; Taiwo, Omowumi O.; Nwagbara, Ngozi I.; Cole, Cornelia E. (British Journal of Nutrition, 1997)
Twenty-two apparently healthy Nigerian adolescent girls aged 11-17 years residing in a hostel, were studied over five consecutive days in order to assess their energy intake (EI), energy cost of specific activities and body composition (BC). The mean characteristics of the group were: height 1.58 (SD 0.1, range 1.42-1.68) m, body weight 49.1 (SD 7.9, range 34.0-61.0) kg and BMI 19.5 (SD 2.0, range 16.0-23.0) kg/m2. The food intake of each subject was assessed by direct weighing and its energy value was determined by means of a ballistic bomb calorimeter. BMR values were calculated according to Food and Agriculture Organization/World Health Organization/United Nations University (FAO/WHO/UNU) (1985) equations. Percentage body fat (BF%) values were derived from three skinfold thickness measurements, using population-specific equations. The adolescents' mean daily EI was found to be 6510 (SD 855) kJ/d (138.3 (SD 27.8) kJ/kg body weight per d) which is lower than the FAO/WHO/UNU (1985) calculated energy requirement of 8800 kJ/d for adolescent girls aged 12-14 years. The contributions of specific nutrients and individual meals to the total EI were: carbohydrate, protein and fat, 59.2, 12.5 and 28.3% of energy respectively and breakfast, lunch and supper, 21.5, 41.0 and 37.4% respectively. However, the mean BMR was 5627 kJ/d, which is comparable with that given by FAO/WHO/UNU (1985) for adolescent girls aged 13-14 years. The mean BF% was found to be 21.7. The comparatively low EI of the participants in the present study may be indicative of energy deficiency in their meals. This assumption is also reflected in their BC values. Nevertheless, further studies of this kind on adolescents in Nigeria are needed to confirm these observations.
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Isotopic constraints on the age and formation of a Palaeoproterozoic volcanic arc complex in the Kedougou Inlier, eastern Senegal, West Africa - Dia, Anta Tal; Schmus, W. R. Van; Kröner, Alfred (Journal of African Earth Sciences, 1997)
The Palaeoproterozoic Kedougou basement in the Mako area in eastern Senegal consists of four major rock complexes: 1) high-grade amphibolitic and gneissic rocks occuring as large xenoliths (the Sandikounda amphibolite-gneiss complex); 2) voluminous bimodal volcanic rocks (the Mako volcanic-plutonic complex); 3) the Sandikounda layered plutonic complex; and 4) trondhjemitic to calc-alkaline intrusive granitoids (the Laminia-Kaourou plutonic complex). Zircons from xenoliths of the Sandikounda amphibolite-gneiss complex yielded ages of ∼2200 Ma, which are slightly older than those of the Mako Supergroup volcanic rocks. These xenoliths also have ɛNd(t) values ranging from +2.4 to +4.1. The volcanic sequence represents an important bimodal volcanic event with Mg-tholeiites and subordinate felsic calc-alkaline lavas having ɛNd(t) values ranging from +2.6 to 3.8. The plutonic intrusions yield ages between 2158 and 2079 Ma with positive ɛNd(t) values of +2.6 to +4.7. Isotopic evidence indicates that the Mako Palaeoproterozoic crust is a juvenile, arc-related terrain derived from a depleted mantle source, emplaced between 2300 and 2079 Ma and subsequently accreted to the growing West African Craton. An early magmatic event, represented by the protolith of the amphibolite and the gneiss, is inferred to represent the initial stage of this Palaeoproterozoic crustal growth and may represent the root of the Mako volcanic-plutonic complex. Thus, the Birimian-Eburnian development of the western part of the Kedougou Inlier is constrained to the interval 2300-2079 Ma; this is slightly older than other parts of the Birimian-Eburnian domains elsewhere in western Africa. Le socle paléoprotérozoïque de Kédougou dans la région de Mako consiste en quatre unités majeures: 1) amphibolites et gneiss de degréélevéen grands panneaux formant le complexe amphibolite-gneiss de Sandikounda; 2) volcanisme bimodal important formant le complexe volcano-plutonique de Mako; 3) complexe plutonique litéde Sandikounda; et 4) granitoïdes trondhjémitiquesàcalco-alcalins du complexe plutonique de Laminia-Kaourou. Les zircons des panneaux du complexe amphibolite-gneiss de Sandikounda donnent desaˆges autour de 2200 Ma, légèrement plus anciens que ceux des roches volcaniques du Supergroupe de Mako, et des valeurs eNd(t) comprises entre +2,4 et +4,1. La séquence volcanique provient d'unévénement volcanique bimodal important avec des tholéïtes magnésiennes et des laves felsiques calco-alcalines moins abondantes avec des valeurs eNd(t) entre +2,6 et +3,8. Les intrusions plutoniques fournissent desaˆges entre 2158 et 2079 Ma avec de faibles valeurs positives eNd(t) de +2,6à+4,7. Les données isotopiques indiquent que la crouˆte paléoprotérozoïque de Makoétait un terrain d'arc juvénile dérivéd'une source mantellique appauvrie et mis en place de 2300à2079 Ma, puis accoléau craton ouest-africain. Unévénement magmatique précoce, représentépar le protolite des amphibolites et des gneiss, a duˆconstituer l'épisode initial de la croissance crustale paléoprotérozoïque et pourrait représenter la racine du complexe volcano-plutonique de Mako. Ainsi, le développement au cours du Birimien-Eburnéen de la partie occidentale du socle de Kédougou s'est produit dans l'intervalle 2300-2079 Ma, ce qui est légèrement plus ancien que les autres terrains birimiens-éburnéens ailleurs en Afrique de l'Ouest.
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White-Collar or Hoe Handle? African Education under British Colonial Policy 1920-1945. - Falọla, Toyin; Sivonen, Seppo (The American Historical Review, 1997)
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Lessons for life—Past and present modes of sexuality education in Tanzanian society - Fuglesang, Minou (Social Science & Medicine, 1997)
The provision of sexuality education and contraceptive services to unmarried adolescents has became a key issue in the era of AIDS. International health organizations are promoting action worldwide. In Tanzania the Ministry of Health has started policy work, while the NGO sector is spearheading activities in the field. Yet there is a lot of public scepticism and resistance to launching such programmes, as many believe that these will promote promiscuity among the young. This article explores the efforts of the Family Planning Association of Tanzania (UMATI), collaborating with the Swedish Association of Sex Education (RFSU), to develop appropriate and sensitive programme activities, drawing on the experiences of other countries as well as on local customs tied to traditional initiation rites. Capacity building involving the provision of techniques for training, research, advocacy and outreach has been the focus of the exchange between the two NGOs. The aim has been to take a broad but integrated perspective on the issue, including an understanding of adolescent sexuality as well as that of reproduction. Most of the data presented here were generated during a follow-up study of the UMATI/RFSU collaboration.
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Dental emergence among urban Zambian school children: An assessment of the accuracy of three methods in assigning ages - Gillett, Rhonda M. (American Journal of Biological Anthropology, 1997)
In situations where birth records are unavailable and stated ages are unreliable, the emergence of the permanent dentition can serve as an indicator of age. Due to substantial variation in the timing of tooth emergence, a sample (n = 721) of Zambian school children, with known ages, was examined to provide a tooth emergence reference standard for the area. Three methods for assigning ages were utilized and their accuracy assessed. A random test sample was withheld from the original study in order to further evaluate the methods' accuracy. The three methods-1) number of teeth, 2) regression and 3) probit analysis-were applied to Zambian children, and estimates of age were made. Predicted ages were compared to actual ages to determine the percentage of accuracy in three categories-(+/-) .5, +/- 1.0 and +/- 2.0 years- and paired t-tests were conducted. Each of the three methods was then applied to the test sample, and their accuracy was evaluated in the same manner. Methods 1 and 2 were found to provide the higher percentage of correct ages within +/- .5 years, assigning roughly 39% of both male and female children within this increment. This was also the case at the next increment, with methods 1 and 2 assigning a higher percentage (66-76%) of children to the +/- 1.0 year category, while the accuracy of method 3 was quite a bit lower. The results for the test sample were very similar to those of the main sample. The overall accuracy of methods 1 and 2 was very similar in both the main and test samples, while method 3 had lower accuracy and t-tests indicated significant differences. Therefore, due to ease of application in the field setting, method 1, mean age per number of teeth emerged, is the method of choice.
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Dental emergence among urban Zambian school children: An assessment of the accuracy of three methods in assigning ages - Gillett, Rhonda M. (American Journal of Biological Anthropology, 1997)
American Journal of Physical AnthropologyVolume 102, Issue 4 p. 447-454 Dental emergence among urban Zambian school children: An assessment of the accuracy of three methods in assigning ages Rhonda M. Gillett, Corresponding Author Rhonda M. Gillett University of Arizona, Tucson, Arizona 85721Carolina Population Center, University of North Carolina at Chapel Hill, CB# S120, University Square, Chapel Hill, NC 27516-3997.Search for more papers by this author Rhonda M. Gillett, Corresponding Author Rhonda M. Gillett University of Arizona, Tucson, Arizona 85721Carolina Population Center, University of North Carolina at Chapel Hill, CB# S120, University Square, Chapel Hill, NC 27516-3997.Search for more papers by this author First published: 06 December 1998 https://doi.org/10.1002/(SICI)1096-8644(199704)102:4<447::AID-AJPA2>3.0.CO;2-PCitations: 17AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract In situations where birth records are unavailable and stated ages are unreliable, the emergence of the permanent dentition can serve as an indicator of age. Due to substantial variation in the timing of tooth emergence, a sample (n = 721) of Zambian school children, with known ages, was examined to provide a tooth emergence reference standard for the area. Three methods for assigning ages were utilized and their accuracy assessed. A random test sample was withheld from the original study in order to further evaluate the methods' accuracy. The three methods—1) number of teeth, 2) regression and 3) probit analysis—were applied to Zambian children, and estimates of age were made. Predicted ages were compared to actual ages to determine the percentage of accuracy in three categories—±.5, ±1.0 and ±2.0 years—and paired t-tests were conducted. Each of the three methods was then applied to the test sample, and their accuracy was evaluated in the same manner. Methods 1 and 2 were found to provide the higher percentage of correct ages within ±.5 years, assigning roughly 39% of both male and female children within this increment. This was also the case at the next increment, with methods 1 and 2 assigning a higher percentage (66–76%) of children to the ±1.0 year category, while the accuracy of method 3 was quite a bit lower. The results for the test sample were very similar to those of the main sample. The overall accuracy of methods 1 and 2 was very similar in both the main and test samples, while method 3 had lower accuracy and t-tests indicated significant differences. Therefore, due to ease of application in the field setting, method 1, mean age per number of teeth emerged, is the method of choice. Am J Phys Anthropol 102:447–454, 1997. © 1997 Wiley-Liss, Inc. Citing Literature Volume102, Issue4April 1997Pages 447-454 RelatedInformation
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Dental emergence among urban Zambian school children: An assessment of the accuracy of three methods in assigning ages - Gillett, Rhonda M. (American Journal of Biological Anthropology, 1997)
American Journal of Physical AnthropologyVolume 102, Issue 4 p. 447-454 Dental emergence among urban Zambian school children: An assessment of the accuracy of three methods in assigning ages Rhonda M. Gillett, Corresponding Author Rhonda M. Gillett University of Arizona, Tucson, Arizona 85721Carolina Population Center, University of North Carolina at Chapel Hill, CB# S120, University Square, Chapel Hill, NC 27516-3997.Search for more papers by this author Rhonda M. Gillett, Corresponding Author Rhonda M. Gillett University of Arizona, Tucson, Arizona 85721Carolina Population Center, University of North Carolina at Chapel Hill, CB# S120, University Square, Chapel Hill, NC 27516-3997.Search for more papers by this author First published: 06 December 1998 https://doi.org/10.1002/(SICI)1096-8644(199704)102:4<447::AID-AJPA2>3.0.CO;2-PCitations: 17AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract In situations where birth records are unavailable and stated ages are unreliable, the emergence of the permanent dentition can serve as an indicator of age. Due to substantial variation in the timing of tooth emergence, a sample (n = 721) of Zambian school children, with known ages, was examined to provide a tooth emergence reference standard for the area. Three methods for assigning ages were utilized and their accuracy assessed. A random test sample was withheld from the original study in order to further evaluate the methods' accuracy. The three methods—1) number of teeth, 2) regression and 3) probit analysis—were applied to Zambian children, and estimates of age were made. Predicted ages were compared to actual ages to determine the percentage of accuracy in three categories—±.5, ±1.0 and ±2.0 years—and paired t-tests were conducted. Each of the three methods was then applied to the test sample, and their accuracy was evaluated in the same manner. Methods 1 and 2 were found to provide the higher percentage of correct ages within ±.5 years, assigning roughly 39% of both male and female children within this increment. This was also the case at the next increment, with methods 1 and 2 assigning a higher percentage (66–76%) of children to the ±1.0 year category, while the accuracy of method 3 was quite a bit lower. The results for the test sample were very similar to those of the main sample. The overall accuracy of methods 1 and 2 was very similar in both the main and test samples, while method 3 had lower accuracy and t-tests indicated significant differences. Therefore, due to ease of application in the field setting, method 1, mean age per number of teeth emerged, is the method of choice. Am J Phys Anthropol 102:447–454, 1997. © 1997 Wiley-Liss, Inc. Citing Literature Volume102, Issue4April 1997Pages 447-454 RelatedInformation
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THE MOROCCAN AIRPORTS BECOME PART OF THE WORLD TRAINING NETWORK. - Hamon, Didier (Aeroports Magazine, 1997)
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Reversible hearing impairment induced by lithium in the guinea pig - Horner, Kathleen C.; Huang, Zhiwu; Higuerie, Denise; Cazals, Yves (NeuroReport, 1997)
LITHIUM salts remain one of the most widely used treatments for depressive illness. The mechanisms involved probably include reduction in free inositol. Visual perceptive disturbances can be a side effect of the treatment. We report here for the first time that chronic lithium treatment in the guinea pig induces a predominantly low frequency hearing loss and, in the longer term, loss of sensitivity is observed across the whole audiogram. The changes are reversed when treatment is arrested. The observations could be accounted for, at least partially, by a lithium-induced perturbation of the phosphoinositide cascade within the inner ear.
