Teaching about Africa: A Continent of Complexities. - Byrnes, Ronald S.; Downing, Peter W.; Vogler, Carol (1996)
Keywords: openalex:import

Groundwater management in drought prone areas of Africa: Malawi Inception Report - Calow, Roger; Gibbs, B.R.; Andrews, Anita; Mtembezeka, P.; Banda, Kawawa (1996)
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GROUNDWATER MANAGEMENT IN DROUGHT PRONE AREAS OF AFRICA: SOUTH AFRICA INCEPTION REPORT - Calow, Roger; Macdonald, David; Orpen, W. R. G. (1996)
Keywords: openalex:import

Drama in South African secondary schools meeting the challenges of educational change - Carklin, Michael (1996)
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Literacy, power and democracy in Mozambique: The governance of learning from colonization to the present - Carr‐Hill, Roy (International Journal of Educational Development, 1996)
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Literacy, power and democracy in Mozambique: The governance of learning from colonization to the present - Carr‐Hill, Roy (International Journal of Educational Development, 1996)
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Pharmacy Education in Zimbabwe - Castiglia, Mary (American Journal of Pharmaceutical Education, 1996)
Zimbabwe is a country of approximately eleven million people located in south central Africa. In some respects, pharmacy education at the University of Zimbabwe is similar to that in the United States; the development of communication skills and the role of the pharmacist as the drug expert are both emphasized. Compounding continues to be a major focus of study since bulk compounding is more economical than purchasing pre-packaged drugs from a manufacturer for a developing country. The pharmacy curriculum at the University of Zimbabwe has an emphasis on pharmacy practice in rural settings. As in the U.S., attracting health care workers to rural areas remains problematic. Curricula designed to provide exposure to practice in rural settings early during their education may influence some students to practice in underserved locations following graduation or at some point in their careers.
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Who Benefits from Public Education Spending in Malawi?: Results from the Recent Education Reform - Castro-Leal, Florencia (1996)
Malawi's education system is hampered by problems of poor access, high repetition and dropout rates, poor infrastructure and inequality. To address this situation the new Government of Malawi has made education, particularly primary education, its top priority. After public recurrent spending on education surged and primary-level fees were abolished in 1994, Malawian households responded and primary-level enrollments jumped by more than 60 percent. This study uses the Benefit Incidence Analysis to examine the distribution of public spending in education across different socioeconomic groups before and after these changes. Recent public budgetary changes favoring primary-level spending, the removal of all primary school fees and the surge in enrollments at this level had a significant impact on the distribution of public education spending in Malawi. In 1994-95, the poorest one-fifth of the population received 16 percent of all public education spending compared to only 10 percent in 1990-91, while the share going to the richest one-fifth of the population declined from 38 to 25 percent between the same years. The Malawi example shows that an effective way to increase the equity of public spending in education is to increase the total allocation of public resources to primary education while easing the constraints on the demand for education faced by poor households.
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Who Benefits from Public Education Spending in Malawi? Results from the Recent Education Reform. World Bank Discussion Paper No. 350. - Castro-Leal, Florencia (1996)
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Vulnerability of Zimbabwe forests to global climate change - Ch, Matarira; Fc, Mwamuka (Climate research, 1996)
The impacts of global climate change on forest distribution was evaluated using the Holdridge life zone and GISS general circulation model scenarios.Across Zimbabwe, 17 to 18% of the total land area is projected to shift from subtropical thorn woodland and subtropical dry forest to tropical very dry forest under the GISS scenario.The projected shift in forest distribution is attributable to a future decline in precipitation patterns and an increase in ambient temperature.
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'Rise 'n' Shine: Catholic Education and the African-American Community. - Chineworth, Mary Alice (1996)
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The Restructuring of South African Education and Training in Comparative Context - Chisholm, Linda (1996)
South Africa’s first democratic election was a watershed in the country’s educational history. In the first instance, it signalled a move away from the determination of policy by a white minority state for a black majority; in the second, official state education policy, historically geared towards building a united white nation, was now re-oriented to redressing inequalities and ‘nation-building’ between white and black; in the third, instead of being predicated on exclusion and denial of rights, social, political and educational policy became based on the principles of inclusion, social justice and equity. Finally, the economic argument for the reform of education was based on the need not for unskilled, but for skilled labour and professional and managerial expertise.
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Re-training needs of village extension agents in Nigeria: A study of Benue State - Chukwudi; Muina (1996)
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Visual training manuals for women in West Africa: developing an agroforestry extension tool - Clarkson, R. (Unasylva, 1996)
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Breeding groundnut for drought adaptation in Senegal - Clavel, Danièle; Annerose, Daniel (1996)
Face aux risques graves de secheresse durant le cycle vegetatif de l'arachide, les selectionneurs jouent sur la precocite varietale (maximum 80 ou 90 jours selon la partie du bassin arachidier) ainsi que sur la capacite de resistance au manque d'eau. L'amelioration genetique conduite depuis 1985 est de type pluridisciplinaire, incluant des etudes agro-physiologiques sur le systeme racinaire (volume, forme), la regulation stomatique et la resistance membranaire. La precocite est de nature polyfactorielle, d'ou le recours a la selection recurrente, parallelement a la selection genealogique, celle-ci a plus court terme. Des obtentions de valeur interessent le Senegal, le Burkina Faso, le Bostwana et le Bresil, qui composent un reseau d'evaluation multilocale
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Is "Learning-by-Exporting" Important? Micro-dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (Finance and economics discussion series, 1996)
Is there any empirical evidence that firms become more efficient after becoming exporters? Do firms that become exporters generate positive spillovers for domestically-oriented producers in their industry or region? In this paper we analyze the causal links between exporting and productivity using firm-level panel data from three semi-industrialized economies. Representing export market participation and production costs as jointly dependent autoregressive processes, we look for evidence that firms' stochastic cost process shifts when they break into foreign markets. We find that relatively more efficient firms become exporters, and that their costs are not affected by previous export market participation. This implies that self-selection of the more efficient firms into the export market, and not learning-by-exporting, explains the efficiency gap between exporter and non-exporters previously documented in the literature. Further, we find some evidence that exporters reduce the costs of breaking into foreign markets for domestically oriented producers, but do not appear to help these producers become more efficient.
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Primary health care activities of the Nigerian youth service doctor: Implications for medical education - Co, Akpala; Nwakoby, B A N; Ibeh, CC (DOAJ (DOAJ: Directory of Open Access Journals), 1996)
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A Comparison Study of United States and African Students on Perceptions of Obesity and Thinness - Cogan, Jeanine C.; Bhalla, Satish K.; Sefa‐Dedeh, Araba; Rothblum, Esther D. (Journal of Cross-Cultural Psychology, 1996)
There is a negative correlation between body weight and income in the United States, and epidemic numbers of people diet to become thin. In developing nations, on the other hand, there is a positive correlation between weight and income, and fatness is associated with wealth and abundance. Although these differing cross-cultural trends have been documented by anthropologists, there has been minimal cross-cultural research on attitudes toward obesity and thinness and corresponding dieting behaviors in the psychological literature. A sample of 349 students at a university in Ghana and 219 students at a U.S. university completed questionnaires about their weight, frequency of dieting and restrained eating, the degree to which their weight has interfered with social activities, their perceptions of ideal bodies, disordered eating, and stereotypes of thin and heavy people. Students in Ghana more often rated larger body sizes as ideal for both males and females and also assumed that these larger sizes were held as ideals in society, than did U.S. students. U.S. students (regardless of weight) were more likely to have dieted than were Ghanaian students, with U.S. females being most likely to diet. Additionally, U.S. females scored significantly higher on restraint, eating-disordered behavior, and experiencing weight as social interference. Findings illustrate that perceptions of ideal body size and corresponding behaviors are influenced by culture and gender.
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Education and vocational training for the promotion of productivity and incomes in the informal sector (with a case study from Khartoum, Sudan) - Cohen, Barney; House, William J. (African Development Perspectives Yearbook, 1996)
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The Condition of Young Children in Sub-Saharan Africa: The Convergence of Health, Nutrition, and Early Education - Colletta, Nat J. (1996)
In Sub-Saharan Africa, a number of adverse conditions have placed children at high risk, including persistent and worsening poverty, an alarming pace of economic change, rapid population growth, increasing urbanization, a changing family structure, and growing numbers of orphaned refugees and displaced women and children. For many children, primary school interventions are too late to prevent irreversible disability or to allow for the development of full adult capacity. Implementing a viable social policy for children under five is an urgent necessity. This report, the first product of the Africa Region's Initiative on Early Childhood Development (ECD), describes the condition of young children in Africa and begins to explore strategies to improve this condition. The initiative focuses on the neglected but critical developmental age group between birth and school enrollment. It envisages the integration of physical, cognitive, and socioemotional development as a necessary foundation for full growth and maturation and entails a three-pronged strategy: to generate and disseminate knowledge, develop prototype programs, and build institutional capacity. This report will be followed by an assessment of the policy, programmatic, and financial efforts of African governments, nongovernmental organizations, private citizens, and donors to address the needs of the young African child, as well as in-depth country studies and innovative prototype ECD programs.