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Reassessing public expenditure priorities: The case of education in South Africa - Khuumalo, Bongani; Wright, Anthony J (Development Southern Africa, 1997)
This paper highlights one of the central challenges facing the present South African government ‐ meeting the strong demands for increased and more equitable provisions of education and maintaining fiscal discipline. This task need not be daunting, as theory and evidence suggest that there is considerable scope for rationalising the existing state provision of social services in South Africa to make them more equitable and efficient. We employ an economic theory of clubs and argue that the provision of basic education should be prioritised while the subsidisation of sophisticated and higher levels of education should be reconsidered. More specifically, the qualitative upgrading of basic schooling deserves more priority from the state while subsidies to exclusive schools and to university students need review. Such rationalisations should encourage sustained economic growth and enable the state to meet its RDP objectives without compromising its commitment to fiscal discipline. However, to achieve this the state will have to resist the strong pressures for the continued provision of services which bestow large private benefits on privileged groups.
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Cooperative Research Project "ACACIA" (Arid Climate, Adaptation and Cultural Innovation in Africa) 1995-2010 - Kroepelin, S. (Pages (Bern), 1997)
Report of the workshopThis two-day workshop was convened with the twin aims of reviewing the state of water and climate research in Canada using isotope tracers and investigating the establish- ment of a revitalized "Canadian Network for Isotopes in Precipitation", as a contribution to the international GNIP program (Global Network for Isotopes in Precipitation), which is the well-known offspring of long-standing IAEA/Ii\MO efforts to document the distribu- tion of water isotopes in the global water ryde.
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Linguistic and Cultural Comparisons: Middle School African American Students Learning Arabic. - Moore, Zena; English, Mark (1997)
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Stress of Secondary School Teachers in Transkei, South Africa - Mwamwenda, Tuntufye S.; Monyooe, Lebusa A.; Glencross, Michael J. (Psychological Reports, 1997)
The purpose of this study was to explore self-reported stress experienced by secondary school teachers in Transkei, South Africa using a local unstandardized scale. Contrary to the literature on western teachers, an average rating of stress of 93.5 was reported by the 134 teachers, and no differences were noted between the 66 men and 68 women.
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Education for all by the year 2000 (EFA 2000) in some countries in Africa: Can teacher education ensure the quantity, quality and relevance of that education? - Ndawi, Obert Paradzai (International Journal of Educational Development, 1997)
This paper identifies and explores three basic challenges which EFA 2000 poses to teacher education in Africa, viz: quality, quantity and relevance. Researched data is used to show the extent of the problems and to argue for some possible solutions suggested as to how teacher education in Africa could best prepare to meet these problems. There are many (even more fundamental) factors that will affect the quality, quantity and relevance of any education system. This paper focuses specifically on how teacher education could make its limited contribution towards ensuring a better EFA 2000. Significantly, educationists in general, and teacher educators in particular, are challenged to take the responsibility of ensuring that the education, which it is the business of their profession to give, measures up to the demands of quantity, quality and relevance to the needs of every learner, not just to the needs of those few who will continue to university.
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Can research into the development of education in post-colonial Africa shape education policies in South Africa? - Nieuwenhuis, F. J. (International Journal of Educational Development, 1997)
This article is based on the premise that the globalisation of education impacts directly on the development of education policy in developing countries. Internationally, in both developed and developing countries, the focus within policy development in education has shifted over time. It seems obvious that these shifts in focus would have a direct impact on educational planning in developing countries and on the flow of donor aid. This assumption was analyzed in a study that was conducted in eight African countries (Botswana, Kenya, Malawi, Lesotho, Swaziland, Tanzania, Zambia and Zimbabwe) during the first part of 1995. Two important aspects of policy development that were reviewed, are discussed in this article: The process of education policy formulation and the implementation of education policy. It appeared that, in the past, educational policy formulation in Africa was guided by the conviction that education was the way to ensure economic growth, to restructure the social order, and to reduce the social ills of society in general. The study revealed the disparity between the formulation of educational policy and the implementation thereof in the context of the wider socio-economic and political development process. Turning to South Africa, the author reflects on the possible influence that research on educational development in Africa may have on policy development in South Africa. Based on the findings of this study, it is concluded that decision makers and implementers of education policy in South Africa can indeed benefit from studies of educational development in Africa.
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Can research into the development of education in post-colonial Africa shape education policies in South Africa? - Nieuwenhuis, F. J. (International Journal of Educational Development, 1997)
This article is based on the premise that the globalisation of education impacts directly on the development of education policy in developing countries. Internationally, in both developed and developing countries, the focus within policy development in education has shifted over time. It seems obvious that these shifts in focus would have a direct impact on educational planning in developing countries and on the flow of donor aid. This assumption was analyzed in a study that was conducted in eight African countries (Botswana, Kenya, Malawi, Lesotho, Swaziland, Tanzania, Zambia and Zimbabwe) during the first part of 1995. Two important aspects of policy development that were reviewed, are discussed in this article: The process of education policy formulation and the implementation of education policy. It appeared that, in the past, educational policy formulation in Africa was guided by the conviction that education was the way to ensure economic growth, to restructure the social order, and to reduce the social ills of society in general. The study revealed the disparity between the formulation of educational policy and the implementation thereof in the context of the wider socio-economic and political development process. Turning to South Africa, the author reflects on the possible influence that research on educational development in Africa may have on policy development in South Africa. Based on the findings of this study, it is concluded that decision makers and implementers of education policy in South Africa can indeed benefit from studies of educational development in Africa.
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Book Review: Encyclopedia of African‐American Education - Peelle, Carolyn C. (Equity & excellence in education, 1997)
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Two education projects in Yemen - Petrucci, Stefano (1997)
This Precis entitled, Two education projects in Yemen, complements the Bank's Operations and Evaluation Department (OED), Performance audit report, Yemen : Fifth and sixth education projects, Report No. 15667, dated May 28, 1996. The audit concludes that fewer or simpler projects, with a stronger focus on sector analysis, might have been more successful. More emphasis on monitoring and evaluation would also have guided the projects towards cost-effective outcomes and sound policy development.
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Not Out of Africa: How Afrocentrism became an Excuse to Teach Myth as History. - Roth, Ann Macy; Lefkowitz, Mary R.; Rogers, Guy MacLean (The American Historical Review, 1997)
* Introduction * Myths of African Origins * Ancient Myths of Cultural Dependency * The Myth of the Egyptian Mystery System * The Myth of the Stolen Legacy * Conclusion * Epilogue
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Management of Higher Education with Special Reference to Financial Management in African Institutions. IIEP Contributions, No. 28. - Sanyal, Bikas C.; Martin, Michaela (1997)
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Controlling teachers' work: The South African state and curriculum control - Sebakwane, Shirley M. (International Journal of Qualitative Studies in Education, 1997)
This paper focuses on factors a ecting women teachers' work in Lebowa secondary schools. It discusses whether teachers are aware of being ideologically controlled by a centralized curriculum and the structure of apartheid by focusing on languages (i.e., Sepedi, English, and Afrikaans). Since there is a serious lack of any material of a qualitative nature in the country on teachers' work, the paper hopes to contribute to the debate on language issues (as well as policy issues) from the teachers' perspectives, especially in this period of restructuring the South African education system. Furthermore, by using the symbolic interactionist concept of ''self,'' the paper employs teachers' individual coping strategies to illustrate how women teachers respond to and resist these controls in di erent work contexts.
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Successful Pedagogy in Urban Schools: Perspectives of Four African American Teachers - Stanford, Grace Cureton (Journal of Education for Students Placed at Risk (JESPAR), 1997)
Despite numerous attempts in the 1990s to reform urban schools, little attention has been given to understanding the beliefs and practices of successful African American urban teachers and applying the resulting knowledge to reform proposals. This article attempts to build on previous studies of exemplary African American teachers through its portrayal of the beliefs and practices of four successful urban African American teachers within the context of existing research. The persistence of common themes across numerous studies suggests that successful African American pedagogy is not idiosyncratic. This interpretative study provides a way to recognize and understand such pedagogy.
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Abnormal eating attitudes in secondary-school girls in South Africa--a preliminary study. - Szabo, Christopher Paul; Hollands, Clare (PubMed, 1997)
To document the existence of eating attitudes that may reflect current, pre- or subclinical eating disorders. To establish preliminary prevalence figures for abnormal eating attitudes.Cross-sectional survey of eating attitudes.Non-clinical, community-based.Female high-school pupils.Total score derived from a self-report questionnaire, Eating Attitudes Test (EAT-26), which measures eating attitudes. Factor profile describing dimensions of eating-related psychopathology, derived from the clustering of questions on the EAT-26.An overall prevalence figure of abnormal eating attitudes of 21.66% was documented. Black pupils had a higher prevalence than white pupils (37.5% v. 20.67%). The factor profile of respondents with abnormal eating attitudes did not differ between the race groups, although within the total sample, black respondents had a significantly stronger drive toward thinness. A significant developmental continuum was established, with prevalence figures for abnormal eating attitudes increasing with each standard from Standard 7 onward. The study provides preliminary epidemiological data on the prevalence of adolescent girls either suffering from or at risk of the development of an eating disorder. In addition, the study also provides evidence of the need for intervention strategies that commence in the pre-teen years.
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Factors influencing eating attitudes in secondary-school girls in South Africa--a preliminary study. - Szabo, Christopher Paul; Hollands, Clare (PubMed, 1997)
To establish factors in the environment, e.g. family, peer or media, as well as individual factors, e.g. self-perception, which may influence eating attitudes.Cross-sectional survey.Non-clinical, community-based.Female high-school pupils.Responses to questions pertaining to environmental as well as individual factors for each respondent ('dieting questionnaire'; self report). Total scores derived from a self-report questionnaire pertaining to eating attitudes (Eating Attitudes Test (EAT-26)). Statistical analysis, using analysis of variance procedures, to determine significant associations between the two questionnaires.Specific individual wishes, perceptions, behaviours and topics of conversation appear to influence as well as predict eating attitudes. Family, especially maternal, factors play a role in determining eating attitudes. Peer and media (television) factors are not significantly influential. The findings provide preliminary data on factors that influence eating attitudes in a group at risk for the development of eating disorders. The findings have implications for the formulation of preventive strategies within a comprehensive treatment approach.
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Pedagogical classroom practice and the social context: The case of Botswana - Tabulawa, Richard (International journal of educational development, 1997)
Abstract Attempts have been made in Botswana to change teachers' didactic classroom practices. These attempts, however, have not been successful. More often than not, this lack of success is attributed to technical problems associated with the innovation delivery system. In this paper I argue that this technicist approach to problems of pedagogical change is faulty in that it treats pedagogical innovations as value-neutral. I argue that pedagogical innovations are social constructions influenced by the wider social context. By adopting a socio-historical approach, this paper traces the genesis of authoritarian classroom practices that studies have reported in Botswana classrooms. A number of factors are outlined as having influenced classroom practices in Botswana. These include the imported bureaucratic—authoritarian educational model of nineteenth century Britain, the missionaries/colonialists' belief in the supremacy of Western civilisation, the authoritarianism inherent in Tswana society, and the human resource development policy of post-independence Botswana. Today these interact with technical issues in complex ways to impede pedagogic change.
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‘They are the government's children’. School and community relations in a Remote Area Dweller (Basarwa) settlement in Kweneng District, Botswana - Tshireletso, Lucky (International Journal of Educational Development, 1997)
Observations are made on how socio-economic background and culture of the Basarwa in the settlement influences their children's progress in schooling and their career aspirations. A further consideration is made on parents' participation in the school and what they consider to be the contribution of schooling to the development of life in their settlement. The study also looks at the perception of teachers, who are non-Basarwa, towards Basarwa pupils. The findings of the study show positive attitudes to schooling by both the parents and the pupils. In particular there is a general belief in the community that schooling can enable children to get employment in the future. The general view held by most Basarwa parents that as a result of poor socio-economic life conditions in the settlement they are left dependent on government to assist in the schooling of their children is explored to explain school and community interplay in the Basarwa settlement. The difference between the cultural background of Basarwa pupils and the school with its authoritarian set up alien to Basarwa culture provides the cultural dimension for this study in revealing school and community relations in a minority group of a remote rural community.
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Requiem for the Sudan: War, Drought and Disaster Relief on the Nile - Waldron, Sidney R.; Burr, James; Collins, Robert O.; Eltigani, Eltigani E.; Keen, David; Ruay, Deng D. Akol (African studies review, 1997)
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Evaluation of a Peer Health Education Project in the Gambia, West Africa - Wong, Tinadale; Travers, Kim D. (The International Quarterly of Community Health Education, 1997)
The purpose of this study was to evaluate a peer health education program among high school students in The Gambia, West Africa. Using convenience sampling, two of the ten high schools targeted by the program (one urban and one rural) were selected for evaluation. A total of eighty respondents, forty from each school, were randomly selected for participation. A validated questionnaire with both open and closed-ended questions was the data collection instrument which was subject to qualitative content analysis and quantitative descriptive analysis. Altogether, seventy-four participants completed the questionnaire for a response rate of 92.5 percent. Respondents' almost universal awareness of the peer health education program and their ability to recall the presentations suggested that peer education is an effective and acceptable means of disseminating information among youths. Over 90 percent of respondents applied the health information to their own lives, suggesting that peer health education can also have an influence on health behaviors of youths. Within the context of a developing country, peer health education was found to be culturally appropriate and allowed for the efficient utilization of local resources.
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African-Americans' Participation in Teacher Education Programs - Sianjina, Rayton R.; Cage, Bob N.; Allen, Vikki (The Educational Forum, 1997)
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Dilemmas of Student Identity and Academic Success in Post-Colonial Papua New Guinea. - Demerath, Peter (1997)
This study investigated how and why high school students in Papua New Guinea may resist education, particularly as these factors affect individual identity and academic success. The study was in response to concern over declining student achievement. In a coastal village and two schools in the provincial capital, informal interviews were conducted with elementary and high school students (grade 6 and 10 graduates), parents, teachers, administrators, and board members; structured group and individual interviews were conducted with 38 high school students at various achievement levels; high school students were observed within and outside school over 7 months; and a questionnaire was administered to 320 secondary school students. Results indicate that a critical mass of students who felt they would return to their villages on graduation preferred social experiences in town and school over academic success, and valued a village-based identity within the student culture. These students policed their peers for signs of Western-based identities and unacceptable levels of academic effort. This anti-academic culture posed dilemmas for higher-achieving students, many of whom curtailed their own academic efforts and hid their aspiration to a job in the modern economy. Contains 20 references. (MSE) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** DILEMMAS OF STUDENT IDENTITY AND ACADEMIC SUCCESS IN POSTCOLONIAL PAPUA NEW GUINEA Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL March 25, 1997 Peter Demerath Department of Educational Policy, Research, and Administration University of Massachusetts / Amherst
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Assistance for African Higher Education: The Association for the Development of African Education (DAE) - Saint, William (International higher education, 1997)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Assistance for African Higher Education: The Association for the Development of African Education (DAE) - Saint, William (International higher education, 1997)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Education in Egypt : Forcusing on the Educational System and Pre-imiversity Education - Sato, Yu (年報いわみざわ : 初等教育・教師教育研究, 1997)
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Relations Among Racial Identity Attitudes, Perceived Stressors, and Coping Styles in African American College Students - Neville, Helen A.; Heppner, P. Paul; Wang, Lifei (Journal of Counseling & Development, 1997)
This study expanded on previous research with African American college students at predominantly White institutions by examining the theoretically relevant but unexplored relations among racial identity attitudes and (a) both general and culture‐specific stressors and (b) problem‐focused coping styles. Ninety African American college students at a predominantly White university completed the Black Racial Identity Attitudes Scale, Black Student Stress Inventory, Problem Solving Inventory, and Problem‐Focused Style of Coping Scale. A series of multivariate regression analyses revealed that specific racial identity attitudes were statistically significant predictors of both general and culture‐specific stressors. In addition, one racial identity attitude status (immersion/emersion) was a unique predictor of general perceived stressors and problem solving. Results suggest the importance of racial identity schemata as a critical factor in predicting stress and coping responses of African American students at predominantly White institutions. The findings also underscore the utility in distinguishing between general and culture‐specific stressors, which traditionally have been ignored in the psychological literature.
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African-American Culture,Classroom Rituals,and Conflict in the Classroom - Abe, G.O.; Bond-Jefferson, H. (徳島文理大学研究紀要, 1997)
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Professionalism in process: mathematics teacher as researcher from a South African perspective - Adler, Jill (Educational action research, 1997)
Abstract The ‘teacher as researcher’ movement highlights the concept of ‘teacher as researcher’ and claims a key role for teachers in the production of knowledge about teaching. It constitutes teaching as an inquiring process, and as a powerful context and practice for professional development. This paper explores the potential of the teacher as researcher movement for the professional development of mathematics teachers in South Africa. It argues that themovement has particular historical roots in contexts of professionalism very different from South Africa. It proposes that the notion ‘teacher as inquirer’ is more inclusive of the very diverse teaching conditions in South Africa. It also argues that such a conception of the teacher could contribute to a more general theorisation of the teacher as researcher movement.
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A Philosophy for Health Informatics Education in Developing Countries: Nigeria as a Case Study - Akinde, Adebayo D.; Soriyan, Hettie Abimbola; Adagunodo, Emmanuel R. (Methods of Information in Medicine, 1997)
The use of computers in the health sector has increased significantly during the last few years in Nigeria. This paper addresses the integration of health and informatics education, or health education and informatics education, or informatics education in health care delivery. It gives an introduction to the status of a health informatics programme in the daily practice of computer use. The essence of a health informatics curriculum, the planning and administration of the programme in medical schools, and what informatics education offers the health sector, even in a developing country, are presented. The problems of administering an informatics programme in a conventional medical training curriculum are highlighted. The article describes the philosophy which should underline the framework for the formulation of appropriate national policies and curricula for health informatics education in developing countries, using Nigeria as a case study.
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Sexual Activity and Contraceptive Knowledge and Use Among In-School Adolescents in Nigeria - Amazigo, Uche; Silva, Nancy; Kaufman, Joan; Obikeze, D. S. (International family planning perspectives, 1997)
Among 2460 secondary school students surveyed in two southeastern Nigerian states only 36% could correctly identify the most likely time for conception to occur. Female students were considerably more likely than males to understand the timing of conception (46% vs. 25%); less dramatic differences emerged by students residence and grade in school. Among students who supplied information about their sexual activity 40% had had intercourse; the proportion who were sexually experienced climbed from 26% of 14-year-olds to 54-55% of 18- to 19-year-olds. While 36% of the young women had had sexual partners who were roughly their age 25% had been involved with older businessmen; the young women said they have intercourse more frequently and are less likely to restrict intercourse to the safe period of their cycle when they are involved with older partners than when they have boyfriends their own age. Only 17% of sexually active students had ever used a contraceptive method other than abstinence. In focus groups and in-depth discussions students expressed a strong desire for better education about contraception and the consequences of sexual intercourse and recommended that both schools and parents participate in educating young people about reproductive health. (authors)
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Theatre for Reconciliation: Desire and South African Students - Barnes, Hazel E. (Theatre Journal, 1997)
Theatre for Reconciliation: Desire and South African Students Hazel Barnes (bio) It is imperative that the first democratically elected government in South Africa enable South Africans to come to terms with the injustice of their past. Such is the enormity of the impact of apartheid policies that the present government cannot grant individual and specific compensation to all. Instead, its representatives have created the Truth and Reconciliation Commission as a site and a vehicle for bearing witness to the individual and collective acts of violence and suffering under apartheid. 1 This witnessing has two functions. One is to encourage the confession of crimes by the perpetrators in order to make the truth public. This is essential in a country where press censorship and clandestine and unaccountable government operations withheld verifiable information about state violence and its antagonists from the public eye. This truth is reinforced by the testimony of the victims, which makes public and therefore legitimate the suffering formerly officially denied. The second function of the Commission is that of effecting reconciliation. The Commission hopes to bring about reconciliation through the public acknowledgment of a common humanity, which the apartheid state denied officially to blacks, thus compromising the humanity of all South Africans. In the words of the Commission’s principal officer, former Anglican Archbishop and Nobel Prize winner, Desmond Tutu, “African jurisprudence is restorative, rather than retributive.” 2 This common humanity is publicly affirmed ideally (but not always in practice) through the ability of ordinary citizens to understand the sufferings of others. The South African Truth and Reconciliation Commission has chosen to make hearings public, thus accentuating its ritualistic aspect, but it may also grant amnesty to perpetrators who make a public confession of apartheid crimes. 3 This choice has provoked controversy but affirms the belief of the [End Page 41] government and many citizens that forgiveness and reconciliation are prerequisites for a united nation and that transparency is the basis for trust. The Truth and Reconciliation Commission illustrates for South Africans the significance of public, ritualistic, and symbolic representation of pressing social tensions in order to acknowledge their emotional consequences and to facilitate the understanding and analysis of their impact. Symbolic representation of social conflict is also what theatre does. Both processes can be described, in Victor Turner’s terms, as “social drama.” 4 His identification of four phases in the evolution of social drama (namely: “breach of normal social relations”; “crisis”; “redressive action”; and “reintegration” or “irreparable schism”) could indeed apply to the drama of apartheid and its demise. Turner’s definition of the third phase, “redressive action,” includes legal processes as well as the performance of public ritual “in order to resolve certain kinds of crisis or legitimate other modes of resolution.” 5 In favoring, for the moment at least, a restorative rather than retributive jurisprudence, the Truth and Reconciliation Commission has mixed the conventions of a court of law with those of a ritual of collective cleansing. Rather than vainly attempt to analyze the nationwide processes of the ongoing Commission, this article will focus on a particular but, I think, exemplary fusion of theatrical practice and the public ritual of confession and reconciliation: the performance of David Lan’s play Desire by drama students at the University of Natal in Pietermaritzburg (UNP), in the heart of KwaZulu-Natal, the province most affected by civil war in recent years. 6 The play uses scenes of legal and ritual enactment to represent the processes of truth-telling and reconciliation and in so doing it shows the theatrical nature of these processes. In particular, the dramatic climax of the play is effected through public confession, which makes possible the healing of Rosemary, the central character, her realization of her power, and the reunification and reconciliation of members of her village. Our production of Lan’s play harnessed the subject matter of the drama as well as the processes of theatrical enactment and, through the process of rehearsal and public presentation, enabled students in our department to understand and affirm local practices of healing and reconciliation as well as to develop new skills of dramatic interpretation. Desire is set in a village in the Zambezi valley immediately after...