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The Condition of Young Children in Sub-Saharan Africa: The Convergence of Health, Nutrition, and Early Education. World Bank Technical Paper No. 326, Africa Technical Department Series. - Colletta, Nat J. (1996)
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The impacts of climate variability and climate change in the Nile Basin on future water resources in Egypt - Conway, Dennis; Hulme, Mike (1996)
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Detracking Reform in an Urban California High School: Improving the Schooling Experiences of African American Students - Cooper, Robert G. (Journal of Negro Education, 1996)
Using qualitative and quantitative methods, this article examines one large, racially mixed, urban California school community's response to the growing tension between excellence and equity in public education; and concurrently describes how African American students in this setting experienced school reform in general and detracking reform in particular. At the school in question, fundamental changes in the structure, curriculum, and instructional practices were effected for the ninth-grade class by eliminating tracking and heterogeneously grouping in English and history. The data obtained suggest that detracking reform has the potential to create intellectually rich and equitable learning opportunities for all students while easing some of the tension associated with this process. INTRODUCTION Despite its importance, little is known about the impact of detracking reform on the learning opportunities, academic achievement, and academic engagement of students in American schools, particularly its impact on students of color. Can detracking reform contribute to creating intellectually rich and equitable learning opportunities for African American students, while easing some of the tension between excellence and equity in public education? With a growing belief among educators and policymakers that increased heterogeneity may be a viable alternative to tracking, further investigation is warranted. This article attempts to answer that question by centering its analysis on the case of Liberty High School in Jefferson Town, California.1Liberty High is one of 10 racially mixed secondary schools that participated in a national, three-year longitudinal qualitative case study of detracking reform (Oakes & Wells, 1991). The restructuring of instructional grouping practices at Liberty represented one of the most comprehensive detracking efforts of all the senior high schools participating in that study. The support for such reform, which emanated from several key administrators and teachers at Liberty High, served as a catalyst for the launching of a pilot detracking program at the school. This event also coincided with the start of the Oakes and Wells study. As a result, the progress of the reform effort at Liberty High was documented from its inception. Like those of an increasing number of communities in the state of California and elsewhere throughout the contemporary United States, Liberty High School's student population runs the gamut of racial and cultural diversity, with no one racial or ethnic group claiming a majority. Its student body also represents a wide range of socioeconomic backgrounds. Within an urban multicultural setting such as that surrounding Liberty High, issues of race, class, and culture intersect with issues of excellence and equity to create conflict and compromise in school communities. Liberty illuminates some of the unique challenges these communities encounter. In fall 1990, a group of Jefferson Town's educators, parents, and community members came to the realization that the tracking system at Liberty High served to institutionalize a mutually exclusive relationship between excellence and equity within their community. In their view, the grouping practices employed in the school served not only as a mechanism by which the academic achievement gap between students of color and their White counterparts was reinforced and widened, but also one by which divisive racial and socioeconomic stereotypes were perpetuated. Upon reaching this consensus, a bold experiment was initiated at Liberty High. Its goals: to eliminate tracking, to expose all students to the same rigorous academic curriculum in English and history, and to foster improved interracial/inter-ethnic understanding. To better understand the complexity and magnitude of the influence of a multicultural and multiracial context on Liberty High School's restructuring effort, it is important to situate this reform within a broader social context (Wells, Hirshberg, & Lipton, 1994). …
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Detracking Reform in an Urban California High School: Improving the Schooling Experiences of African American Students - Cooper, Robert G. (Journal of Negro Education, 1996)
Using qualitative and quantitative methods, this article examines one large, racially mixed, urban California school community's response to the growing tension between excellence and equity in public education; and concurrently describes how African American students in this setting experienced school reform in general and detracking reform in particular. At the school in question, fundamental changes in the structure, curriculum, and instructional practices were effected for the ninth-grade class by eliminating tracking and heterogeneously grouping in English and history. The data obtained suggest that detracking reform has the potential to create intellectually rich and equitable learning opportunities for all students while easing some of the tension associated with this process. INTRODUCTION Despite its importance, little is known about the impact of detracking reform on the learning opportunities, academic achievement, and academic engagement of students in American schools, particularly its impact on students of color. Can detracking reform contribute to creating intellectually rich and equitable learning opportunities for African American students, while easing some of the tension between excellence and equity in public education? With a growing belief among educators and policymakers that increased heterogeneity may be a viable alternative to tracking, further investigation is warranted. This article attempts to answer that question by centering its analysis on the case of Liberty High School in Jefferson Town, California.1Liberty High is one of 10 racially mixed secondary schools that participated in a national, three-year longitudinal qualitative case study of detracking reform (Oakes & Wells, 1991). The restructuring of instructional grouping practices at Liberty represented one of the most comprehensive detracking efforts of all the senior high schools participating in that study. The support for such reform, which emanated from several key administrators and teachers at Liberty High, served as a catalyst for the launching of a pilot detracking program at the school. This event also coincided with the start of the Oakes and Wells study. As a result, the progress of the reform effort at Liberty High was documented from its inception. Like those of an increasing number of communities in the state of California and elsewhere throughout the contemporary United States, Liberty High School's student population runs the gamut of racial and cultural diversity, with no one racial or ethnic group claiming a majority. Its student body also represents a wide range of socioeconomic backgrounds. Within an urban multicultural setting such as that surrounding Liberty High, issues of race, class, and culture intersect with issues of excellence and equity to create conflict and compromise in school communities. Liberty illuminates some of the unique challenges these communities encounter. In fall 1990, a group of Jefferson Town's educators, parents, and community members came to the realization that the tracking system at Liberty High served to institutionalize a mutually exclusive relationship between excellence and equity within their community. In their view, the grouping practices employed in the school served not only as a mechanism by which the academic achievement gap between students of color and their White counterparts was reinforced and widened, but also one by which divisive racial and socioeconomic stereotypes were perpetuated. Upon reaching this consensus, a bold experiment was initiated at Liberty High. Its goals: to eliminate tracking, to expose all students to the same rigorous academic curriculum in English and history, and to foster improved interracial/inter-ethnic understanding. To better understand the complexity and magnitude of the influence of a multicultural and multiracial context on Liberty High School's restructuring effort, it is important to situate this reform within a broader social context (Wells, Hirshberg, & Lipton, 1994). …
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Is there a Relationship between Death Anxiety and Engagement in Lethal Behaviors among African-American Students? - Cotton, Allison (OMEGA - Journal of Death and Dying, 1996)
Two hundred and fifty-four African-American students volunteered to examine the relationship between death anxiety and engagement in lethal behavior. A three-part questionnaire was administered: Parts I and II of the questionnaire consisted of the Revised Death Anxiety Scale (RDAS) and the Lethal Behaviors Scale (LBS). Part III of the questionnaire consisted of questions about demography. The research was designed to assess the effect of gender, age, income, and geographic location on the relationship between death anxiety and lethal behavior. Chi square, ANOVA, and Multiple Regression analyses were employed to calculate the results. Findings include: 1) an inverse relationship exists between death anxiety and engagement in lethal behaviors, 2) females scored higher than males on the RDAS, 3) males scored higher than females on the LBS, and 4) income significantly effected Lethal Behavior Scale scores.
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Listen to the children's voices: The role of Media Education in developing critical literacy in South African school children - Court, S (Continuum: Journal of Media & Cultural Studies, 1996)
(1996). Listen to the children's voices: The role of Media Education in developing critical literacy in South African school children. Continuum: Vol. 9, Media Education, pp. 85-93.
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Dramaide, a Project in Schools in Kwazulu-Natal, South Africa - Dalrymple, Lynn; Jaffe, Alan (1996)
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Drought, Food Insecurity and Early Warning in Mali - Davies, Susanna (1996)
The principal causes of Mali’s food problem are low resource endowment and low standards of living, exacerbated by inter-annual climatic fluctuations, the long-term effects of successive dry years and macroeconomic stagnation. The country covers an area of 1 240 142 square kilometres, between latitudes 11° and 25°N, divided into five broad agro-ecological zones, defined according to annual rainfall levels. Rainfall is highest in the Sudanic-Guinean south of the country, averaging more than 800 mm a year. In the Sudanic zone, it averages 600–800 mm; in the Sahelian-Sudanic zone, 350–600 mm; in the Sahelian zone 200–350 mm; and above latitude 16°N in the Sahelian-Saharan zone, less than 200 mm (Map 1). The highly fluctuating rainfall (the uncertainty of which increases as one moves north), and in the Sahelian zone the flood levels of the River Niger and its tributaries, are the main determinants of food production.
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A case study of the relationship of race, gender and social class on the leadership styles of three African American female urban elementary school principals - Davis, Lorena (1996)
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African-American Student-Athletes: Marginalizing the NCAA Regulatory Structure? - Davis, Timothy (Marquette Sports Law Review, 1996)
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Agricultural education, research and extension in Ethiopia: problems and linkages - Dawa, Dire (1996)
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Pupil Rights in the "New" South Africa: Comparisons and Contrasts with American Constitutional Law. - Delon, Floyd G. (West's Education Law Quarterly, 1996)
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Education and training in a democratic South Africa : first steps to develop a new system : draft policy document for consultation - Dept, South Africa. Union Education (1996)
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Vulnerability of forest resources to global climate change: case study of Cameroon and Ghana - Dixon, R.; Perry, J. W.; Vanderklein, E.; Hiol, François Hiol (Climate Research, 1996)
The response and feedbacks of forest systems to global environmental change, including the ecosystems of West Africa, are expected to be profound.A comparative assessment of current and future forest distribution in Cameroon and Ghana in response to land-use change and global climate change was completed.From 1970 to 1990, the forest area of Cameroon and Ghana declined dramatically due to harvesting and degradation, averaging 0.6 and 1.3 % each year, respectively.The areal distribution of West African forest systems is projected to shift 5 to 15%, based on 4 General Circulation Model (GCM) scenarios and the Holdridge Life Zone Classification System.Loss of forest habitat due to destruction, degradation and climate change is projected to increase animal and plant species loss.Adaptation of evergreen and deciduous forest systems to global environmental change poses many challenges for Cameroon and Ghana.Application of low-input, indigenous resource management options, which have been practiced on a sustained basis for centuries, may be a feasible adaptation goal.
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Industrial Development, Pollution and Disease: The Case of Swaziland - Dlamini, K.D.; Joubert, Pierre (Pula: Botswana Journal of African Studies, 1996)
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ATTITUDES OF BEGINNING TERTIARY STUDENTS TOWARD SENIOR SECONDARY AGRICULTURAL EDUCATION IN SWAZILAND - Dlamini, M.P.; Miller, Larry (Journal of International Agricultural and Extension Education, 1996)
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The Changing Science Curriculum in South African Schools - Donn, Gari (1996)
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‘Cows were not co-operative’: The autobiographical anecdote as an effective/affective writing assignment for distance ESL students in South Africa - Dowling, Finuala (Scrutiny2, 1996)
(1996). ‘Cows were not co-operative’: The autobiographical anecdote as an effective/affective writing assignment for distance ESL students in South Africa. Scrutiny2: Vol. 1, No. 1-2, pp. 19-36.
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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, 1996)
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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, 1996)
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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, 1996)
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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, 1996)
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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, 1996)
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National Denial, Splitting, and Narcissism: Group Defence Mechanisms of Teachers and Students in Palestine in Response to the Holocaust. - Dror, Yuval (1996)
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Factors related to participation of adults in education programmes: the case of Swaziland - Dube, Madhulika (UNISWA Journal of Agriculture, 1996)
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War and drought in Sudan: essays on population displacement - Dubourg, Richard (International Affairs, 1996)
Journal Article War and drought in Sudan: essays on population displacement Get access War and drought in Sudan: essays on population displacement. Edited by Eltigani E. Eltigani. Gainesville, FL: University of Florida Press. 1995. 114pp. Index. £26.95. ISBN 0 8130 1336 4. Richard Dubourg Richard Dubourg 1CSERGE, University College London Search for other works by this author on: Oxford Academic Google Scholar International Affairs, Volume 72, Issue 1, January 1996, Pages 209–210, https://doi.org/10.2307/2624824 Published: 01 January 1996
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Women and health education in rural Tanzania : lessons in empowerment - Earth, Barbara (1996)
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Job satisfaction for African-American teachers in historically Black colleges and universities as compared with African-American teachers in predominantly White colleges and universities - Eason, Alyce L (1996)
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Post-literacy in Niger: Program design and the transfer of learning - Easton, Peter; Moussa, Laouali Malam (1996)
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A Review of Social Policy Implementation in Nigeria with Emphasis on Education - Edevbaro, Daniel (1996)
This paper presents a brief history of social services provision in Nigeria with special reference to education. It argues that the problems of implementation of social policies are due to state monopolies; the negative effects of structural adjustment co
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Teaching world history at senior primary and secondary levels in South Africa - a practical model. - Eeden, Elize S. Van (1996)
Teaching world history at senior primary and secondary levels in South Africa : A practical model
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Coastal development and pollution impact on the distribution of macrobenthic communities along the eastern coast of the Gulf of Suez (Egypt) - EI-Komi, Mohamed M. (1996)
The configuration for ilie eastern side of ilie Gulf of Suez was studied over 241 km from Ras Mohammed to Ras Sudr including 35 station. Litters, tar balls and aged oil patches aggregated in considerable amounts on ilie beach and shore line of the middle part due to ilie oil spills from off-shore oH wells. A large reef flat in the shallow intertidal waters exists at stations 1 and 2 (Ras Mohammed, Protected aiea) and spars coral patches are less frequent at ilie Stations from 7to 13. Density and diversity of marine benthos were higher on hard and cobble bottoms compared to muddy sand and sandy substrates. The assembalges of the benthic fauna are dominated by the gastropod Courmya (Thericium) vulgata; the bivalve Brachiodontes variabilis, and the bamaclies Chtlwmalus stellatus, Balanus amphitrite and Tetraclita ru.bescens. The distribution of the algal cover in ilie intertidal region shows high abundance of the brown algae, Sargassumlatifolium; padina pavonica and Cystoseira trinodis rather than the green and red algae. These species are found in both polluted and unpol luted areas. The changes in benthic structures in the study area depend not only on ilie state of polilution but also on the type of substrates. km at the middle part. It has a total surf~ce area of 10510 km 2 and it is characterized by a shallow flat bottom relative to the Red Sea and the Gulf of Aqaba with depths not exceeding 90 m (Badr and Crossland, 1939; Nawar, 1981). It is a major international route for oil transportation outer merchant marine shipping from the Red Sea to the Mediterranean Sea. the surrounding areas include many mountains and inaccessible by land .. There are floating and drifting garbage along the shore line and many beaches are highly poHuted with petroleum along the north and the middle part of the gulf due to the spills from fields, refineries and docks and discharge of oil contaminated. bilge/ballast water is from vessels awaiting berth at the port in the northern part. During the past decades, development of the coastal zone at the east side of the Fulf of Suez has been increased. Many facilities and structures have been built along the coast line to support minerals and oil productions at the middle part of the gulf. Three principal cities El Tor, Abu Rudies and Ras el Sudr (fig. l) are located along its coast with tourism projects have been develped or expanded along the southern region of Ras Mohammed (reef flat area) and the northern region in the south of Ras Sudr (tourist vil- lages). . The problems of environmental impact assessment of pollution inducted changes in benthic community structure have been reviewed by Hargrave and Thiel (1983) and Harmon (1984). Biological studies on marine benthos in this region have received little
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Nigerian marine environment : the role of the Maritime Academy in promoting short course training needs to achieve prevention of pollution and marine environment protection in conjunction with the revised STCW '95 Convention - Ekwere, Victor Sunday (1996)
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Higher and better yields with less environmental pollution in Egypt through balanced fertilizer use - El‐Fouly, Mohamed M.; Fawzi, A. F. A. (1996)
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Higher and better yields with less environmental pollution in Egypt through balanced fertilizer use - El‐Fouly, Mohamed M.; Fawzi, A. F. A. (Fertilizer research, 1996)
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Africa and climate change - Eleri, Ewah Out (1996)
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The role of materials in implementing design and technology education in South Africa - Elmer, Roger; Goodhew, Carolyn (1996)
The paper describes aspects of design and technology workshops that were given at a number of venues in South Africa in 1995 and 1996. It explores the perception of design and technology held by many of the participants at the commencement of the workshops and one consequence of that perception; the pivotal role of the type of materials and components used to resource design and technology projects. Participants' and facilitators' perception of 'high technology' and 'low technology' are contrasted, and the political implications of a purely technical view of design and technology activity are described. The approach adopted by the facilitators for the materials' content of the 1996 workshop at a teacher training college is summarised and the paper concludes with a description of a project not developed in a formal educational institution but which may be indicative of the type of project that has potential for many educational institutions, especially schools, in South Africa and elsewhere.