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I Teach You the Way I See Us: Concepts of Self and Teaching of African-American Women Teachers Committed to Social Justice. - Beauboeuf–Lafontant, Tamara (1997)
This paper reports findings from a qualitative study of the nature of teachers' connections with their African American students. It is based on three rounds of interviews with six African American women teachers who had used the social justice curriculum Facing History and Ourselves. The teachers ranged in age from the mid-twenties to the mid-fifties, and had between 2 and 23 years of classroom teaching experience. All had taught in urban junior and senior high schools, and three were currently employed as teacher educators. The most striking aspect of their self-concepts as teachers was the way in which they brought maternal urgency to teaching. They compared teaching to parenting and saw themselves in a maternal role. They did not consider their gender a liability, but saw it as a touchstone for their insights as educators. Their pedagogy was also derived from their political attitudes and their recognition that there are relationships between schools and society that differentially structure the successes and failures of groups of children. The maternal interest the women had in their students and the political understandings they had of society were supported by their visions of moral justice and their beliefs that social justice is a matter of students coming to have the choice to determine and realize their potentials for themselves. In their pedagogy, these teachers did not distinguish among maternal, political, and moral aspects of teaching. Nor did they shy away from issues of race and gender in their lives or those of their students. (Contains 11 references.) (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** I teach you the way I see us: Concepts of self and teaching of AfricanAmerican women teachers committed to social justice Tamara Beauboeuf-Lafontant Harvard Graduate School of Education
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Rethinking school sanitation and hygiene education curriculum in rural and peri-urban communities in South Africa. - Bility, Khalipha M.; Burkhalter, Stephanie; Shaker, Abdulrazaq Oudah; Ahmed, Nasar Uddin; Onya, Hans; Masinyana, N (PubMed, 1997)
The provision of appropriate water, sanitation, and hygiene education, especially in schools, is very weak in some areas of South Africa. Inadequate education is one of the biggest obstacles to providing sufficient water in the country. The South African Hygiene Education Project (SASHEP) will be implemented during 1996-98 with the goal of developing a child-oriented sanitation and hygiene education curriculum informed by the perceptions of children and adolescents in primary schools. In the first phase of the project, researchers and educators in the Western Cape, Eastern Cape, Northern, and possibly KwaZulu Natal Provinces will investigate children's perceptions of water, sanitation, and hygiene practices. Child-friendly research approaches, such as the draw-and-write method and focus group discussions, will be used. The perceived needs for water, sanitation, and hygiene education among primary school students will later be used in the development, implementation, and evaluation of the school hygiene education curriculum and extracurricular activities. Curriculum activities will use methods such as the child-to-child approach.
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Deaf Culture in Zimbabwe: Existence, Reality and Implication for Education - Chimedza, Robert (1997)
A ZBTE article on the importance of an educational system tailor made for the convenience of deaf children in Zimbabwe.
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The O' Level Mathematics Curriculum for Zimbabwe: Does it Meet the Expectations for Quality Mathematics Education in Zimbabwe? - Chinhanu, Charles (1997)
A ZBTE article on the need to revamp the O-level Mathematics curriculum in Zimbabwe to make it more balanced between intuitive thinking and analytical thinking in Mathematics.
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The Teacher, the School and Education Effectiveness in Zimbabwe: a Pilot Study - Chivore, Boniface Runesu Samuel (1997)
Education is about teaching and learning. This is the case at school level. At the center of learning are pupils. The effectiveness of education is measured in terms of the amount of learning acquired by the pupils. In any society children go to school to acquire academic skills. At primary school level, children go to school to learn reading, writing and mathematics. At secondary level children go to school to acquire academic skills based on various subjects broadly categorized as mathematics and science, arts and humanities, practical and commercial subjects. To acquire these skills pupils need teachers and schools. It is against this background that a study on secondary teacher effectiveness in Zimbabwe was undertaken.
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HIV Risk Among Low-Income African American Mothers of Elementary School Children - Cummings, Gayle L.; Battle, Robynn S.; Barker, Judith C.; Krasnovsky, Flora (Journal of health and social policy, 1997)
Abstract Data from 119 African American low-income mothers of school aged children in Oakland, California show that 38% engaged in behavior that might place them at risk of exposure to the human immunodeficiency virus (HIV). Risk behaviors that were investigated included having multiple partners and having a partner with an incarceration history. Of women studied, 23% were at risk because of multiple partners, while 15% were at risk as a result of having had an incarcerated partner. Women who were < 35 years of age were three times more likely to report having had an incarcerated partner compared to women > 36 years of age (22% vs. 6%) (X<sp>2</sp> = 5.59, P < .01). Single women were also more likely to report having had a partner who had been incarcerated, 21% compared to 9% of married women (X<sp>2</sp> = 3.73, P < .05). Although no significant relationships were found with respect to condom use, a larger proportion of women with an incarcerated partner reported never using condoms (71%) compared to women without an incarcerated partner (63%); whereas, fewer women with multiple partners reported never using condoms (56%) compared to women without multiple partners (67%). Findings suggest that low-income African American women outside of traditional high-risk groups (i.e., generally studied in high-risk settings such as drug treatment centers, sexually transmitted disease [STD] clinics, hospitals or from the sex industry) may be at risk and should be targeted in HIV risk prevention programs. These women may not consider themselves to be at risk and are not generally targeted in HIV risk prevention programs because they are mothers, housewives, and working women.
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Adapting to climate change in Africa - Downing, Thomas E.; Ringius, Lasse; Hulme, Mike; Waughray, Dominic (Mitigation and Adaptation Strategies for Global Change, 1997)
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Adapting to climate change in Africa - Downing, Thomas E.; Ringius, Lasse; Hulme, Mike; Waughray, Dominic (Mitigation and Adaptation Strategies for Global Change, 1997)
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Adapting to climate change in Africa - Downing, Thomas E.; Ringius, Lasse; Hulme, Mike; Waughray, Dominic (Mitigation and Adaptation Strategies for Global Change, 1997)
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Adapting to climate change in Africa - Downing, Thomas E.; Ringius, Lasse; Hulme, Mike; Waughray, Dominic (Mitigation and Adaptation Strategies for Global Change, 1997)
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Adapting to climate change in Africa - Downing, Thomas E.; Ringius, Lasse; Hulme, Mike; Waughray, Dominic (Mitigation and Adaptation Strategies for Global Change, 1997)
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Adapting to climate change in Africa - Downing, Thomas E.; Ringius, Lasse; Hulme, Mike; Waughray, Dominic (Mitigation and Adaptation Strategies for Global Change, 1997)
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Demographic Responses to Ecological Degradation and Food Insecurity: Drought Prone Areas in Northern Ethiopia - Ezra, Markos (1997)
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Descriptions of Motivation among African American High School Students for Their Favorite and Least Favorite Classes. - Gladney, Lawana Shirelle.; Greene, Barbara A. (1997)
The motivation to learn of African American high school students was examined by asking them about their favorite and least favorite classes. Two hundred and seventy-five students attending three urban high schools were randomly selected from their history classes to respond to a questionnaire on their perceptions of ability, goals, and reasons for disliking their least favorite class. There was a positive motivational pattern reported for their favorite classes. The students scored high on three variables that have been found to be most important for engagement and achievement: learning goals, future consequences, and perceived ability. Their reason for disliking the least favorite class was usually that the teacher was boring, and not because of perception of ability. Analysis of interview data for these students showed that teacher attitudes and methods of instruction were the significant reasons for liking and disliking the favorite and least favorite classes. Students also reported that the race of the teacher affected motivation in the classroom. These results show positive motivational orientations among students when their favorite classes were an
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Returns to Education in Tie Manufacturing Sector in Zimbabwe: Some Empirical Evidence. - Godana, Tekaligne (South African Journal of Economics, 1997)
South African Journal of EconomicsVolume 65, Issue 1 p. 48-55 Returns to Education in Tie Manufacturing Sector in Zimbabwe: Some Empirical Evidence. TEKALIGNE GODANA, TEKALIGNE GODANA Professor of Economics, Universitv of Zimbabwe, Harare. The author would like to thank Rob Davies and Gene Grossman for their detailed comments on an earlier draft. He is also grateful to two referees for their valuable comments and suggestions. The usual disclaimer applies.Search for more papers by this author TEKALIGNE GODANA, TEKALIGNE GODANA Professor of Economics, Universitv of Zimbabwe, Harare. The author would like to thank Rob Davies and Gene Grossman for their detailed comments on an earlier draft. He is also grateful to two referees for their valuable comments and suggestions. The usual disclaimer applies.Search for more papers by this author First published: 22 August 2005 https://doi.org/10.1111/j.1813-6982.1997.tb01353.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume65, Issue1March 1997Pages 48-55 RelatedInformation
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Development of Library and Information Science Education in Africa - Gupta, Shanti S.; Gupta, D. K. (International Information & Library Review, 1997)
This paper gives a comprehensive account of the development of library and information science education in Africa. Ghana was first to start any kind of library education in 1944 but the formal education started at Ibadan, Nigeria in 1959. By 1970 there were six library schools; four new schools started during 1970s and another six during 1980s. Two Regional Schools with Master's programme in Information Science started in 1990. Two new schools are likely to start soon. Nigeria alone has eight schools providing professional education at all levels including PhD (which is only available in Nigeria) and an exclusive programme of Master in Information Science at ARCIS, Ibadan. Several schools, realizing the importance of new developments in information science and technology, are planning to incorporate this component into their curriculae. The existing programmes need to be assessed in context of information needs of Africa.
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Development of Library and Information Science Education in Africa - Gupta, Shanti S.; Gupta, Dinesh K. (International Information & Library Review, 1997)
This paper gives a comprehensive account of the development of library and information science education in Africa. Ghana was first to start any kind of library education in 1944 but the formal education started at Ibadan, Nigeria in 1959. By 1970 there were six library schools; four new schools started during 1970s and another six during 1980s. Two Regional Schools with Master's programme in Information Science started in 1990. Two new schools are likely to start soon. Nigeria alone has eight schools providing professional education at all levels including PhD (which is only available in Nigeria) and an exclusive programme of Master in Information Science at ARCIS, Ibadan. Several schools, realizing the importance of new developments in information science and technology, are planning to incorporate this component into their curriculae. The existing programmes need to be assessed in context of information needs of Africa.
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A STUDY OF THE WHO/GHANA GOVERNMENT HEALTH EDUCATION PROGRAMME FOR ENHANCING THE HEALTH STATUS OF WOMEN IN THE DANGME EAST DISTRICT - Gyening, P.A. (1997)
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Structure, Standpoint and Practices: The Construction and Meaning of the Boundaries of Blackness for African-American Female High School Seniors in the College Choice Process. - Horvat, Erin McNamara (1997)
This qualitative study examined the role played by race in the college choice behavior of a group of minority females. It examines the college aspirations and decision making processes of Black female college-bound students and the influences of their parents, friends, college counselors, teachers, and school staff. Subjects were 50 students at 3 urban California high schools. Data collection included transcribed and coded interviews as well as extensive ethnographic observational data and review of documents. The schools were chosen for their ethnic and social differences and included: a predominantly African-American public school with predominantly lower class families; a racially mixed public school of diverse social class composition; and a predominantly white, private school with upper class families. It was found that the students chose colleges where they could see students like themselves who already attended the college. The high schools they attended had acted as templates that encouraged particular kinds of action with the role of Blackness having a different meaning at each of the three schools. The study supported the importance of race and class in defining students' choice behavior with race a clear marker of class membership and class distinction that greatly impacts decision making. Appended are a summary of the data and descriptions of the school settings. (Contains 15 references.) (JLS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************************
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A Gendered Look at the Academic Achievement of Low Income African-American High School Students: Strategies of Success. - Hubbard, Lea (1997)
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Teaching physics to large classes: the Botswana experience - Jain, Pushpendra K. (European Journal of Physics, 1997)
Some of the skills required to teach large classes are very different from the skills used for smaller classes. Good planning, coordination and team work are essential to the success of the course. In developing countries, there are also limitations of resources which include lack of manpower, laboratory equipment, facilities for their repair and maintenance, classroom and laboratory space, and audio-visual materials and equipment. This paper discusses the teaching of a physics course at the University of Botswana to a class of over 450 students. The lectures are held in two groups, and the class is divided into groups of 25 to 30 students for tutorials. Laboratories are conducted for groups of 50 to 60 students. The frequency of tests, different assessment components, and procedures and strategies for fair marking are also discussed. The experience gained from the case of Botswana can be applied to other countries of Africa, many of which have similar socio-economic conditions with a similar academic background of students. Une partie du savoir faire necessaire a l'enseignement de grandes classes est tres differente de celui utilisee dans le cas de classes plus petites. Bonne planification, coordination et travail d'equipe sont essentiels au succes du cours. Dans les pays en voie de developpement, interviennent aussi la faiblesse de moyens, ce qui inclus le manque de personnel, de materiel de laboratoires et d'equipements necessaires a leurs entretient, de locaux pour les cours et travaux pratiques, ansi que de materiels audio-visuels. Cet article discute de l'enseignement d'un cours de physique a l'Universite du Botswana a une classe de plus de 450 etudiants. Les etudiants sont divises en deux groupes pour les cours magistraux, et en groupes de 25 a 30 pour les travaux diriges. Les travaux pratiques sont dispenses a des groupes de 50 a 60 etudiants. La frequence des devoirs surveilles, les differentes composantes de l'evaluation des etudiants, et les strategies utilisees pour evaluation juste des etudiants sont aussi discutes. L'experience acquise dans le cas du Botswana peut etre appliquee a d'autres pays d'Afrique, dont beaucoup ont des conditions socio economiques semblables, ainsi des etudiants de niveau accademiques similaires.