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Agricultural Adaptation to Climate Change in Egypt - Elshaer, M.; Eid, Helmy Mohamed; Rosenzweig, Cynthia; Iglesias, Ana; Hillel, Daniel (1996)
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Gender Differences in Motivation for Alcohol Use among Nigerian University Students. - Enekwechi, Emmanuel E. (Journal of Alcohol and Drug Education, 1996)
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Higher Education in Nigeria: Decades of Development and Decline - Eribo, Festus (Issue, 1996)
On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty and staff. The student enrollment in the universities is on the increase, reaching an estimated 400,000 Nigerian students and a handful of African and non-African students.
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Higher Education in Nigeria: Decades of Development and Decline - Eribo, Festus (Issue, 1996)
On October 1, 1960, the British colonialists departed Nigeria, leaving behind one lonely university campus at Ibadan which was established in 1948 as an affiliate of the University of London and a prototype of British educational philosophy for the colonies. Thirty-five years into the post-colonial era, Nigerians established 40 new universities, 69 polytechnics, colleges of technology and of education. Twenty of the universities and 17 polytechnics are owned by the federal government while the state governments control the others. Nigerian universities are largely directed by Nigerian faculty and staff. The student enrollment in the universities is on the increase, reaching an estimated 400,000 Nigerian students and a handful of African and non-African students.
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Of Copper and Fire. The Self Help Action Plan for Education (SHAPE) in Zambia. Education for All. Making It Work Innovations Series, No. 10. - Faccini, Benedict (1996)
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Fear of success among Nigerian females: a case study of women in higher education - Fagbemi, Olufunmilayo Mowaiye (IFE Psychologia: An International Journal, 1996)
The belief that females shy away from academic and occupational success underlies the theory of fear of success. The disposition is believed to be more predominant among females in the world than males. Further, it is generally agreed that the African society is still one that is traditional in orientation as regards gender issues. Thus, many a female in such a society may be more predisposed to such cognitive orientation as compared to her counterparts in the developed world. The thrust of the present study is to find out if, women who by virtue of education and other factors can be found, teaching in higher institutions in the country and equipped with higher degrees are disposed to the fear of success syndrome.
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[Smoking among medical students in Tunisia: trends in behavior and attitudes]. - Fakhfakh, Radhouane; Hsaïri, Mohamed; H, Ben Romdhane; Achour, N; R, Ben Ammar; Zouari, B.; Nacef, T (PubMed, 1996)
We report a cross sectional survey to analyze the effects of medical training on the smoking habits of Tunisian medical students, and their attitudes and knowledge about smoking. Two groups of medical students were studied. One group was 257 first year students at the Medical Faculties of Tunis and Sfax, in 1987, the other 211 final year students at the same Faculties in 1994 and who had been in the first year in 1987. A questionnaire bases on that of the WHO and International Union against Lung Disease for health professionals was administered. It was completed by 95% of the students. Fifty-four % were men and 46% women, and 70.2% lived in an urban area before attending university (table 1). Nonsmokers were defined as those who had never smoked. Exsmokers were those who had formerly smoked but no longer did so. Smokers were divided into those who smoked occasionally and those who smoked daily. The prevalence of smoking was higher among the final year students than the first year students. Combined daily and occasional smoking was 24.1% among first year students and 37.1% among final year students (table 2). The rates among men for daily smoking were 19.2% in the first year and 38.9% in the final year, whereas for women the corresponding rates were 1.8% and 2% (table 3). The prevalence of occasional smoking among men was 17.8% for the first year and 17.7% in the final year. Among women, this behavior increased from 5.5% to 16.8%. Men exsmokers increased from 6.2% to 16.8% and women from 4.6% to 13.4% from the first to the final year. The proportion of first year smokers who reported a serious attempt to stop was 64.8% and that of final year students was 50%. Protected personal health was the most common reason (table 4). In the final year, 94.1% of te students agreed strongly with the view that smoking is harmful to health (table 5). However, there was substantial underestimation of the contribution of tobacco to causing serious diseases including bladder cancer, coronary artery disease, peripheral vascular disease, emphysema and neonatal morality (table 6). The study evidences insufficient awareness of medical students about their responsibility for health education and prevention. There was little interest in preventive action for patients. Only 4.5% of the final year students felt that they were equipped to advise patients about smoking. Similarly, 65.7% would not advise patients to stop smoking if they had no smoking-related symptoms and did not raise the question themselves (table 7). There were major deficiences in knowledge of preventive measures. Only 45.5% of final year students considered that they had adequate knowledge to advise patients about smoking (table 8) and 72.5% thought that they should have received more specific training about counseling (table 9). This work shows that, like in Africa, Asia and Europe, Tunisian medical students have an unsatisfactory knowledge of tobacco and its effects. There were no substantial changes in the students' knowledge of, or attitude to, smoking between the first and final year of training. Simply stimulating the interest of these future doctors in the problem of smoking is insufficient.
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Tobacco use among medical students in Tunisia. Trends in behavior and attitudes - Fakhfakh, Radhouane; Hsaïri, Mohamed; Romdhane, Habiba Ben; Achour, N; Ammar, Raouf Ben; Zouari, B.; Nacef, T (Cahiers d'études et de recherches francophones / Santé, 1996)
We report a cross sectional survey to analyze the effects of medical training on the smoking habits of Tunisian medical students, and their attitudes and knowledge about smoking. Two groups of medical students were studied. One group was 257 first year students at the Medical Faculties of Tunis and Sfax, in 1987, the other 211 final year students at the same Faculties in 1994 and who had been in the first year in 1987. A questionnaire bases on that of the WHO and International Union against Lung Disease for health professionals was administered. It was completed by 95 % of the students. Fifty-four % were men and 46 % women, and 70.2 % lived in an urban area before attending university (table 1). Nonsmokers were defined as those who had never smoked. Exsmokers were those who had formerly smoked but no longer did so. Smokers were divided into those who smoked occasionally and those who smoked daily. The prevalence of smoking was higher among the final year students than the first year students. Combined daily and occasional smoking was 24.1 % among first year students and 37.1 % among final year students (table 2). The rates among men for daily smoking were 19.2 % in the first year and 38.9 % in the final year, whereas for women the corresponding rates were 1.8 % and 2 % (table 3). The prevalence of occasional smoking among men was 17.8 % for the first year and 17.7 % in the final year. Among women, this behavior increased form 5.5 % to 16.8 %. Men exsmokers increased form 6.2 % to 16.8 % and women from 4.6 % to 13.4 % from the first to the final year. The proportion of first year smokers who reported a serious attempt to stop was 64.8 % and that of final year students was 50 %. Protected personal health was the most common reason (table 4). In the final year, 94.1 % of the students agreed strongly with the view that smoking is harmful to health (table 5). However, there was substantial underestimation of the contribution of tobacco to causing serious diseases including bladder cancer, coronary artery disease, peripheral vascular disease, emphysema and neonatal mortality (table 6). The study evidences insufficient awareness of medical students about their responsibility for health education and prevention. There was little interest in preventive action for patients. Only 4.5 % of the final year students felt that they were equiped to advise patients about smoking. Similarly, 65.7 % would not advise patients to stop smoking if they had no smoking-related symptoms and did not raise the question themselves (table 7). There were major deficiences in knowledge of preventive measures. Only 45.5 % of final year students considered that they had adequate knowledge to advise patients about smoking (table 8) and 72.5 % thought that they should have received more specific training about counseling (table 9). This work shows that, like in Africa, Asia and Europe, Tunisian medical students have an unsatisfactory knowledge of tobacco and its effects. There were no substantial changes in the students’ knowledge of, or attitude to, smoking between the first and final year of training. Simply stimulating the interest of these future doctors in the problem of smoking is insufficient.
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A Qualitative Study of Vocational and Technical Education in Zimbabwe: A Case Study Approach. - Farmer, Edgar I. (Convergence, 1996)
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Trace zinc and copper concentration in roadside surface soils and vegetation—measurement of local atmospheric pollution in Alice, South Africa - Fatoki, Olalekan S (Environment International, 1996)
Abstract Surface soil and grass samples were collected from ten locations perpendicular to a major road in Alice and were analyzed for zinc and copper. The results revealed an association between zinc concentration and distance from road traffic. An association was also revealed between soil zinc and grass zinc which suggests same source for the metal in samples. The results for copper did not show any correlation between sample concentration and distance from road traffic. Neither did it show any correlation between soil zinc and soil copper or between grass zinc and grass copper which suggests different sources for the elements.