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The United Nations Convention to Combat Desertification in those Counties Experiencing Serious Drought and/or Desertification, Particularly in Africa; Implementing Agenda 21 - Jamal, Alia (Review of European Community and International Environmental Law, 1997)
Review of European Community & International Environmental LawVolume 6, Issue 1 p. 1-6 The United Nations Convention to Combat Desertification in those Counties Experiencing Serious Drought and/or Desertification, Particularly in Africa; Implementing Agenda 21 Alia Jamal, Alia Jamal Interim Secretariat of the Convention to Combat Desertification, Geneva Executive Center, 11/13 Chemin des Anemones, CH-1219 Chatelaine, Geneva, SwitzerlandSearch for more papers by this author Alia Jamal, Alia Jamal Interim Secretariat of the Convention to Combat Desertification, Geneva Executive Center, 11/13 Chemin des Anemones, CH-1219 Chatelaine, Geneva, SwitzerlandSearch for more papers by this author First published: 17 December 2002 https://doi.org/10.1111/1467-9388.00068Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume6, Issue1March 1997Pages 1-6 RelatedInformation
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Systemic Lupus Erythematosus in Relation to Environmental Pollution: An Investigation in an African-American Community in North Georgia - Kardestuncer, Tarik; Frumkin, Howard (Archives of Environmental Health, 1997)
The etiology of systemic lupus erythematosus is not well understood, although gender, race, genetic predisposition, and certain drugs are risk factors. Several environmental exposures have been implicated. In this study, we examined the prevalence and incidence of lupus in an African-American community that experienced long-standing exposures to industrial emissions. We hypothesized that lupus was elevated among residents of a specific community in Gainesville, Georgia. We included both a retrospective cohort study and a cross-sectional study designed to assess the incidence and prevalence, respectively, of lupus. The prevalence of lupus was 3 cases/300 persons (1000/100,000). Compared with the highest reported prevalence, this represents a 6-fold increase. The incidence of lupus was 3 cases/4709 person-years (63.7 cases/100,000 person-years). Compared with the highest reported incidence, this represents a 9-fold increase. The hypothesis that environmental toxins may induce lupus is consistent with the known ability of certain medications to do the same. The results suggest that long-standing exposure to industrial emissions may be associated with an increased risk of lupus.
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Stress Balance and Emotional Life Complexes in Students in a Historically African American College - Launier, Raymond A. (The Journal of Psychology, 1997)
Abstract Emotional complexes can be found within the constellation of emotional experiences occurring and recurring around particular existential conditions or psychological themes operant within the life of an individual. Data from a sample of 200 African American college students were used to describe the emotional complexes of racial discrimination, financial strain, and optimism–pessimism. The Emotology Q-Deck, based on the Q-sort method (Block, 1978), was used to assess emotional life through self-report ratings of 26 positive and 26 negative emotions. More comprehensive than the traditional focus on singular emotional states or traits, the focus on emotional life complexes provides a more realistic understanding of the challenges and necessities of promoting community mental health, emotional well-being, and healthy intergroup relationships through educational, socioeconomic, and cultural interventions.
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Effects of a randomized health education intervention on aspects of peproductive health knowledge and reported behaviour among adolescents in Zimbabwe - Mbizvo, Michael T.; Kasule, J.; Gupta, Vandana Ayyar; Rusakaniko, S; Kinoti, Stephen N.; Mpanju-Shumbushu, W; Sebina-Zziwa, Abby; Mwateba, R; Padayachy, Jude (Social Science & Medicine, 1997)
Unwanted teenage pregnancy and the attendant morbidity and mortality necessitate an understanding of the factors influencing adolescent sexuality and the implementation of programmes designed to improve their knowledge and reproductive behaviour. A randomized controlled study on reproductive health knowledge and behaviour was undertaken among adolescent pupils drawn from a multi-stage random cluster sample. A self-administered questionnaire was used to assess aspects of reproductive health knowledge and behaviour at baseline followed by a health education intervention, except for control schools. Results are based on 1689 responses made up of 1159 intervention and 530 control respondents. There was a significant increase in correct knowledge about aspects of menstruation in intervention as compared with control schools [odds ratio (OR) = 4.5, 95% confidence interval (CI) = 3.4–6.1). Significantly, (OR = 2.0, 95%CI = 1.1–3.9) more pupils from intervention than control schools scored correctly on practice relating to menstruation. Pupils from intervention schools were more likely (P < 0.001) to know that a boy experiencing wet dreams could make a girl pregnant and that a girl could get pregnant at her first sexual intercourse (OR = 1.4, 95%CI = 1.1–1.9). Knowledge of family planning was low in both groups at baseline but was high at five months follow-up in the intervention schools. The findings point to the need for early school-based reproductive health education programmes, incorperating correct information on reproductive biology and the subsequent prevention of reproductive ill health.
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Children's Social Acceptance and Academic Achievement in Zimbabwean Multicultural School Settings - Mpofu, Elias (The Journal of Genetic Psychology, 1997)
Abstract Children's social acceptance as measured by sociometric ratings was examined in relation to their grade point averages. The sample consisted of 376 upper-middle-class, 12- to 13-year-old Zimbabwe Black and White school children and their teachers (N = 13). Multiple regression analysis indicated that, taking into account ethnicity, sex, family size, and number of languages spoken, social acceptance measures accounted for a significant proportion of the variance in the children's academic achievement. Within social acceptance measures, the children's actual rather than perceived social acceptance explained a greater proportion of the variance in their academic achievement.
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Globalization, endogenous development and education in Africa - Ndoye, Mamadou (PROSPECTS, 1997)
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African-American Students' Perceptions of Caring Teacher Behaviors in Catholic and Public Schools of Choice. - Nelson, Mark D.; Bauch, Patricia A. (1997)
The perceptions of students about caring teachers were studied in secondary Catholic and public magnet schools. Both types of schools were schools of choice, attended through student and family choice and not assignment by neighborhood. The sample for the study came from a national, federally funded project that studied the relationship between family choice and school responsiveness. The larger sample consisted of interviews with 300 high school seniors and their parents and 100 school teachers, counselors, and administrators. For this study, interviews from 88 African American students were used. The students attended four urban Catholic high schools, two public single-focus (one theme) urban magnet high schools, and two public multifccus (several areas of concentration) urban magnet high schools. Data were analyzed separately based on school type. The concept groups of expectations, encouraging, and challenging were emphasized in the conversations of students from all three types of schools, suggesting that these behaviors are consistent in defining caring for students in all the school types. Students from Catholic schools tended to associate helping and involving with caring teacher behavior more often than students in the public schools. The concept of relationship was mentioned more by Catholic school students and students from single-focus magnets. Concern was mentioned more often by Catholic and multifocus school students. It is suggested that students in Catholic high schools may have more personal interaction with parents and teachers and may expect and value such interaction more as indicative of caring. (Contains 4 tables and 30 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** AFRICAN-AMERICAN STUDENTS' PERCEPTIONS OF CARING TEACHER BEHAVIORS IN CATHOLIC AND PUBLIC SCHOOLS OF CHOICE U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. by Mark D. Nelson College of Communication The University of Alabama Patricia A. Bauch College of Education The University of Alabama PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Pedrico Baud() TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Paper presented at the annual meeting of The American Educational Research Association, Chicago, 1997 BEST COPY AVAILABLE 2
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Rheumatic disorders at a Zambian Teaching Hospital - Njobvu, Panganani (British journal of rheumatology, 1997)
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The Environment of Crises in the Nigerian Education System - Nwagwu, Cordelia C. (Comparative Education, 1997)
ABSTRACT The Nigerian education system witnessed tremendous expansion between independence in 1960 and 1995. However, the rate declined after 1986 when economic depression resulted in the introduction of the Structural Adjustment Programme. A population explosion, frequent changes in the government due to military coups, a depressed economy and unplanned and uncontrolled educational expansion all created an environment of crisis in the education system. The crises included those of poor funding, inadequate facilities, admission and certificate racketeering, examination malpractices, general indiscipline and the emergence of secret cults. Personnel management problems resulted in frequent strikes and closures and the abandonment of academic standards. The thesis is that any society which stimulates the uncoordinated growth of its education system and then fails to provide the necessary dedicated teachers, teaching and learning facilities and operating funds for staff and student welfare services, is creating an environment within which all types of problems and crises will flourish. Lessons for other developing nations include the need for democratically elected stable governments instead of military regimes and better planning, funding and management of the education system.
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Pathogenetic Mechanisms of Impaired Glucose Tolerance and Type II Diabetes in African-Americans: The significance of insulin secretion, insulin sensitivity, and glucose effectiveness - Osei, Kwame; Gaillard, Trudy; Schuster, Dara (Diabetes care, 1997)
OBJECTIVE To examine the significance of alterations in insulin sensitivity index (S1), glucose effectiveness (Sg), and β-cell function in the pathogenesis of type II diabetes in African-Americans with varying degrees of glucose intolerance. RESEARCH DESIGN AND METHODS A total of 154 African-Americans residing in Franklin County, Ohio, were studied. There were 101 subjects with normal glucose tolerance (NGT), 36 with impaired glucose tolerance (IGT), and 17 with type II diabetes. An oral glucose tolerance test (OGTT) was performed on each subject. S1 and Sg were measured by insulin-modified, frequently sampled intravenous glucose tolerance test (FSIGT). RESULTS The mean fasting and postprandial serum glucose levels were significantly greater in the diabetic groups when compared with the IGT and NGT groups. In contrast, while fasting serum insulin and C-peptide levels tended to be greater in the type II diabetic and IGT groups, the postprandial responses were blunted at 30 min in the IGT and type II diabetic groups when compared with the NGT group. The mean acute first-phase insulin release after intravenous glucose was blunted also in the IGT and type II diabetic groups when compared with the NGT group. The S1 was significantly lower in the IGT (1.51 ± 0.19) and type II diabetic (0.61 ± 0.15) groups when compared with the NGT group (2.94 ± 0.20 × 10−4 · min−1 · μU−1 · ml−1). The Sg was not significantly different in the NGT (2.90 ± 0.20), IGT (2.47 ± 0.19), and the type II diabetic (2.35 ± 0.15 × 10−2/min) groups. The glucose effectiveness at theoretical zero insulin concentration (GEZI) followed similar patterns as the Sg. Furthermore, the basal insulin effect (BIE) was significantly lower in the IGT and type II diabetic groups compared with the NGT group. In addition, the glucose decay constant (Kg) was significantly lower (P < 0.001) in the IGT (1.21 ± 0.13) and the type II diabetic (1.07 ± 0.12) groups when compared with the NGT group (2.03 ± 0.10% per minute). CONCLUSIONS Our present study demonstrates that African-American patients with IGT and mild type II diabetes have significant reduction in β-cell function, insulin sensitivity, and BEI but have normal and intact Sg and GEZI when compared with NGT subjects. We conclude the following: 1) a reduction in Sg does not appear to play a significant role in the pathogenetic mechanism of IGT and type II diabetes in African-American patients, and 2) the intact Sg in the IGT and type II diabetic groups could serve as a compensatory mechanism for hyperglycemia in African-Americans.
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Mate Selection Preferences Among African American College Students - Ross, Lone (Journal of Black Studies, 1997)
All cultures have rules regarding mate selection. Many societies encourage either homogamy or heterogamy. Homogamy refers to marriage between individuals with similar social and personal characteristics, whereas heterogamy refers to marriage between individuals with different social or personal characteristics. Although there is some freedom in mate selection in American society, the United States is still basically a society whose norms encourage homogamy. Some of the major factors that influence mate selection include socioeconomic status, race, age, and parental and peer pressures. The purpose of this article is to examine the attitudes and preferences of African American college students toward physical and social status related variables regarding dating and future mate selection. Several social status and attractiveness related variables, along with selected background variables (including gender), were analyzed to note relationship patterns. Of particular interest was the importance of skin color or skin tone and social status as mate selection preferences among African American college students. There may be vast differences between attitudes toward mate selection and actual behaviors when selecting mates for marriage. Attitudinal research on skin color and social status preferences as they relate to mate selection on African American populations is lacking.
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In-service teacher training programmes: the case of Palestine - Sabri, Khawla Shakhshir (Journal of in-service education, 1997)
Abstract This research aims to assess the effectiveness of the in-service teacher training programme in Palestine, based on the opinion of the teacher participants in order to improve future in-service programmes. The Spearman's coefficient of rank correlation p test has been used to examine the stated null hypotheses. It indicates that the participants considered the concept of planning a lesson plan as the most important competency. The research found that there is a positive association among all groups of teachers (except onc group) concerning the importance of the listed objectives of the in-service programme, at a significant level of .05. Finally, the study recommended that in-service teacher programmes should place more emphasis on class applications and teaching techniques using different training programmes.
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Impacts of global climate change in a hydrologically vulnerable region: challenges to South African hydrologists - Schulze, R. E. (Progress in Physical Geography: Earth and Environment, 1997)
South Africa is already hydrologically vulnerable and this is likely to be exacerbated by both nonpermanent ENSO-related as well as more permanently greenhouse-gas forced climate changes. Climate change effects are explained by way of the hydrological equation. This serves as a backdrop to a brief review, in a hydrological context, of projected perturbations to temperature, rainfall and potential evaporation, over southern Africa. Methodologies for simulating hydro logical responses to climate change are assessed. These include more direct GCM-derived output, with some emphasis on recent advances in climatic downscaling, and the application of appro priate hydrological models for use in impact studies. Scale problems of importance to hydrologists are highlighted. Directions to which climate change-related hydrological research efforts should be expended in South Africa are summarized, before two case study simulations, one a general sensitivity study of hydrological responses to changes in rainfall over southern Africa, the other a more specific hydrological response study to the El Niño of the 1982-83 season, are presented. The article concludes with a discussion on whether or not water resources practitioners in South Africa should respond to climate change.
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Autobiographical Stories of Rites of Passage of Caucasian and African-American Female Doctoral Students in Educational Administration - Shapiro, Joan Poliner (Journal of School Leadership, 1997)
This paper focuses on the autobiographical stories of one Caucasian and three African-American female doctoral students during their rites of passage in departments of educational administration. A rite of passage has been defined as the student's journey toward the completion of the dissertation. While not generalizable, the four stories offer different perspectives and experiences of nontraditional doctoral students and may provide new insights for those who advise and teach diverse graduate students.
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Variables that Impact the Education of African American Students: Parental Involvement, Religious Socialization, Socioeconomic Status, Self-Concept, and Gender. - Sojourner, Jeannette; Kushner, Susan N. (1997)
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Deaf Adults' Emic Views on Deaf Education in South Africa: Looking Back To Improve the Future. - Störbeck, Claudine (1997)
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How We Got Over: The Moral Teachings of The African–American Church on Business Ethics - Trimiew, Darryl M.; Greene, Michael B. (Business Ethics Quarterly, 1997)
Abstract: An analysis of the business ethics of the African-American church during and after Reconstruction reveals that it is a conflicted ethic, oscillating between two poles. The first is the sacralization of the business ethic of Booker T. Washington, in which self-help endeavors which valorize American capitalism but are preferentially oriented to the African-American community are advanced as the best and only options for economic uplift. The second is the “Blackwater” tradition, which rejects any racial discrimination and insists upon social justice. The inability of the Washingtonian business ethic to address the needs of the Black underclass are explored. A new business ethic is called for, which would be committed to meeting the basic needs of the most disadvantaged members of American society and those of the “international poor.”
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Classroom Instruction and Learning Environment Differences between Effective and Ineffective Urban Elementary Schools for African American Students - Waxman, Hersholt C.; Huang, Shwu‐Yong L. (Urban Education, 1997)
The purpose of this study was to investigate whether there are significant differences between effective and ineffective urban schools based on (a) students' classroom behavior and (b) students' motivation and perceptions of their classroom learning environment. Students from four effective and four ineffective urban elementary schools that served predominantly African American students were systematically observed during the school year and completed three surveys about 6 weeks before the end of the school year. Students from effective schools were observed significantly more (a) working in an individualized setting, (b) interacting with their teacher, and (c) working on written assignments. Students from effective schools also reported significantly higher achievement motivation, academic self-concept, task orientation, rule clarity, and student aspiration scores than students from the ineffective schools.
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El Niño and Drought Early Warning in Ethiopia - Wolde–Georgis, Tsegay (Social Science Research Network, 1997)
El Nino (EN) is the increase in the surface temperatures (SST) in the central and eastern equatorial Pacific Ocean. EN results from changes in the pattern and direction of winds and ocean currents in the region, which have potentially catastrophic effects. Many researchers now believe that the occurrence of various droughts in Africa, especially in Southern Africa and the Horn, are caused by physical processes related to the occurrence of ENSO events thousands of miles away. If valid and reliable information about the linkages between these occurrences becomes available, it could help to forecast Sub-Saharan African droughts. ENSO-based drought early warning could send a wake-up call to governments to prepare for national food shortages. With such information, policies that reduce the impact of drought could be introduced. An early warning with many months of lead time, such as could be provided by ENSO information, would eliminate the excuse of national governments who claim to be unaware of the advent of drought. When drought causes famine, and a reliable drought early warning was available, it becomes a man-made disaster.
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Public Policy and the Management of Higher Education in Sub-Saharan Africa: The Case of Kenya - Gray, Kenneth R.; Credle, Sid Howard (Journal of Marketing for Higher Education, 1997)
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Encyclopedia of African-American education (Choice Reviews Online, 1997)
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Integration of Environmental Education in Social Science Curricula at the Secondary School Level in Nigeria: problems and prospects - Adedayo, Adebisi; Olawepo, J. A. (Environmental Education Research, 1997)
Summary Nigeria is one of the developing world countries that are committing themselves to the importance of environmental education (EE) as a means of improving the environment, which has suffered from considerable pollution and degradation. As part of the strategies’ for raising the level of awareness and engendering attitudes amongst the population through the formal school system, the Federal government has designed curricula with strong EE elements for a brand new subject called citizenship education to be introduced at the primary and secondary levels. As a response to this situation, this paper examines the existing elements in and the various approaches to integrating EE in social science with reference to Nigeria. This is followed by an analysis of the constraints and the support systems which are likely to be helpful to EE at the secondary school level. Some measures and guidelines that could enhance the effective integration of EE at the secondary school, if practised, are suggested.
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The School Improvement Programme of the Aga Khan Education Service, Kenya at Kisumu, Western Kenya: Evaluation Report. - Capper, Joanne; Nderitu, Shelomith; Ogula, Paul (1997)
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Plasma fatty acid levels in South African interethnic male high school pupils at different ultimate risks of coronary heart disease - Chetty, N; Naran, Nitien H.; Walker, Alexander; Seftel, H. C.; Joffe, B. I.; Raal, Frederick J. (Clinica Chimica Acta, 1997)
While coronary heart disease (CHD) is responsible for about a quarter of deaths in South African white, coloured and Indian populations, the rate is very low in the black population. Dietary risk factors for CHD include high intakes of saturated fatty acids and cholesterol, with low intakes of mono and polyunsaturated fatty acids. In a characterization study, plasma fatty acid profiles have been determined in seven groups of high school pupils aged 16–18 years, namely, white, rural black, urban black and middle-class and lower socio-economic class coloureds and Indians. Plasma fatty acids were measured by gas liquid chromatography in 20 subjects from each group. Contrary to expectation, urban and rural black pupils had the highest mean molar percentage composition of saturated fatty acids, largely myristic (14:0) and palmitic (16:0) acids. Rural blacks and middle-class coloureds the highest molar percentage composition of monounsaturated fatty acids, primarily oleic acid (18:1). Again unexpectedly, white, coloured and Indian groups had the highest level of polyunsaturated fatty acids, due entirely to linoleic acid (18:2). As the findings are unrelated to proneness to CHD mortality in the particular communities studied, plasma fatty acid levels are not predictive of the disease. Epidemiologically, there are many examples of lack of correlation in serum lipid levels and proneness to CHD.
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Apartheid and the Socio-Political Context of Education in South Africa: A Narrative Account - Constas, Mark A. (Teachers College Record, 1997)
Historically, education in South Africa formed an important part of the government's plan to develop a racially segregated society. While there is a significant amount of research that describes the widespread problems of schooling in South Africa, there are few reports about the subjective qualities of education. The primary purpose of the present article is to provide a more personalized account of what it has meant to be educated as a student and to work as a teacher under the conditions of apartheid. In order to accomplish this objective, a life history approach was combined with an archival review to construct a narrative account of selected aspects of the education provided for black South Africans. Because of the long-standing political oppression of South Africa's black population, it was considered important to develop such a record by listening to the voices of individuals who, as students, endured poor educational conditions only to find themselves, as teachers, practicing under circumstances that were largely unchanged. Within the life-history approach, interview data were obtained from two teachers, who attended schools and began their respective teaching careers during different periods of South Africa's sociopolitical history. In order to contextualize the findings, the participants’ experiences were considered in relation to selected elements of the legislative and political history of South Africa. The empirical result of the research is an historical description of education in South Africa, illustrated by the personal stories and professional experiences of two practicing teachers. The article concludes by considering the way in which selected theories of oppression and resistance explain or fail to explain the experiences of the two participants.
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The gathering storm that is the HIV epidemic in Papua New Guinea - Dwyer, Jennifer B.; Lovell-Jones, S. (Australian and New Zealand Journal of Medicine, 1997)
Australian and New Zealand Journal of MedicineVolume 27, Issue 1 p. 3-5 Free Access The gathering storm that is the HIV epidemic in Papua New Guinea J. M. DWYER, J. M. DWYER Head of Division of MedicineSearch for more papers by this authorS. LOVELL-JONES, S. LOVELL-JONES Executive Assistant, AIDS Society for Asia and the Pacific, Division of Medicine, Prince of Wales Hospital, Sydney, NSWSearch for more papers by this author J. M. DWYER, J. M. DWYER Head of Division of MedicineSearch for more papers by this authorS. LOVELL-JONES, S. LOVELL-JONES Executive Assistant, AIDS Society for Asia and the Pacific, Division of Medicine, Prince of Wales Hospital, Sydney, NSWSearch for more papers by this author First published: 25 March 2008 https://doi.org/10.1111/j.1445-5994.1997.tb00905.xCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References 1 Dwyer JM, Mahathir M, Nath LM. The epidemic of HIV infections in Asia and die Pacific. Med J Aust 1996; 165: 489– 93. 2 O'Leary MJ, Van Der Meijden WI, Malau C, Delamare O, Pyakalyia T. HIV serosurveillance in Papua New Guinea. PNG Med J 1993; 36: 187– 91. 3 Seaton RA, Wembri JP, Armstrong P, Ombiga J, Naraqi S, Kevau I. Symptomatic human immunodeficiency virus (HIV) infection in Papua New Guinea. Aust NZ J Med 1996; 26: 783– 8. 4 Cooke R. The colorful people of Papua New Guinea: Some of their habits and some diseases which result from these habits. Pathol Annu 1986; 21: 311– 46. 5 Jenkins C, Pataki-Schweizer K. Knowledge of AIDS in Papua New Guinea. PNG Med J 1993; 36: 192– 204. 6 Jenkins CL. Sex as work in Papua New Guinea. Proceedings of the Tenth International Conference on AIDS. Yokohama, Japan: 1994, 712 August. 7 Bleibtreu-Ehrenberg G. Pederasty among primitives: Institutionalized initiation and cultic prostitution. J Homosex 1990; 20: 13– 30. 8 Baldwin JD, Baldwin JI. The socialization of homosexuality and heterosexuality in a Non-Western Society. Arch Sex Behav 1989; 18: 13– 29. Citing Literature Volume27, Issue1February 1997Pages 3-5 ReferencesRelatedInformation
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Achievement Motivation in Rural African-American Female High School Honor Graduates. Preliminary Report. - Grant, Dale F. (1997)
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School quality, achievement bias, and dropout behaviour in Egypt - Hosni, Djehane (Economics of Education Review, 1997)
One of the major educational challenges in the United States is ensuring that all students graduate from high school. This article reviews research evidence on four facets of this issue: (1) the magnitude of the problem and trends over time; (2) the economic and social consequences of dropping out; (3) the causes of the problem, including individual factors and institutional factors associated with families, schools, and communities; and (4) solutions to the problem, ranging from smaller-scale programmatic solutions to larger-school systemic solutions.
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Mathematics and Science Performance in the Middle School Years in South Africa: A Summary Report on the Performance of South African Students in the Third International Mathematics and Science Study (TIMSS). - Howie, Sarah J. (1997)
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Guidelines on training and credentialling for the the practice of minimal access surgery (MAS). Recommendations of the South African Society of Endoscopic Surgeons (SASES). - Jamieson, J. R. (PubMed, 1997)
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Dental education in Africa with special reference to Nigeria - Jeboda, Sonny Olukayode (International Dental Journal, 1997)
Over the years, the dental profession in most of the developing countries of the world has given the education of the dentist greater priority over the education of dental auxiliaries. There has also been a great tendency on the part of the profession in these countries to think that dental education involves the training of dentists alone. The training of dental auxiliaries forms an important core of dental education for the training of oral health workers in the developing countries. The training of dentists in the developing countries, especially Africa, seems to have been lopsided with excessive emphasis on restorative procedures. The dental undergraduate training programme in a representative Nigerian dental school is investigated and suggestions made on the appropriate mode of training needed for the future Nigerian, and indeed the future African dentist. The need for effective parallel training of dental auxiliaries, especially in large numbers, is also emphasised.