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EWP Schools and the Early Brigades: A Case Study in Education and Development from Botswana. - Fewster, Kathy (1996)
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The epidemiology of risk behaviour of high-school students in the Cape Peninsula, South Africa - Flisher, Alan J. (1996)
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"Karani, F.A.; Research Priorities in Adult Education in Kenya" Journal of Adult Education, vol.3 No.l, 1996. Nairobi. p7 - 14. - Florida, A Karani (Journal of Adult Education, 1996)
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The impact of language functioning among African American adult learners in an adult basic education classroom - Flowers, Doris; Sheared, Vanessa (1996)
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Achieving Despite the Odds: A Study of Resilience Among a Group of Africa American High School Seniors - Floyd, Caren (Journal of Negro Education, 1996)
This article reports on a study examining the phenomenon of resilience, or the manifestation of competence despite the presence of stressful life events or circumstances, as a factor leading to the academic success of 20 African American 12th-graders (10 females, 10 males)from impoverished backgrounds. Interviews were conducted with these at-risk but achieving urban California high school seniors, to identify internal and external forces contributing to the development of resilience among them. Interview data suggest that their academic success is largely attributable to three protective mechanisms: a supportive, nurturing family and home environment; the youths' interactions with and the involvement of committed, concerned educators and other adults in their lives; and the development of two key personality traits-perseverance and optimism. INTRODUCTION A large body of research reports the problems associated with educating poor African American children (Barbarin, 1993; Edwards, 1976; Mackler, 1970). To the further detriment of these youth, rarely does one see the terms competent, resourceful, aspiring, or motivated used to describe them or their performance in school (Barbari 1993). As a result, many teachers and parents begin to believe that failure is the norm for these students, and their expectations for the achievement of Black youth subsequently are lowered. Yet, to focus primarily on the problems of any group of people in isolation from data that highlight possible solutions to their problems is to promote distorted and negative stereotypes that perpetuate defeat and pessimism. As Garmezy (1991) contends, the study of success is just as important as the study of failure, and focusing solely on problems frequently yields inaccurate and often unnecessary data. In contrast to the research emphasizing the negative, other studies have shown that poor Black children can achieve academically and that more such children, given their natural abilities and intelligence levels, should be having academic success but are not (Edmonds, 1979). Indeed, as Barbarin (1993), Freiberg (1993), Rutter (1987), and Werner (1989) maintain, many Black children learn and succeed in school despite circumstances that include low socioeconomic status, minimal teacher expectations, and inadequate representation of their successes. This finding, that some African American students from impoverished backgrounds successfully emerge from high-risk environments, has led many researchers to attempt to identify causes or elements that serve to assist them in coping with and overcoming dire circumstances (Rhodes & Brown, 1991). These studies suggest that the difference between success and failure for these young people, both inside and outside of school, often boils down to the presence or absence of factors associated with a specific character trait: resilience (Freiberg, 1993; Wang & Gordon, 1994). Resilience and Risk Resilience is concerned with individual variations in response to risk (Rutter, 1987). Certain attributes have been found to be operative in the lives of children possessing this trait, including the ability to get along with others and to develop and pursue one's goals, a belief in the eventuality of one's efforts paying off, and the presence of a strong sense of trust and respect for oneself and others (Clark, 1993; Garmezy, 1991; Rhodes & Brown, 1991). The research on resilience, although recent and complex, is consistent. Researchers in the field of psychopathology have probed for precursor conditions that enhance the chances of producing resilient children (Garmezy, 1991; Rutter, 1987; Werner, 1989). The aims of their research were to identify and promote coping mechanisms among nonresilient children and to provide a foundation for a psychology of wellness. Educational researchers have studied resilience in their quest to identify the factors that place some students at risk of academic failure and to promote those factors that prevent this failure (Wang & Gordon, 1994; Winfield, 1994). …
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Training needs and organizational constraints assessment in Sudan, Wad Medani, Sudan, 5-17 August 1993. Draft report of a workshop held in Sudan in collaboration with the Ministry of Irrigation and Water Resources (MOI) in Sudan - Franca, Z.P.; Rao, P. S. (RePEc: Research Papers in Economics, 1996)
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Training needs and organizational constraints assessment in Sudan, Wad Medani, Sudan, 5-17 August 1993. Draft report of a workshop held in Sudan in collaboration with the Ministry of Irrigation and Water Resources (MOI) in Sudan - Franca, Z.P.; Rao, P. S. (IWMI Research Reports, 1996)
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Who Survives Drought? Measuring Winners and Losers among the Ariaal Rendille Pastoralists of Kenya - Fratkin, Elliot; Roth, Eric Abella (1996)
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Atraumatic Restorative Treatment and Glass-lonomer Sealants in a School Oral Health Programme in Zimbabwe: Evaluation after 1 Year - Frencken, Jo E.; Makoni, F.; Sithole, W.D. (Caries Research, 1996)
An oral health care programme in secondary schools using the atraumatic restorative treatment (ART) technique for dental caries was started in 1993. Glass-ionomer was used as the restorative and sealant material. Sealants were placed using the ‘press finger’ technique. Results after 1 year revealed a survival percentage for one-surface ART restorations of 93.4 whilst the complete and partial retention percentages for sealants were 60.3 and 13.4, respectively. No caries was observed in teeth restored using ART, and only 0.8% of surfaces diagnosed as having early enamel lesions at the start of the programme and sealed consequently had progressed into active dentinal lesions after 1 year. The sealant retention percentage and the survival percentage of ART restorations were influenced by an operator effect. The majority of restorations were carried out without administering local anaesthesia. The mean treatment time for one-surface ART restorations was 22.1 min (range per operator of 19.8–23.6 min), whilst the mean time for placing sealants was 9.4 min (range per operator of 8.2–10.8 min). Post-operative sensitivity was reported for 6% of the teeth restored. 95% of the students were satisfied with ART as a treatment modality. It is concluded that ART may in part be the answer to the unavailability of restorative care for many population groups globally.
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Impaired bile flow and disordered hepatic calcium homeostasis are early features of halothane-induced liver injury in guinea pigs - Frost, Linda; Mahoney, J; Field, Jacqueline; Farrell, Geoffrey C. (Hepatology, 1996)
To characterize the early events in liver injury produced by halothane, experiments were performed in genetically susceptible guinea pigs 19 hours after halothane exposure. Serum bile acid concentrations were fourfold increased in halothane-exposed animals compared with controls. In isolated perfused liver experiments, livers from halothane-exposed animals did not differ in hepatic oxygen uptake or in perfusion pressure at the end of experiments, but bile flow and biliary bile salt concentrations were reduced. Hepatic calcium content was increased in halothane-exposed guinea pigs compared with controls, and further experiments were performed to explore the reason for this. As determined by infusion of 45Ca to steady-state perfusate concentrations, hepatic calcium clearance was increased in halothane-exposed guinea pigs compared with controls (0.37 ± 0.06 vs. 0.28 ± 0.02 mL/min, P < .01). Decreased biliary excretion of calcium was also noted and was entirely attributable to reduced bile flow. However, although decreased excretion contributed to hepatic accumulation of calcium, it was quantitatively less important than enhanced hepatic uptake. As indicated by passage of a bolus of horseradish peroxidase from perfusate into bile, hepatic tight junction permeability was increased five-fold after halothane exposure. It is concluded that cholestasis, as exemplified by reduced bile flow, is an early feature of the liver injury produced by halothane in guinea pigs and is associated with increased tight junction permeability. Although the decrease in bile flow contributes to an early increase in hepatic calcium content, entry of calcium from the perfusion compartment is quantitatively more important.
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Curriculum Project: Outline for a Slide Illustrated Lecture on Education Reform in South Africa. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). - Furlott, Sheri (1996)
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Potential impacts of future climate change on nyala Tragelaphus angasi in Lengwe National Park, Malawi - Fx, Mkanda (Climate research, 1996)
General Circulation Models (GCMs) were used to develop climate change scenarios for the Lengwe National Park in Malawi Scenanos of future precipitation and ambient temperature were in turn used to evaluate habitat suitabihty of 5 ungulate populations and to rank their vulnerabihty to global climate change in the park Preliminary results suggest that ambient temperatures may n s e with a doubling of atmospheric COz, and precipitation will be more vanable The vulnerability assessment results suggest that all the ungulates, especially nyala antelope Tragelaphus angasi, could be highly susceptible to climate induced changes in habitat and food supply Adaptive measures, such as translocation, culling, and expanding the water supply, may alleviate climatic change impacts on nyala and other ungulates KEY WORDS.
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An evaluation of community involvement in the implementation of the community junior secondary school partnership policy: Case studies in Botswana - Gabatshwane, Taka Tsayang (International journal of educational development, 1996)
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Strategic politeness enactment in first and foreign language acquisition: with soecial reference to moroccan learners of english - Gajjout, Hassane; Noppen, Jean Pierre van (1996)
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Proposals for the re-establishment of the marine training school in Sierra Leone as a sustainable development - Ganu, Winward Ina (1996)
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[Medical management of exchange students traveling to an isolated tropical milieu: an experience in western Ivory Coast]. - Garnier, Thierry (PubMed, 1996)
Thirty-one students from a French rural engineering school spent a six-week training period in an isolated tropical forest environment in western Cote d'Ivoire. They received preventive medical treatment before departure and were kept under constant surveillance. Because the group was multiethnic and divided into four separate work teams, communication was a major problem. Regular prevention and continuous care allowed control of the fever episodes which occurred in one half of the group presumably from malaria. Since laboratory tests could not be performed, diagnosis and treatment were undertaken presumptively. In this regard the ParaSight-F test would have been highly useful. The second most common manifestations in this susceptible population in an unfamiliar and hostile environment were psychiatric in nature. This finding underscores the need for better screening before departure. The multipurpose first aid kit was adequate. This experience could be helpful to physicians responsible for managing groups traveling in areas where sanitary conditions are poor.
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Education and the State in Uganda - Garvey, Brian (Journal of Educational Administration and History, 1996)
In Europe and North America the development of the nation state preceded the growth of modern mass education and, though its accumulation of wealth, made that growth possible. The history of the modern state in the Third World is to all intends and purposes coterminous with the history of the modern education system and has to a large extent been dependent upon it. Recently in both first and third worlds, the comfortable relationship between governements and the institutional education systems have been disturbed, mainly by the limits to the financial ability of the state to support from taxation, in a period of recession, the whole of the national educational edifice. This is an international phenomemon but one which is most dramatically apparent in developing countries where the effects of oil price rises, growing public debt and commercial recession have been more acutely felt. The economic crises of recent times however have not only threatened the schooling systems. In many countries, and especially in Africa, the continued existence of the state itself is also in some doubt
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Women in the educational system and the education process in the Gambia - Gaye, Amie (1996)
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Structural adjustment, the state and education in Kenya with some illustrative examples from Kisii district - Gekonge, Kennedy M (1996)
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Requiem for the Sudan: War, Drought, and Disaster Relief on the Nile - Gerhart, Gail M.; Burr, James; Collins, Robert O. (Foreign Affairs, 1996)
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The church as a liberating agent with and for education and democracy: a Kenyan perspective - Getui, Mary (1996)
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Refugee-run education : The Somali refugee primary school in the Republic of Yemen - Gezelius, Helena (1996)
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South African female incarceration: structural inequalities, the economy and job training - Gibbons, Jacqueline A. (1996)
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Spatial and temporal practices in interaction between doctors and nurses: a case study in a teaching hospital in Cape Town, South Africa - Gibson, Diana (African Anthropologist, 1996)
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Proceedings, African Crane & Wetland Training Workshop - Gichuki, Nathan (1996)
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Effects of cognitive coping skills training on coping strategies and experimental pain sensitivity in African American adults with sickle cell disease. - Gil, Karen M.; Wilson, Justin E.; Edens, Jennifer L.; Webster, Deborah A.; Abrams, Mary Ann; Orringer, Eugene P.; Grant, Merida M.; Clark, W. Crawford; Janal, Malvin N. (Health Psychology, 1996)
The present study examined whether training in cognitive coping skills would enhance pain coping strategies and alter pain perception in adults with sickle cell disease (SCD). Sixty-four African Americans with SCD were randomly assigned to either a cognitive coping skills condition (three 45-min sessions in which patients were trained to use 6 cognitive coping strategies) or a disease-education control condition (three 45-min didactic-discussion sessions about SCD). Pain sensitivity to calibrated noxious stimulation was measured at pre- and posttesting, as were cognitive coping strategies, clinical pain, and health behaviors. Results indicated that, compared with the randomly assigned control condition, brief training in cognitive coping skills resulted in increased coping attempts, decreased negative thinking, and lower tendency to report pain during laboratory-induced noxious stimulation.