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Non-grid electrification of 45 schools in the Eastern Cape, South Africa: An assessment - Leitch, A.W.R.; Scott, B.J.; Adams, John J. (Renewable Energy, 1997)
This paper reports on the electrification using photovoltaic power of 45 schools in the rural areas near Queenstown, in the Eastern Cape region of South Africa. The project was funded by the state, coordinated by Eskom and implemented by Siemens Limited (Solar Division). The University of Port Elizabeth (Department of Physics) independently monitored the electrification process. As solar power is a relatively new concept for many of the rural people in South Africa, the University also gauged the opinion of the school teachers and local community on this new form of electricity.
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Staff training aspects of automation in a Nigerian university library - Olorunsola, Richard (Aslib proceedings, 1997)
Automated systems, like manual systems, will not be successful without adequate training and preparation on the part of the staff. Some problems will arise where adequate training is lacking. The article discusses the structure and organisation of on‐site training of staff in the use of TINLIB software at the University of Ilorin Library. Particular attention is paid to the content of the training, trainers and what the programme is out to achieve. The article discusses some pitfalls in the training exercise and offers suggestions for future training programmes.
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The Overrepresentation of African American Children in Special Education - Russo, Charles J.; Talbert-Johnson, Carolyn (Education and Urban Society, 1997)
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[Male breast cancer in Africa, Apropos of 5 cases at the Ouagadougou University Teaching Hospital (Burkina Faso)]. - Sano, D.; Dao, Blamy; Lankoandé, J.; Touré, Boubacar Mami; Sakandé, B.; Traoré, Si Simon; Wandaogo, A; Dakouré, Raphaël; Sanou, Amadou (PubMed, 1997)
A retrospective study of male breast cancer was undertaken at Ouagadougou University Teaching Hospital over a 3 year period (1993-1996). Authors report 5 cases representing 4.16% of all breast cancers. The patients' mean age was 61 years. The average duration of signs and symptoms before the diagnosis was 13 months. Clinically all the 5 cases presented advanced cancers (4 T4N2M0, 1 T4N2M1 according to UICC TNM System) with size ranging from 5.5, to 11.5 cm. Histology found: 2 medullary infiltrating carcinoma, 1 canalar infiltrating carcinoma, 1 colloid mucous carcinoma and 1 lobular infiltrating carcinoma. All patients had mastectomy associated with axillary clearance in 4 cases. Radiotherapy, chemotherapy and hormonotherapy were not associated because unavailable in Burkina Faso. Three patients died: the first, 10 days after surgical treatment and the 2 others respectively after 14 and 17 months. We have lost sight 1 patients. The last one is still alive. Authors find that to get better prognosis, it is important to improve medical and technical means, to increase information and to promote early detection.
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Goal Discrepancy in African American Male Student-Athletes' Unrealistic Expectations for Careers in Professional Sports - Sellers, Robert M.; Kuperminc, Gabriel P. (Journal of Black Psychology, 1997)
The present study investigated whether African American male college student-athletes unrealistically focus their career goals on professional athletics to the detriment of their academic pursuits. The study considered the professional athleticaspirations of 702 AfricanAmerican male student-athletesfrom42 NCAA Division I universities using the concept of goal discrepancy to identify individuals whose professional athletic aspirations were inconsistent with their current status asfirst team members of theirfootball or basketball programs. The results found only 5% of the sample to be goal discrepant and that among goal discrepant student-athletes, the majority were underclassmen. Institutional characteristics, such as intensity of the athletic program and segregation of athletes from nonathletic students, were stronger predictors of goal discrepancy than personal characteristics, such as socioeconomic status or precollege academic preparation. The results are discussed in relation to social policy that influences access to educational opportunity for African Americans.
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Marine Pollution as Indicated by Oil Accumulated on Clams Collected from the Western Coasts of the Red Sea, Egypt - Shimy, Thouraya M. (Energy Sources, 1997)
In order to save our environment from pollution, many techniques are used for identifying oil accumulated on clams along the western coast of the Red Sea. Gas chromatography (GCr, infrared (IR), and ultraviolet (UV) absorption spectrophotometry are three different techniques used to analyze the collected samples, GC chromatograms for oil extracted from these animals indicate that the source of pollution is petroleum, and a few peaks reveal a mixture of biogenic and petrogenic hydrocarbons. These results are confirmed by the characteristic IR spectra profiles, high concentrations of the aromatic compounds, and the UV absorption spectra of these samples.
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[Dermatology for Africa. The Regional Dermatology Training Center in Tanzania]. - Stingl, Peter (PubMed, 1997)
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DROUGHTS, RAINFALL AND RURAL WATER SUPPLY IN NORTHERN NIGERIA - Tarhule, Augustine Aondover (1997)
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The impact of the manual vacuum aspiration (MVA) technique on health care services at Queen Elizabeth Central Teaching Hospital, Blantyre, Malawi. - Vm, Leme; La, Mtimavalye; Gc, Thole; Mt, Mvula (PubMed, 1997)
To assess the impact of the manual vacuum aspiration (MVA) technique on health care services and its acceptability to patients and staff.Prospective descriptive survey.The university teaching hospital, Blantyre, Malawi.All 456 patients who had MVA for treatment or investigation between 10 January and 9 April 1994, the nurses and doctors working in the unit and hospital administrators.Proportion of incomplete abortion patients who had MVA, the need for pain relief, patients' reactions, staff opinion, and reduction in ward occupancy rates and duration of hospitalisation.Of the total, 97.4% had MVA for treatment of incomplete abortion; these comprised 81.2% of all incomplete abortion patients treated during the study period. The mean volume of uterine contents was 33.4 ml. There was no relationship between the volume and either the gestational age or uterine size (P > 0.05). Only 10.7% of patients required pain relief. The bed occupancy rates in the gynaecological ward dropped from an average of 150% before to 130% after the introduction of MVA, and the mean hospital stay was reduced from 3 days, with 78.4% staying for more than 2 days, to 2 days, with 52% staying for less than 24 hours (P < 0.05). Most patients expressed general satisfaction with the method, while the staff were happler because their work had been made easier. There were no major complications associated with the procedure.The findings show that MVA is a safe, reliable, effective and acceptable method of treating incomplete abortion, and can conserve hospital resources.
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Randomised clinical trial to determine optimum initiation time of norgestrel-progestin only contraception in Eldoret Teaching Hospital, Kenya. - Were, Edwin; Kendall, Jessica; Nyongesa, Paul (PubMed, 1997)
In a randomised controlled trial to determine the optimum time of initiation of Ovrette, a progestin only oral contraceptive among postpartum women, who fully or nearly fully breast-fed their infants in the first six months, no difference was found between group 1 (initiating at six weeks postpartum) and group 2 (initiating the pill at return of menses or 6 months postpartum). There were no pregnancies in either group during the 18 month follow-up. There were no significant differences in the continuation rates between the two group.The optimal time for initiation of progestin-only oral contraception (POC) among fully or nearly fully breast-feeding women was investigated in a comparative study conducted among 200 women delivering at Kenya's Eldoret Teaching Hospital in a 2-year period during 1992-94. 100 women were randomly assigned to initiate POC use at 6 weeks' postpartum (group 1), while the remaining 100 women deferred POC initiation until the onset of menses or 6 postpartum months (whichever event occurred first) (group 2). At 12 months postpartum, 53.57% of mothers in group 1 and 56.67% in group 2 were still taking Ovrette; at 18 months, these rates were 46.10% and 43.59%, respectively. The mean duration of use was 7.6 months in group 1 and 7.5 months in group 2. There were 178 episodes of adverse experiences with Ovrette, 16.9% of which involved menstrual disturbances. Adverse experiences were more likely to be perceived as serious and related to Ovrette in group 1 than in group 2. There were no pregnancies recorded, suggesting that initiation of Ovrette use at 6 months postpartum or when menses reappears is a feasible strategy. However, postpartum women should be provided with counseling on the efficacy of the lactational amenorrhea method.
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Attitudes of Zimbabwean medical students to future practice - Woelk, Godfrey (The Central African journal of medicine, 1997)
A medical research paper on the need for newly graduated medical students to engage in medical rural development in Zimbabwe.
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politically sensitive teacher development in South Africa: guidelines for personal empowerment - Wouters, Anniek; Naude, G. N. (Changes, 1997)
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Computer assisted curriculum analysis, design and evaluation for science education in Africa - McKenney, Susan; Akker, Jan van den (1997)
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A School-Based Approach to HIV Prevention for Inner-City African-American and Hispanic Adolescent Females - Workman, Gloria M.; Robinson, W. LaVome; Cotler, Sheldon; Harper, Gary W. (Journal of Prevention & Intervention in the Community, 1997)
This study examined the efficacy of a school-based HIVIAIDS prevention intervention for African-American and Hispanic adolescent females. Participants, 60 high school freshmen enrolled in an inner-city parochial high school, were randomly assigned to either HIVIAIDS prevention or attention-placebo womanhood interventions. Significant ethnic differences were found, with African- American adolescents reporting notably higher levels of sexual assertiveness and comfort discussing AIDS preventivc behaviors, as compared to Hispanic adolesccnt females. Further, both African-American and Hispanic participants who received the HIV/AIDS prevention intervention increased their knowledge of AIDS, more so than participants in the attention-placebo condition. These findings highlight the importance of culture in the design of relevant and sensitive HIV/AIDS prevention interventions for ethnic minority youth.
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Prevalence of congenital heart disease among school children of Sahafa Town, Sudan - Khalil, Siddiq Ibrahim; Gharieb, Khalid; haj, Mohamed El; Khalil, Mohammed; Hakeim, Suzan (Eastern Mediterranean health journal, 1997)
The prevalence of congenital heart disease among schoolchildren aged 5-15 years was studied as part of Phase 1 of the WHO Global Rheumatic Fever/Rheumatic Heart Disease Prevention Programme in Sudan. A total of 13 322 schoolchildren in Sahafa Town, Khartoum, was examined from 1986 to 1990 representing 70% of the total target population. There were 27 cases of congenital heart disease giving a prevalence rate of 2.0 per 1000. Ventricular septal defect, atrial septal defect [ASD], patent ductus arteriosus [PDA] and tetralogy of Fallot made up 85% of the cases. PDA and ASD were twice as common in females as in males. The prevalence rate is comparable to that of similar African countries but lower than European and north American rates
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Iodine deficiency disorders among primary-school children in Kafr El-Sheikh, Egypt - Sayed, Nawal A. El; Gad, Zahlra M.; Nofal, Lalla H.; Ismail, Hassan; Sahn, Fikrat F. El; Gad, Ashry (Eastern Mediterranean health journal, 1997)
The prevalence of iodine deficiency in primary-school children in Kafr El-Sheikh governorate was assessed. A total of 2250 primary-school children aged 8-10 years were selected by a two-stage cluster sampling technique. The results revealed that the prevelance rate of goitre was 27.1% and it was significantly higher in females [29.2%] than males [25.1%]. The median urinary iodine level was 6.7 micro g/dl and 3.9 micro g/dl for grade 1 and grade 2 goitre respectively. It was concluded that iodine deficiency is a public health problem of moderate severity in primary-school children in Kafr El-Sheikh governorate. This necessitates an intervention programme through salt iodization
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Socio-Economic Issues in the Education of Children of Migrant Fishermen in Nigeria - Fatunla, Grace T. (Journal of sustainable agriculture, 1997)
ABSTRACT The fishing industry contributes immensely to the agricultural sector which is the mainstay of the Nigerian economy. The industry is the foundation of all facets of development, particularly the effective provision and management of the productive resources. The migrant fishermen of the Nigerian coastal and riverine areas are greatly educationally disadvantaged. For sustainable development of the fishing industry, it is important to pay attention to the education of the fishermen and their children. Yet the migration of fishermen from one area to another, a concomitant of ecological and socio-economic factors, has profound effects on the education of their children. The study identifies the seasonal patterns of migrations of the fishermen and discusses the problems these migrations pose to the children's education. Then it discusses how their socio-economic conditions such as occupations, family structure and size, fishing organization and technology, fish marketing, income level and living standards aggravate the problems. Finally, recommendations are made to mitigate the problems and also provide viable alternative non-formal but functional education for the fishermen's children. Such recommendations also include physical provisions and special curriculum suited to the needs and demands of their peculiar circumstance.