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Effects of cognitive coping skills training on coping strategies and experimental pain sensitivity in African American adults with sickle cell disease. - Gil, Karen M.; Wilson, Justin E.; Edens, Jennifer L.; Webster, Deborah A.; al., et (Health Psychology, 1996)
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Racial climate and institutional support factors affecting success in predominantly White institutions: An examination of African-American and White student experiences. - Gilliard, Michelle Denise (Deep Blue (University of Michigan), 1996)
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Tanzania English Language Teaching Support - Gilpin, A; Garrett, RM; Kapinge, D (1996)
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Adaptation and yield performance of herbaceous and multipurpose tree legumes in sub humid climates of Western Ethiopia - Gizachew, Lema; Hasen, Abubeker; Gelete, Diriba (1996)
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Towards learner-centred distance education in the changing South African context - Glennie, Jennifer (1996)
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Economic Adjustment and the Challenges for Higher Education in Nigeria - Godonoo, Prosper (Ufahamu, 1996)
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Participatory assessment of the education sector in Kenya - Goenewegen, T.G. (1996)
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The Social Structure of Jewish Education in Yemen - Goitein, S.D. (1996)
More than any other Middle Eastern community, Yemenite Jewry has captured the imagination of scholars and observers. One reason for this is the combination of traits that Yemenites have exhibited until recently: passionate attachment to the Jewish literary tradition and the background of an exotic country, untouched by Westernization. In this pioneer treatment, the late S.D. Goitein of the Institute of Advanced Studies at Princeton, discusses one aspect of this combination. The chapter is an abbreviated version of a longer article, published in the early 1950s, on the basis of Goitein’s fieldwork among Yemenite immigrants freshly arrived in Israel The author’s theoretical orientation is informed by a background in Talmudic scholarship. In the fuller version of this paper Goitein explored the question as to the extent to which Yemenite Jewry exemplified socio-cultural traits, that figure in classical rabbinic sources of late antiquity. Implicitly, that romantic concern colors also the present selection. Also, the reader should bear in mind that when the author purports to depict contemporary Israeli conditions those pertain to the early 1950s. Nevertheless the paper retains its vitality to date.
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Hospital Autonomy in Ghana: The Experience Hospital Autonomy in Ghana: The Experience of Korle Bu and Komfo Anokye Teaching of Korle Bu and Komfo Anokye Teaching Hospitals - Govindaraj, Ramesh (1996)
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African American Adolescents and Adults with Learning Disabilities: An Overview of Assessment Issues. - Gregg, Noël; Curtis, Rebecca S.; Schmidt, Stacia F. (1996)
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Education under the new Constitution in South-Africa - Groof, Jan De; Bray, Edward (1996)
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African-American Students and the Financial Aid Cartel - Grossman, Herschel I. (Journal of Blacks in Higher Education, 1996)
THE ELITE, TRADITIONALLY white colleges are eager to maximize their enrollments of talented African-American students. At the same time, many highly selective colleges, led by the eight colleges in the Ivy group (Brown, Columbia, Cornell, Dartmouth, Har? vard, Pennsylvania, Princeton, and Yale), tacitly collude to limit competition for desirable undergraduate students. This collusion takes the form of a common policy that permits undergraduate students to receive financial aid ? that is, to receive discounts off their full tuition charges ? only on the basis of need. This policy precludes scholarships that are explicitly awarded on the basis of merit. (In this context merit is shorthand for any nonfinancial characteristic that makes a student especially attractive to a college.) By awarding only need-based undergraduate financial aid and by also adopting a niggardly definition of need, colleges are able to enroll desirable students while not giving them more than the minimum necessary amount of financial aid. I do not deal here with social or ideological issues of why traditionally white colleges seek to maximize their enroll? ments of African-American students nor do I evaluate the
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Pollution impact study in Gabes Gulf (Tunisia) using remote sensing data - Guillaumont, Brigitte (Oceanographic Literature Review, 1996)
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Gender imbalance in special education: a Kenyan perspective - Gunga, Samson O. (1996)
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Breaking through : TOSTAN's non-formal basic education programme in national languages in Senegal - Guttman, Cynthia; Tostan (1996)
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Priorities and innovations in science teacher education in Zimbabwe, 1980s and 1990s - Gwimbi, Eric (1996)
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Kenya school gives girls hope. Street youths sheltered taught practical skills. - Hackel, Jennifer (1996)
This newspaper article describes some actions taken in Kenya to secure a better education for girls. The focus is on the Mukuru district of Nairobi and a slum school run by the Irish Sisters of Mercy. The school was founded in 1985 in a shantytown that rings the city of Nairobi. About 50% of the students were former street children from Nairobi. Some were prostitutes. The school offers young girls an opportunity to stay in school to learn how to respect others and to recover from traumas. The premise in running the program is that these problem children can excel if they are shielded from further exploitation. The education curriculum offers academic subjects and practical skills in sewing and knitting. The program is funded in part through government support of about 25% of the teachers salaries. The UN World Food Program supplies hot lunches. The school serves a diverse population that ordinarily does not get along together. Stronger communities would prevent the tragedies of these girls. The girls are described on arrival as resembling sad elderly women. After their adjustment to the school their faces change to happy ones.
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Enhancing thinking and recall in African-American high school students with learning disabilities - Hamilton, Sheri L. (1996)
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Attitudes of White College Students toward African Americans with Disabilities in Social Situations. - Hampton, Joseph L. (1996)
The attitudes of white college students toward black students with disabilities were studied to determine whether having a disability would add to or negate negative attitudes white college students would have toward African Americans. Two hundred undergraduate and graduate students in educational psychology classes participated. Four conditions were compared: black, black in a wheelchair, nonrace specific, and nonrace specific in a wheelchair. The Situational Attitude Scale--Race and Disability was created to evaluate attitudes in threatening, intimate, socially conscious, and competitive social situations. The instrument uses a standard statement for each situation, changing the race and disability status within different surveys. It was hypothesized that for threatening, competitive, and socially conscious situations, having a disability would be primary and negate negative or fearful attitudes. It was hypothesized that in the intimate situation, having a disability would be additive and would compound negative attitudes. In the threatening situation, disability was found to be primary and to negate fearful attitudes. Other hypotheses were not confirmed. In the competitive situation, disability did negate the negative feelings participants felt, but the black condition was not significantly higher in any of the hypothesized comparisons. Race had no effect on the attitudes of persons toward the disabled in the intimate social situation. (Contains two tables and eight references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************
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The Absence of National Languages in Education and Its Consequences: A Case Study of Cameroon - Happi, Thierry Ngoufan (Ufahamu, 1996)
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"Old-Fashioned, Good Teachers": African American Parents' Views of Effective Early Instruction. - Harry, Beth (Learning Disabilities Research and Practice, 1996)
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Effective teachers' cross-cultural literacy : implications for middle school teachers and African American students - Haysbert, Bettye C. (1996)
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Schools Count: World Bank Project Designs and the Quality of Primary Education in Sub-Saharan Africa. Africa Technical Development Series. Technical Paper Number 303. - Heneveld, Ward; Craig, Helen (1996)
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The Equality Principle and the Right to Education as implemented in South Africa against the Background of the International Law Framework - Henrard, K.A.M. (1996)
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Methods for assessing the vulnerability of African fisheries resources to climate change - Hlohowskyj, I.; Brody, Michael S.; Lackey, RT (Climate Research, 1996)
Because of the dietary and financial importance of fisheries resources in many African countries, concerns have been expressed regarding the potential for adverse impacts to fisheries resources from clunate change, and a need has been ~dentified for assessment tools that can evaluate the potential for impacts in a timely and cost-effective manner.This paper presents a framework and set of methods for assessing the potential effects of climate change on fisheries resources in Africa.The framework identifies the need to first link predicted climate changes to changes in the aquatic environment, and only then can potential impacts to aquatic resources be evaluated.The approach developed for Africa was constrained by several factors, including availability of existing data and assessment technologies, and the need for a rapid evaluation of potential climate impacts.The assessment approach employs a variety of methods including empirical models which predict changes in mortality, maximum sustainable yield, and yearly catch, a bioenergetics model, and a habitat suitability model.Previously developed or newly derived site-specific empirical models can be used to compare mortality, yield, and annual catch estimates among historic, current, and predicted climate conditions.Similarly, bioenergetics modeling can be used to compare growth rates and biomass production among different climate conditions.Habitat suitability models can be developed for current climate conditions, and the effects of changes in climate-driven habitat variables such as water depth, temperature, and current veloc~ty on habitat suitability can be evaluated for different climate conditions.Use of these approaches is recommended because they can utilize existing ecological data and do not require extensive new data collection activities, they are not technologically complex, and they can provide evaluations of potential climate change impacts in a timely and cost-effect~ve manner.
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Quaternary climate change in Africa from marine and terrestrial records: towards a new challenge of data-model comparisons - Hooghiemstra, H. (1996)
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Tests of African American English for Teachers of Bidialectical Students (TAAEBTS) 1975 - Hoover, Mary Rhodes; Lewis, Shirley A.; Politzer, Robert L.; Ford, James F.; McNair-Knox, Faye; Hicks, Shirley; Williams, D. Keith (1996)
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The Great Wall of African American Vernacular English in the American College Classroom. - Howard, Rebecca Moore (JAC: A Journal of Composition Theory, 1996)
The question of how a composition teacher should respond to students' non standard usage has been a subject of debate for decades. Colleges' open admissions policies in the 1970s made the issue an even more pressing one; hence in the 1970s and early 1980s an appreciable scholarship on pedagogical responses to non-standard dialects emerged. The various recommendations that surfaced in these discussions are well described in Keith Gilyard's recent tripartite taxonomy (70-74): In response to a student's non-standard usage, the teacher can opt for eradicationism, asserting the superiority of the standard code and endeavoring to persuade the student to abandon the non-standard home code entirely. Or the teacher can endorse pluralism, recognizing the commu nicative and cultural equality of all codes and respecting students' right to make their own code choices. Or the teacher can encourage code-switching (which Gilyard calls bidialectalism), averring that the nonstandard home dialect is effective in its context but that the student will have to master the standard for purposes of upward socioeconomic mobility:
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Paulus Gerdes: African Pythagoras. A study in culture and mathematics education. Maputo: Instituto superior pedagogico, 1994 - Høyrup, Jens (1996)
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Christian women's organizations in Zimbabwe : facilitating women's participation in development through advocacy and education. - Huff, Barbara Jean (1996)
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Health learning materials support in South Africa compared with other developing countries - Hugo, Johann (Journal of Audiovisual Media in Medicine, 1996)
Actions to promote media use for education at all levels in developing countries have to cope with a number of deterrents like the lack of appropriate audiovisual materials and a media support infrastructure. In the early eighties the World Health Organization and United Nations Development Programme initiated a capacity building project to enable developing countries to generate sufficient instructional and learning materials for medical and health education. Since South Africa is still a non-participator in the programme, this article presents the findings of a recent survey to get a global picture of health learning materials support in developing countries as a possible model for South Africa.
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Climate change and southern Africa : an exploration of some potential impacts and implications for the SADC region. A report commissioned by WWF International and co-ordinated by the Climatic Research Unit, UEA, Norwich, UK - Hulme, Mike (1996)
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Climate change and Southern Africa: an exploration of some potential impacts and implications in the SADC (Southern African Development Community) region - Hulme, Mike (1996)
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Status of sea turtle conservation in the Western Indian Ocean : proceedings of the Western Indian Ocean training workshop and strategic planning session on sea turtles, held at Sodwana Bay, South Africa, November 12-18, 1995 - Humphrey, Sarah; Salm, Rodney V. (1996)
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Education and agricultural productivity in Kenya. - Husbands, K. G.; Konyango, Tobias Otieno; Pinckney, Thomas C. (1996)
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Fair and Unbiased Admission Procedures for South African Institutions of Higher Education. - Hyusamen, G. K. (South African journal of higher education, 1996)
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Locus of control and gender as determinants of stress reaction patterns and level of academic performance among Nigerian Secondary School student - Idemudia, SE; Shenge, AN (African Journal for the Psychological Study of Social Issues, 1996)
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Impact of climate change on the water resources of Kenya - Inima, AK (1996)
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Impact of one-party and multi-party politics on higher education in mainland Tanzania - Itandala, Buluda (1996)
Higher education in Tanzania dates back to 1961 when the University College Dar es Salaam was established as an affiliate college of the University of London. This was the first institution of higher education in the country which in 1963 joined Makerere College, in Uganda, and the University College, Nairobi, in Kenya, to form the University of East Africa. It was soon followed by the establishment of certificate and diploma level professional institutions such as the Dar es Salaam Technical College and the Institute of Development Management at Mzumbe.
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Impact of One-Party Politics on Higher Education in Mainland Tanzania - Itandala, Buluda (1996)
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Sources of Stress among High School Teachers in the Occupied Territories - West Bank - Jaber, Abed M. Assaf; Ahmad F. (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 1996)
The purposes of this study were; first, to identify the main Sources of Stress among secondary schools teachers in the occupied territories by Israel since 1967; second, to determine the importance of some demographic variables of (age, sex, social status, number of children, teacher qualifications, major, and years of teach experience) as independent variables, on teachers perception of the sources of stress, as dependent variables. The sample consisted of 115 respondents selected randomly from Nablus and Jerusalem districts in the West Bank. To collect the data, a scale of the sources of stress was constructed, validated, and administered to the subjects of the sample. The results of the study showed a relatively high level of stress among secondary school teachers. After testing, the null hypotheses by one-way ANOVA significant statistical mean differences were shown: 1. Among age groups on school factor [F (3:111) = 2.91, α = 0.05] 2. Between sex and school factor [F (1:113) = 6.06, α = 0.01] 3. Between sex and society factor [F (1:1113) = α - 0.05] 4. Among teachers of different qualifications on the administration factor [F (3:111)=3.19, α =0.05] 5. Among teachers of different qualifications on the school factor [F (3:111) = 3.04, α =0.05] 6. Among years of different teaching experience on the school factor [F (3:111) = 3.35, α =0.05] other subhypotheses were not statistically significant.
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All Alone and Lost in Cyberspace: Closing the Gap between the Local Village and the Global Village through Teaching Namibian Children Information Skills and Technology. - Jacobs, Veronica (1996)
As most of the world progresses towards the twenty-first century, a large sector of the Namibian community struggles with coping with the twentieth century. This paper discusses the vision of educators concerned with school libraries in Namibia to educate the youth of the country to feel at home in a global information society. It is envisaged that these children will act as guides and will take their parents and teachers with them into the hi-tech world of the twenty-first century. A new syllabus, the Basic Science Syllabus (BIS), was created to enable teachers that do not have adequate information services to teach basic information skills adapted to their own unique situation. BIS utilizes people and the environment in addition to traditional information resources, and all 15 modules make it possible for students to create their own information. An additional module, The of Information, addresses the nature of information, where to find information in any circumstances at any time, and uses of information. paper provides examples of information skills projects and innovations in Namibia. Constraints influencing the success of the teaching module include negative teacher and educator attitudes towards information and the reality and the difficulties of implementing all modules all over the country. Some possible solutions to alleviate the constraints are proposed. An appendix shows the learning aims, basic competencies, and suggestions for the World of Information module. (Author/SWC) ***..A***************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** All Alone and Lost in Cyberspace: Closing the Gap Between the Local Village and the Global Village Through Teaching Namibian Children Skills and Technology
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Child Labour or School Attendance? Evidence from Zambia - Jensen, Peter; Nielsen, Helena Skyt (RePEc: Research Papers in Economics, 1996)
In this paper, we investigate what affects school attendance and child labour in an LDC, using data from Zambia. We find some support for the hypothesis that poverty forces households to keep their children away from school.
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Potential effects of climate change on corn production in Zimbabwe - Jm, Makadho (Climate Research, 1996)
This study uses Global Circulation Models (GCMs) and the dynamic crop growth model CERES-Maize to assess the potential effects of climate change on corn (Zea :nays L.) in Zimbabwe.Corn is the most widely grown crop in Zimbabwe and is often under environmental stress due to high ambient temperature and low rainfall conditions.Global climate change scenanos suggest corn productivity in Zimbabwe will decrease dramatically under non-irrigated or irrigated conditions in some regions of agricultural production.The reductions in corn yields are primarily attributed to ambient temperature increases which shorten the crop growth penod, particularly the grain-filling penod.If climate effects occur farmers may find corn production an unacceptably risky activity.Adaptation options are available but financial costs may be prohibitive to communal area farmers.
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Student writings on their education in the Gambia - John, PD; Hayter, RJ (1996)
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Some Thoughts on African-Americans' Struggle to Participate in Technology Education. - Johnson, Keith V. (The Journal of Technology Studies, 1996)
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Education and Training of Accountants in Sub-Saharan Anglophone Africa. World Bank Technical Paper Number 305. Africa Technical Department Series. - Johnson, Sonia R. (1996)
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Post Drought Migration and Technological Innovations Among Fulani Herders in Senegal: The Triumph of the Tube! - Juul, Kristine (1996)
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The search for relevance in the Kenyan secondary school history: A case study of how the struggle for Kenyan independence is examined. - K'Olewe, Ochieng' Olewe (1996)
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Coping with Drought through Sustainable Agricultural Development in Zambia - Kajoba, Gear M. (Eastern Africa Social Science Research Review, 1996)
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POLICY CHALLENGES FOR EDUCATION IN THE NEW SOUTH AFRICA: THE CASE FOR SCHOOL FEEDING IN THE CONTEXT OF SOCIAL AND ECONOMIC RECONSTRUCTION - Kallaway, Peter (Transformation: Critical Perspectives on Southern Africa, 1996)
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Women's Education and the Demographic Transition in Africa - Kane, Penny; Ruzicka, Lado T. (Health transition review, 1996)
of factors underlying the passage from high levels of fertility and mortality to low fertility and mortality but, as Notestein (1953) pointed out in his seminal paper, the transition involved a complex process proceeding concurrently at various levels: social, cultural, economic and biological. Amongst the socio-economic variables, one has been identified in almost all societies as characteristic of the demographic transition: parental education, and in particular the education of women. The educational level of brides has been demonstrated to be associated with their average first marriage age (UN 1983). Family size preferences and the use of birth control are associated with the education of both women and their husbands. Parental education has been closely related to the chances of child survival (Gille 1987). Although the findings vary in detail, partly owing to model specifications and the statistical approach used in individual studies, partly because of societal and cultural influences on the underlying relationships, there is no doubt that educational differences are significant in the demographic process. Even low levels of schooling apparently suffice to contribute towards a demographic transition, though it is debatable whether the effect arises from changes in attitudes or because education furnishes people with new knowledge. Some demographers assert that given the poor quality of schools and teachers, especially in the rural areas of many developing countries, it is unlikely that a few years of primary schooling can provide the scientific information needed, for example, to alter personal health practices. Yet it appears that even a few years of a mother’s school attendance furnish a positive relationship with her child’s survival chances, and that this relationship holds good not only in countries with easily accessible effective health services, but also in those where the primary health care system is underdeveloped (Cleland and van Ginneken 1988; LeVine et al. 1994). Another possible avenue through which schooling and literacy acquired in childhood may affect later behaviour is through change in the way people see themselves and how they are perceived by others (Caldwell and Caldwell 1985). The first generation of mothers with education, whose parents made the revolutionary decision to send them to school, may be in the vanguard of a wider and more complex process in the transformation of the attitudes of whole communities, not only of individuals (Ewbank 1994). There is another aspect of the effect of education on fertility: the effect of a child’s opportunity to go to school on the parental assessment of the value of children. In his theory of fertility decline Caldwell (1982) developed a concept of intergenerati onal wealth flows which, inter alia, considers this aspect of the educational impact on fertility: the increasing costs of child-rearing and reduced availability of children’s labour to supplement family income (Cleland and Wilson 1987).
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Research priorities in adult education in Kenya - Karani, Florida A (1996)
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University students' attitudes towards and perceptions of the teaching profession and teaching practice: some findings from Kenya - Kariuki, Patrick; Kibera, Lucy W. (1996)
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Agricultural education, research and extension in Ethiopia: problems and linkages - Kasa, Habtemariam (1996)
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Sexual behavior among medical students in Tanzania and Sweden - Kasesela, S; Mabiriizi, D; Massawe, Siriel; Mwaiselage, Julius; Mwisongo, Aziza; Rosling, Hans; Settergren, M; Swai, A. B. M.; Szepesvari, R; Tydén, Tanja (1996)
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Children of North African Immigrants in the French school system - Kastenbaum, Michèle; Vermès, Geneviève (European journal of intercultural studies, 1996)
Abstract Sociologists have pointed to the difficult situation of people from North Africa in France, from economic, social, cultural and academic vantage points. A survey was conducted among children whose parents come from North‐Africa, as well as among their peers. These children (70 children of North‐African immigrants and 261 peers; age range 8 to 12) were given a self‐descriptive questionnaire and their academic situation was examined. More often than their peers, children of North‐African immigrants say that having good marks is very important for their parents. However, their academic self‐esteem is lower than that of their peers, and they more frequently express feelings of difficulty or failure. In contrast, they express greater interest in scholastic activities than their peers. Our study shows that there is a specific pattern for these children: difficulties at school, feelings of failure, and nevertheless more interest in scholastic activities.
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Regionalisation of seismic velocities for precise earthquake localisations in Kenya. - Kataka, M. O. (1996)
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The development of the agricultural education programme in Kenyan secondary schools - Kathuri, Nephat J. (Egerton Journal of Humanities, Social Sciences and Education, 1996)
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The education system of Botswana after independence - Kekesi, Albert Ikhutseng (1996)
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Education Policies and the Changing Economic Environment: The Case of Zambia, 1965-1989 - Kelly, Morgan (African Social Research, 1996)
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Interaction Between Eritrean Migrant Women And The Swedish Educational System With Special Focus On Adult Education. - Kemuma, Joyce (1996)
Interaction Between Eritrean Migrant Women And The Swedish Educational System With Special Focus On Adult Education.