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A Quarter-Century of Strong African-American Progress in Medical School Education May Be Coming to an Abrupt Halt (Journal of Blacks in Higher Education, 1997)
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African Americans are Overdue at Graduate Schools of Library Science (Journal of Blacks in Higher Education, 1997)
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Book Review: Mill Hill Fathers in West Cameroon: Education, Health and Development, 1884–1970 (Missiology, 1997)
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"Community ownership" spurs girls' education in Egypt. (PubMed, 1997)
In a town in Upper Egypt, a local committee established by the Coptic Evangelical Organization for Social Services (CEOSS) conducted a door-to-door canvass and discovered about 21 school-age girls who had never been enrolled. The committee persuaded the school district to admit the girls despite the fact that the school year had started. In 10 towns, committees such as these plan, implement, and monitor projects to increase girls' education. Other projects include encouraging adolescent girls to attend family life education classes and discouraging such harmful traditional practices as female genital mutilation and early marriage. Efforts to prevent female genital mutilation are directed to mothers of girls aged 7-10 and to unmarried young men. In five communities, these efforts have led to the voluntary cessation of female genital mutilation within the past 10 years.
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Experience with clinical training in postabortion care in Egypt: Improving medical and interpersonal skills (1997)
The Population Council’s Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project is collaborating with AVSC International to incorporate the addition of improved postabortion care procedures into the ongoing Safe Reproductive Health Care project. An element in the next phase of the program’s evolution was a two-day seminar held in Alexandria, Egypt. This seminar provided an opportunity for staff from ten hospitals that participated in the 1996–97 expansion program to present their own experience and impressions of the postabortion case-management procedures, and to discuss their strengths and weaknesses. This report presents an overview of this meeting’s presentations and discussions.
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Integrated management of childhood illness: field test of the WHO/UNICEF training course in Arusha, United Republic of Tanzania. WHO Division of Child Health and Development & WHO Regional Office for Africa. (PubMed, 1997)
The 11-day training course on integrated management of childhood illness was field tested with three types of first-level facility health workers: medical assistants, rural medical aides, and MCH (maternal and child health) aides. The objective of the field test was to determine whether the materials were effective in preparing participants to manage correctly sick children and to suggest improvements in the course materials and teaching procedures. The course combined classroom work and daily inpatient and outpatient clinical sessions. Each participant individually examined 9-10 inpatients and managed more than 30 sick children as outpatients. Individual feedback from facilitators during clinical practice and module work, combined with data collection documenting the adequacy of the assessment, classification, treatment and counselling carried out by the participants, allowed an assessment of the participants' mastery of key clinical skills. Although some participants had difficulty in reading the modules in English, all three groups overall were able to assess, classify, and treat most sick children by the end of the course, and most of them were able to provide adequate counselling. Specific improvements were suggested and subsequently incorporated into the guidelines and training materials.
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Economic efficiency of the secondary and tertiary education and training sector in Tanzania - Abayo, Abdiel; Kaijage, Erasmus (Papers in Education and Development, 1997)
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Land husbandry education in agricultural colleges of Eastern Africa. An overview - Abebe, Tesfaye (1997)
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Effect of Urbanisation on the Nutritional Status of Primary School Children in Lagos ‐ Nigeria∗ - Abidoye, R.O. (Early Child Development and Care, 1997)
Effect of urbanisation on Nutritional status of 250 primary school children was assessed among the children of working parents. Children involved were those who were dropped early in the morning 6 am by parents and picked up around the school premises later in the evening between 6.30‐7.00pm in the University of Lagos Staff School. Questionnaires were prepared for the parents to fill including the history of the children, time usually spent with the children from Monday through Friday, dietary information including information on whether they were breast‐fed in childhood. These information emanated from the study 193 (77%) were breast‐fed exclusively for two months while 57 (22.8%) were both breast‐fed and bottle‐fed. On feeding habits, children fed on cookies and soft drinks around the school premises with dinner at home around 8.00pm. Food served for dinner was mainly carbohydrates. No time for interaction with parents Monday through Friday. Average Anthropometric measurements obtained from these children (7‐10 years) were 29kg, 132cm for weight and height. Incidence of nutritional anaemia was very high among these children 87 (34.8%) had severe anaemia, below 9gm%, 65 (26% moderate 7‐10gm%) and 98 (39.2%) had their haemoglobin above 10gm%. This study was carried out in Lagos University Staff School. This school is owned and run by the University Authority and admits both staff and non‐staff. Lagos University Staff School is an expensive private school well subsidised by the University for the staff children.
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The Influence of Socioeconomic and Nutritional Status on Menarche in Nigerian School Girls - Abioye-Kuteyi, Emmanuel Akintunde; Ojofeitimi, E.O.; Aina, Olabisi I.; Kio, Franklin E.; Aluko, Yetunde A.; Mosuro, O. (Nutrition and Health, 1997)
A study of 352 randomly selected secondary school girls in an urban population in Southern Western Nigeria revealed a mean menarcheal age of 13.94 ± 1.31 years and that 76.8% of girls attained menarche between ages 13 and 15 years. Age-matched pre- and post-menarcheal girls did not differ significantly in biophysical measurements, however, nutritional status was strongly and positively associated with attainment of menarche. School girls from the upper socio-economic class reached menarche 11 months earlier than the lower socio-economic counterparts. A significant finding of this study is that the declaration rate in age at menarche was slowest in girls from high socio-economic households. This deceleration was not influenced by body mass suggesting that socio-economic factors play a unique role in the secular trend widely reported in menarcheal age.
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Education and national development in Southern Africa - Abosi, Okechukwu (Mosenodi, 1997)
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Collaborative Space in South African Schools: A Comparative Perspective - Abrahams, Mark (Journal of Negro Education, 1997)
This article details a study that investigated both the nature and extent of the conceptual and physical space teachers, principals, and other administrators in South African schools devote to teacher collaboration. The schools selected for the study represented a cross-section of urban and rural, primary and secondary schools administered by several of the nation's previously historically racially divided education departments. Through data gathered from questionnaires, interviews, and observations, the findings generate important comparative information on how teacher collaboration in South Africa has been influenced by numerous historical and political factors, how it manifests within various school cultures, and how it differs across artificial and real organizational divides. INTRODUCTION Teacher collaboration has been identified as a basic characteristic of schools demonstrating improved student achievement (Lieberman, 1990; Little, 1982; Robinson & Collett, 1994), yet it has been conceptualized in numerous ways. According to Firestone and Pennel (1993), teacher collaboration has sociocognitive as well as affective dimensions and provides opportunities for to learn and develop a sense of collegiality or shared endeavor. Little refers to teacher collaboration as a level of collegiality at which in successful schools discuss, design, conduct, analyze, evaluate, and experiment with their teaching. She describes the dimensions of collegiality as strong and weak ties among teachers (p. 511), and places various interactions such as storytelling, sharing, assistance and joint work on a continuum between teacher independence and teacher interdependence. In her view, these interactions empower and prepare them to engage in shared decision making, both of which are vital for school improvement. Smith (1987) points out that such collaboration must move beyond merely trading stories about problems with students into the arena of proactive exchange so that can set school goals and oversee their own professional development. Morrison (1994) defines teacher collaboration as teamwork and promotes its use as a required strategy for planning and implementing cross-curricular themes for the following reasons: * [it] promotes organizational health; * [it] empowers teachers; * [it] rationalizes workload; * [it] builds democracy; * [it provides] an effective strategy for curriculum development; * [it brings into focus] a feature of human interaction; * [it fits] the cross-curricular nature of themes; * [it establishes] that every teacher is affected by the development of the cross-curricular themes; * [it] accords status to the cross-curricular themes. (p. 142) As a strategy for school improvement teacher collaboration is widely accepted, even in the most conservative and authoritarian school settings. Whereas Little (1990a) posits that teacher collaboration can be legislated, she notes that the success or failure of such collaboration depends on the benefits derive from it: Specific forms of induced collaboration.. [include] coaching, mentoring, peer observation, peer support.... The prospects of their influence on individuals and organizations rest in part on their congruence with established norms of interaction and interpretation among colleagues, and with the degree to which they fit or conflict with the meaningful reference groups with which align themselves. (p. 530) A range of studies cite the benefits of teacher collaboration, including improved student behavior and achievement, increased teacher satisfaction and adaptability, increased teacher commitment, and the creation of learning opportunities for teachers. For example, a World Bank (1989) study linked school effectiveness to teacher cooperation in efforts to improve the school and classroom instruction. …
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Geologic Evolution of Conjugate Volcanic Rifted Margins - Pelotas Basin (Offshore Brazil) and Offshore Namibia : ABSTRACTS - Abreu, Vitor S. (AAPG Bulletin, 1997)
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Innovative Second Language Education in the Middle East and North Africa - Abu-Absi, Samir (1997)
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Openness of Health Professionals about Death and Terminal Illness in a Nigerian Teaching Hospital - Adamolekun, Kemi (OMEGA - Journal of Death and Dying, 1997)
Most physicians in developed countries are reported to have a sense of responsibility to inform a patient about the facts of his or her life-threatening condition. This study reports doctors' and nurses' responsibility to their terminally ill patients in an African environment. Since, by local tradition, doctors are not supposed to convey bad news and the patients do not see themselves as dying of illness, the doctors are not enthusiastic about informing the patients that their disease is terminal. Though doctors and nurses are of the opinion that patients or relatives should be informed of patients' diagnoses, the majority of these professionals do not discuss the prognosis with terminally ill patients. The need to discuss the diagnosis and prognosis according to the desire of each patient was examined. This is more relevant to the practice of medicine in the developing countries with the likelihood that more terminally ill patients would use the hospitals in the face of HIV/AIDS epidemic.
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Instability of squall-inducing waves, global sea-surface temperature anomalies and climate change in tropical north Africa - Adedoyin, J. A. (Meteorology and Atmospheric Physics, 1997)
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Perspectives of special need in Kenya, Zimbabwe and Nigeria - Adenigbagbe, S.; Osodo, Ogonda Grace; Peresuh, M. (1997)
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Literacy education in Nigeria - Aderinoye, Rashid (1997)
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The role of the Cambridge University Syndicate in the development of curriculum and examinations in Nigerian secondary schools, 1910-1960 - Adeyinka, Augustus A. (1997)
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Impacts of lagoonal bacterial pollution on an aquacultural site (Ebrié Lagoon, Côte d'Ivoire. - Adingra, A.A.; Guiral, Daniel; Arfi, Robert (1997)
Abidjan, the economic capital of Cote d‘Ivoire, has grown around Ebrie lagoon. There are significant local water pollution problems because of the waste waters that flow untreated into the natural environment (Arfi et al., 1981). These anthropogenic inputs constitute a‘major source of lagoonal contamination by pathogenic germs such as Vibrio cholerae. Moreover, the physical and chemical characteristics of the lagoonal environment appear to be conducive to the survival and multiplication of halophilic or halotolerant pathogen bacteria (Lanusse and Guiral, 1988; Kouassi er al., 1992). Diarrhoeal syndromes have been reported on several occasions since 1970 in the Abidjan area. The main causative agent for these epidemics has been identified as V. cholerae, serotype El Tor Ogawa (Duchassin et al., 1973). A number of choleriform infections involving other vibrionic bacteria (V. parahaemolyricus, Aeromonas spp.) are also periodically reported in the area. Previous research on vibrios (particularly V. cholerae) mainly involved epidemiological studies of hospital cases (Dosso er al., 1984). Little information is therefore available on the ecological conditions and incidence of these germs in the natural environment; in particular no study has been done to determine the relation between vibrio presence in the environment and the hydroclimatic conditions of Ebrie lagoon. In the long term such pollution could undermine aquaculture in the lagoon, as V. cholerae can be transmitted by ingestion of contaminated fish. In 1991, during a routine check of infectious agents likely to provoke fish mortality at Layo aquaculture station on the banks of EbriC lagoon, V. colerae (serotype EI Tor Ogawa) was isolated in the alimentary canal of a Hererobranchus longzjilis fingerling. As tests failed to identify sick or healthy-carrier workers at the station, the presence of this germ in the ponds would indicate a more general state of environmental contamination. This study has been done to provide more reliable information on the real risks incurred at an aquacultural site, and to describe the annual cycle of V. cholerae in the various hydrosystems at Layo station (lagoon, ponds and irrigation channels). ,
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The empowerment of South African women through education : a philosophical reflection - Adonis, Bradley Charles (1997)
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Higher education in Africa : trends and challenges for the 21st century - Africa, Unesco Regional Office for Education in (1997)
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This project, "First Teachers," studied urban African-American families' perceptions of an after school involvement program - African, Identifiers (1997)
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