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Factors leading to alcohol and drug abuse among students in selected high schools in Swaziland: a case study - Keregero, K.J.B.; Dlamini, Mlungisi (UNISWA Journal of Agriculture, 1996)
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Qualitative Impact Study of Credit With Education in Burkina Faso - Kevane, Michael (1996)
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The influence of geographical region and ethnicity on the career and educational aspirations of secondary school students in Kenya - Kibera, Lucy W. (1996)
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AIDS Knowledge, attitudes and sexual behavior among Adult Education Teachers in Machakos District and Nairobi Province” Kenya: Adult Educator - Kimani, Gachuhi (1996)
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Perception of Social Support, Acculturation, Depression, and Suicidal Ideation Among African American College Students at Predominantly Black and Predominantly White Universities - Kimbrough, Regina M.; Molock, Sherry Davis; Walton, Kimberly (Journal of Negro Education, 1996)
Regina M. Kimbrough, Sherry D. Molock, and Kimberly Walton, Department of Psychology, Howard University* This study was designed to examine the relationships among perception of social support, acculturation, depression, and suicidal ideation among African American college students attending predominantly Black and predominantly White universities. Two hundred-six students were matched by age, gender, and SES background. No differences were found in depression and suicidal ideation among students at Black versus White institutions. African American students with nonsupportive families and friends were more likely to experience suicidal ideation and depression. The findings are discussed in light of the need to take into account the cultural context of the larger community surrounding a campus as well as the role of religious beliefs when assessing the support networks of African American students. INTRODUCTION Suicide is a major cause of death for young people in the United States. Census figures suggest that 32,000 individuals commit suicide each year (Holden, 1992). However, these figures underestimate the extent of the problem because a large percentage of attempted and completed suicides are not reported. Epidemiological data in the United States report suicide to be the second leading cause of death for youth between the ages of 15 and 19 and the third leading cause of death for youth between the ages of 15 and 24 (Berman & Jobes, 1995). A significant number of youth suicide occurs among the college population. Since the 1970s, approximately one thousand college students commit suicide each year, and approximately one hundred thousand attempt suicide each year (Peck & Bharadwadj, 1980). Higher rates of chronic stress, depression, the break-up of families, divorce, lack of social support, and the transitory nature of adolescence have all been indicated as possible factors related to the increase (Berman & Jobes, 1995; Curran, 1987; Wartik, 1991). In addition to stressors and perception of social support, literature also suggests that depression is a risk factor related to suicidal ideation (Bonner & Rich,1988). Early investigations have estimated that the lifetime risk of suicide for individuals with primary depression is about 15%, while the lifetime suicide risk for the general population is 1% (Slater & Depue, 1981). In the adolescent and young adult population, a strong relationship has been found between depression and suicidal behaviors (Friedman, Corn, Aronoff, Hurt, & Clarkin, 1984; Spirito, 1989). Very little research has examined suicidal behavior among African American college students. This lack of interest is surprising, given that suicide is currently the third leading cause of death among African American youth between the ages of 15 and 24, following homicides and accidental deaths (Gibbs, 1988, Griffith & Bell, 1989). Additionally, suicide rates for Black males aged 25 to 34 are quickly approaching the rates of White males in the same age group. Recent Centers for Disease Control and Prevention data indicate that suicide rates for individuals between the ages of 20 and 24 have declined for all races and gender groups except Black males (U.S. Department of Health and Human Services, 1995). The research that has been conducted on African American college students and suicide has focused on suicide attempt rates, rate of suicidal ideation, experience with suicide, coping strategies, and prevalence of stressors (Molock & Kimbrough, 1993; Molock, Kimbrough, Blanton-Lacy, McClure, & Williams, 1994). Molock et al. (1994) found suicidal behavior patterns among African American college students to be comparable to those found among White college students in so far as suicidal attempt rates are concerned. Differences found between these groups indicate that African American students have lower rates of reported suicidal ideation and fewer reports of alcohol or illicit drug use when attempting suicide. …
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Kenya College of Accountancy. Training manual for the course - Kimonye, Mary (1996)
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Special needs education: the creation of the Uganda National Institute of Special Education - Kimuli, E.K. (Uganda Journal, 1996)
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Professional associations in distance education: the African scene - Kinyanjui, Peter E. (Open praxis: the bulletin of the International Council for Distance Education, 1996)
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Problems Facing Beginning School Principals in Kenya. - Kitavi, Mwaya Wa; Westhuizen, Philip C. van der (1996)
Beginning principals in developing countries face drastically different problems than do their counterparts in developed countries. This paper presents findings of a study that surveyed Kenyan secondary school principals about the challenges they encountered. The questionnaire was sent to 200 secondary school principals--100 beginning and 100 experienced principals--from all 8 provinces in Kenya. A total of 142 responses were received, a return rate of 71 percent. The most serious problems facing beginning principals in Kenya included students who could not pay school fees and buy books, a shortage of school equipment and physical facilities, a lack of staff accommodation and playgrounds, students who must travel long distances, and the use of English as a medium of instruction. The problems were attributed to the educational system's failure to provide adequate financial support. It is recommended that beginning principals be provided with induction programs and inservice activities. Two tables are included. (Contains 34 references.) (LM1) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************u*********************** PROBLEMS FACING BEGINNING SCHOOL PRINCIPALS IN KENYA Mwaya Wa Kitavi Director and Educational Consultant Overseas Educational Research and Development Agency Grand Rapids, Michigan
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Fluid Composition and Source of Early Proterozoic Lode Gold Deposits of the Birimian Volcanic Belt, West Africa - Klemd, Reiner; Hünken, Ulf; Olesch, Martin (International Geology Review, 1996)
Gold-bearing veins of Early Proterozoic lode gold deposits of Ghana and Burkina Faso contain predominantly CO2-N2-rich fluid inclusions, often displaying a very high density (up to 1.15 g/cm3), in contrast to most other lode gold deposits of greenstone affiliation. Mineral modeling shows that retrograde and upper-level fluids will have higher XH2 O because of wall-rock interaction. The high-density CO2-N2-rich fluid is considered to represent the internal unbuffered ore-fluid composition, which may have originated in the deep crust or mantle.
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An implementation of the faith development model of James Fowler in religious education in South Africa - Kleyn, George Henry (1996)
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Changing politics and political culture in Tanzania : the impact on political education and civics curricula 1967-1994. - Komba, Willy Lazaro Mbunju (1996)
This thesis examines the limits of the curriculum in Tanzania's socio-political reforms as the country moves from a single- party socialist to a multi-party liberal and market oriented system. It focuses on the dominant influence of political culture on the curriculum process. The study was suggested by syllabus changes at all levels from primary through to university, and drew from one of the observations made by the Presidential Commission's Report of 1991 that Tanzanian political culture was authoritarian/quiescent, and that the curriculum could contribute to the realization of a society which would allow political choice. In view of the fundamental pedagogical implications, the study contrasted the West European liberal concept of choice with the collectivist Tanzanian political culture, its manifestation in the educational philosophy, and examined how it was internalized by educators. Specifically, it investigated teachers' perception of the curriculum changes, and of their role in a changed political environment. Through a conceptual model derived from the literature, the data (obtained from documentary sources, interviews, and from a questionnaire administered to 100 school teachers and 35 teacher trainees) were analyzed and interpreted. The findings suggested that teachers had internalized the authoritarian values concerning the outcomes of teaching and learning of Civics (e.g. unconditional obedience/loyalty to authority). It was argued that changing national political ideologies required not only surface changes in national politics but also in deeper values of the society as a whole, and that the facile association of Political Education with authoritarianism or Civics with democracy was unsustainable. As this study was limited by the size of the sample and type of respondents, broad based research on the residual political cultures in Tanzania and on African concepts of political choice or pluralism might yield more convincing evidence of the political values identified in this study.
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Reducing risk. Participatory learning activities for disaster mitigation in Southern Africa. - Kotze, Astrid von; Holloway, Ailsa (1996)
This book contains a series of participatory learning activities for use by those who work in development or relief efforts in at-risk communities of Southern Africa. The purpose of the book is to increase understanding of community risk and vulnerability to strengthen the training capacities for managing community-based disasters and to empower at-risk communities to decrease their vulnerability to recurrent disasters. The introduction to the book contains information about the purpose of the book its development the assumptions underlying development of the learning activities how to use the book and notes for facilitators. The activities in section 1 cover key concepts and risk factors by addressing the terms used in management the components of management the meaning of various terms the operation of the disaster crunch model a comparison of different models in the hazard-vulnerability-disaster continuum emergency preparedness and risk reduction the ways structural adjustment policies affect risk and the causes and impact of droughts. Section 2 deals with community-based considerations for risk assessment. The activities in this section include constructing hazard risk and capacity maps; conducting participatory rural appraisal workshops; creating a profile of community vulnerability and capacity; identifying available resources and capacities; considering how gender impacts on vulnerability and capacity; assessing household food security; targeting households most at risk; and understanding perceptions of risk. The third section of the manual contains activities designed to enhance risk reduction and emergency preparedness and planning. Topics include integrating development efforts with emergency preparedness and response integrating risk reduction with emergency response actions using gender analysis as a tool for risk reduction and emergency preparedness planning and conducting public awareness campaigns. The book ends by providing a list of references.
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Challenges facing religious education and research in Africa: the Ghana case1 - Kudadjie, Rev Joshua Narteh (Religion and Theology, 1996)
Abstract This paper gives a sketch of religious education in Ghanaian schools from colonial and missionary times to the present. It makes some comments on the current Government policy, and advocates that religious and moral education should be given at all levels of the educational ladder. Difficulties facing religious education and the relative marginalistion of the subject are discussed, and some suggestions made to overcome them. The importance and relevance of religion in society is reiterated.
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Students of Ancient Egyptian: A Pilot Study of Beliefs about Language Learning. - Kuntz, Patricia S. (1996)
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Prospects for design and technology with Zimbabwean teachers through distance education - a pilot study - Kwaira, Peter (1996)
This paper is based on the findings of a pilot study conducted between October and December of 1995 in preparation for a major project where the aim is to design and develop a resource package that could be used to in-service Zimbabwean teachers in Design and Technology through Distance Education. Since the purpose of the study was to determine the feasibility and viability of the project, six objectives were specified, and the idea was to: determine the kind of technical subjects offered in particular schools; for example, Woodwork and Metalwork; analyse the current Technical Education syllabi in secondary schools and find out how these could be related; find out the nature of facilities existing in schools regarding workshops and equipment; determine what areas of design and technology would be relevant in Zimbabwean secondary schools; find out the kind of literature being used in schools and determine its relevance to the needs of the curriculum; determine the possibilities of teachers being able to meet in tutorial groups at regional levels. To achieve these objectives, questionnaires and interview schedules were used. Syllabi were obtained from the Ministry of Education. And, twenty teachers participated in the study.
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8. Development planning students learning in the field: educating for real in post-apartheid South Africa - Laburn-Peart, Catherine (1996)
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Towards an understanding of the basic problems in the teaching of history in post-colonial Tanzania - Lawi, Yusufu Q. (1996)
For a long time now there have been concerns about the status of History as a school or college subject in Tanzania. As is well known, the subject was abolished in Zanzibar immediately after the 1964 revolution, only to be officially reinstated in 1987. In mainland Tanzania studies done in 1977 and 1987 concluded that History had been existing as a third rate subject compared to the jest, of the subjects on the school and college curricular.
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The spontaneous reproduction of tilapia : an opportunity or a handicap for the development of African aquaculture ? - Lazard, Jérôme; Legendre, Marc (1996)
The year-round, spontaneous and continued reproduction of tilapia in captivity was initially regarded as an unexpected asset for African aquaculture development, but it was quickly found to be a serious handicap when farming the fish in ponds due to the resulting population. Various techniques have overcome this obstacle. The reproductive efficiency of tilapia has advantages and disadvantages for the supply of fry to fish farmers. Among the advantages is the possibility for fish farmers to produce their own fry; among the disadvantages is the difficulty to control the broodstock quality. The low number of eggs in each spawning requires the use of a large number of broodstock and the asynchrony of spawnings makes the simultaneous production of large quantities of graded fry difficult. Finally, the control of undesirable reproduction in farming involves the use of monosex populations. These issues are analyzed and discussed in relation to development strategies, microeconomics and the identification of research themes that can be developed to improve the different options. The data for three species of tilapia (Oreochromis niloticus, Sarotherodon melanotheron and Tilapia guineensis) are compared to the data for two species of African catfish of the family Clariidae (Clarias gariepinus and Heterobranchus longifilis) that require induced reproduction techniques, but are far more fertile. (Resume d'auteur)
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How To Achieve Mobility in South African Higher Education - Lazenby, Karen (South African journal of higher education, 1996)
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Development in earth Science Education in East Africa. - Legge, P. L; Barongo, Justus; Opiyo-Aketch, N; Mathu, Eliud M.; Nyambok, I O (1996)
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Towards coordination of adult education programmes in Lesotho - Lephoto, M.; Mohasi, Mantina V.; Bwatwa, Y.D. (1996)
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Drought-tolerant Crops for Southern Africa : Proceedings of the SADC/ICRISAT Regional Sorghum and Pearl Millet Workshop, 25-29 Jul 1994, Gaborone, Botswana - Leuschner, K.; Manthena, C S (1996)
Small-scale farmers in southern Africa have traditionally relied on sorghum and millet to feed their families. Seventy-five delegates from 17 countries participated in the SADC/ICRISAT Regional Sorghum and Pearl M i l l e t Workshop held at Gaborone, Botswana, 25-29 Jul 1994, to discuss ways of improving sustainable food production in semi-arid areas. Recent research on sorghum and pearl millet was reviewed through presentations that discussed the role of three broad disciplines—genetic enhancement, crop protection, and technology transfer—in increasing food security at household level. Priority areas include enhancement of seed production, strategies of crop protection, reliable on-farm trials to identify promising varieties, and more effective technology transfer.
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Human resources development and utilization in the education sector in Tanzania - Levine, Ruth (Papers in Education and Development, 1996)
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Preparation and deployment of primary school teachers in Tanzania - Levira; Mahenge, S.T. (Papers in Education and Development, 1996)
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"Engagement" or Immersion? "Chaos" or Lack of Capital? African-American Children in Whole Language Classrooms - Lin, Angel M. Y.; Allen, Jonathan C.; Michalove, Barbara; Shockley, Betty (Curriculum Inquiry, 1996)
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Learning a New Language- Re-Framing the Discourse on African Education - Lintner, Timothy (Ufahamu, 1996)
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Learning a New Language: Reframing the Discourse on African Education - Lintner, Timothy (1996)
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Tekeste Negash. Rethinking Education in Ethiopia - Lintner, Timothy (Ufahamu, 1996)
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Training Translators in South Africa: How Relevant is Translation Theory? - Lockett, Marcia Stephanie (Language Matters, 1996)
Abstract If South Africa is to carry out its multilingual policy, suitably trained translators will be needed. Some knowledge of the basic assumptions of translation theory is a valuable tool which every trained translator should have at his disposal. This would include an understanding of the concept of translation equivalence, and of the distinction made between different types of translation equivalence, such as literal and dynamic equivalence. A communication approach to translation theory attempts to resolve some of the problems of equivalence by applying the Relevance Theory of Communication (Sperber and Wilson 1986). In this approach, context is assigned a vital role, and the role of contextual assumptions in interpreting a text is crucial. Since the source of contextual assumptions is defined as the cognitive environment of the hearer/reader, which includes all the assumptions about the world that an individual holds at any particular moment, then, in addition to the linguistic content or semantic representation, various kinds of social and cultural knowledge and all kinds of encyclopaedic information are included in the act of interpretation. The thorny requirement of isolating the ‘meaning’ of a text in order to translate it is done away with, and replaced with the notion of explicating its cognitive effects.
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'White Women Can Learn Not to Call us Girl!' Short Stories by a New South African Writer, Sindiwe Magona - Loflin, Christine (Journal of Modern Literature, 1996)
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Women and Education in Africa - Logan, B. Ikubolajeh; Beoku‐Betts, Josephine (African and Asian studies (Print), 1996)
Although it has been argued that gender disparities permeate educational systems in Sub-Saharan Africa, there is a paucity of systematic analyses to support these arguments. This study examines women's participation in the educational process in Sub-Saharan Africa, and argues that women are disadvantaged in this vital area of human resource development. It is argued further that women's disenfranchisement in education may not be the direct result of economic difficulties, as often suggested. Rather, this disenfranchisement is more likely to result from a complex interaction between economic factors, cultural and societal norms, and stereotypes of gender roles. Conjointly, these factors have direct and indirect influences on government initiatives in education and training, career advice, and familial support systems. Women's participation in education is compared in middle and low income Sub-Saharan African countries, and the comparison is used to support the case that economic factors, by themselves, are not sufficient for understanding women's participation in the region's educational systems.
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Women and Education in Africa: An Analysis of Economic and Sociocultural Factors Influencing Observed Trends - Logan, B. Ikubolajeh; Beoku‐Betts, Josephine (Journal of Asian and African Studies, 1996)
Although it has been argued that gender disparities permeate educational systems in Sub-Saharan Africa, there is a paucity of systematic analyses to support these arguments. This study examines women's participation in the educational process in Sub-Saharan Africa, and argues that women are disadvantaged in this vital area of human resource development. It is argued further that women's disenfranchisement in education may not be the direct result of economic difficulties, as often suggested. Rather, this disenfranchisement is more likely to result from a complex interaction between economic factors, cultural and societal norms, and stereotypes of gender roles. Conjointly, these factors have direct and indirect influences on government initiatives in education and training, career advice, and familial support systems. Women's participation in education is compared in middle and low income Sub-Saharan African countries, and the comparison is used to support the case that economic factors, by themselves, are not sufficient for understanding women's participation in the region's educational systems.
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African-American Music Education: Reflections on an Experience - Lundquist, Barbara Reeder; Sims, Winston T. (Black Music Research Journal, 1996)
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Policies and strategies for improving the quality of basic education in zambia - Lungwangwa, Geoffrey (1996)
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Groundwater management in drought prone areas of Africa, Northern Ghana - Inception Report - MacDonald, Alan; Calow, Roger; Andrews, Anita; Appiah, S. K. (1996)
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Holocene explosive eruptions of Witori and Dakataua caldera volcanoes in West New Britain, Papua New Guinea - Machida, Hiroshi; Blong, Russell; Specht, Jim; Moriwaki, Hiroshi; Torrence, Robin; Hayakawa, Yukio; Talai, B.; Lolok, D.; Pain, C. F. (Quaternary international (Print), 1996)
Witori and Dakataua caldera volcanoes have been very active in the middle to late Holocene. Using tephrochronology, this paper establishes the chronostratigraphy of these eruptions and their magnitude, and the frequency of explosive volcanism at Witori and Dakataua. After a long dormancy, Witori started explosive activity at ca. 5600 conventional radiocarbon years BP, producing in the next 4500 years five major tephra layers (W-K1 to W-K4, W-G) with VEIs of 5 to 6. After the W-G eruption at around 1200 BP, the activity decreased in magnitude but increased in frequency, with some eruptions forming central cones. The major eruption of Dakataua began with alternating ejections of phreatomagmatic ashfalls and plinian deposits followed by the cataclysmic eruption resulting in lithic-rich pyroclastic flows ca. 1100–1200 BP. The major tephra layers cover extensive areas in West New Britain due to their large volumes and the prevailing easterly winds, providing valuable time markers for establishing Holocene chronology. The largest eruption, the W-K2 event of ca. 3300 BP, shaped much of the present landscape, with an extensive area significantly devastated by tephra falls and pyroclastic flows. Obsidian and other artefacts buried by the tephras indicate that the area was repeatedly occupied. The major tephra events formed new coastal plains favourable for human occupation.
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Climate Change: Some Likely Multiple Impacts in Southern Africa - Magadza, C. H. D.; Downing, Tom (1996)
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Writing For Their Lives: The Non-School Literacy of California's Urban African American Youth - Mahiri, Jabari; Sablo, Soraya (Journal of Negro Education, 1996)
This article reports on an investigation into the literacy practices of urban African American youth, many of whom were found to be unmotivated to engage in school-based literacy events because they do not see the relevance of the school curriculum to their lives or, based on prior experiences, they actually fear having to write in school. The voluntary out-of-school literacy practices of two African American high school students are analyzed and their writings critiqued. Conclusions are drawn about the complex and provocative these youth use literate behaviors and strategies to gain voice in and make sense of their social worlds. Recommendations are offered for using African American and youth culture as bridge to writing development. NON-SCHOOL LITERACY PRACTICES An emerging line of research has attempted to explore and explain the nature of youth and adult and literacy experiences that take place in an array of social settings outside of schools. Pioneers in this field include researchers such as Heath (1980, 1982, 1983), Scribner and Cole (1981, 1988), and Street (1984, 1993), whose work has contributed to framework for viewing literacy in conjunction with specific practices and functions of use inside particular social contexts. A number of subsequent studies have also operated within and contributed to this framework (Camitta, 1993; Dyson, 1993; Farr, 1994; Goodman & Wilde, 1992; Guerra, 1992; Heath & McLaughlin, 1991, 1993; Lee, 1991, 1993; Mahiri, 1991, 1994a, 1994b; Moss, 1994; Shuman, 1986; Taylor & Dorsey-Gaines, 1988). Based on the findings of cross-cultural research, Street (1984) argued that literacy is ultimately political and that it has different implications within different sociocultural contexts. As he claimed, what the particular practices and concepts of reading and writing are for given society depends upon the context (p. 1); moreover, these concepts are already embedded in an ideology and cannot be isolated or treated as 'neutral' or merely 'technical' (p. 1). These contentions are echoed by Scribner and Cole's (1988) research, conducted among the Vai people of Liberia, which illuminates and critiques the frailty of the evidence for generalizations about dependency of certain cognitive skills on writing, and.. .the restricted model of the writing process from which hypotheses about cognitive consequences tend to be generated (p. 58). Their findings challenged the restricted models of writing that are reflected in the formulations of theorists who narrowly define literacy and value school-based literacy as the only authentic type. As they note: The assumption that logicality is in the text and the text is in the school can lead to serious underestimation of the cognitive skills involved in non-school, non-essay writing, and reciprocally, to an overestimation of the intellectual skills that the essayist text necessarily entails....It tends to promote the notion that writing outside of the school is of little importance and has no significant consequences for the individual. (p. 61) Heath's (1983) research focused on literacy practices in different sociocultural settings in the United States. Heath found that the residents of two different working-class communities-one White and one Black, located only few miles apart-had a variety of literate traditions that were interwoven in different with oral uses of language (p. 234). She noted, however, that neither community's with the written word [prepared] it for the school's ways (p. 235). Shuman's (1986) analysis of the everyday oral and written narratives of workingclass adolescent girls as part of the unofficial school curriculum provides additional understandings of the that school and youth cultures both intersect and disconnect. As she argues: ...oral fight stories, written diary accounts, written petitions, letters, and playful forms-are part of single community's repertoire. …
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Having their say: Parents of high-achieving African American elementary students talk about the home-school relationship - Mahler, Donna (1996)
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Educatedness in the African context: the case for education for hunhuism/ubuntuism in Zimbabwe - Makuvaza, Ngoni (1996)
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Education in Zimbabwe, today and tomorrow: the case for unhuist/ubuntuist institutions of education in Zimbabwe - Makuvaza, Ngoni (1996)
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Tanzanian School Women Talking: Are the Traditional Patterns of Thinking Changing? - Malekela, G.A. (1996)
In this article the author presents and discusses responses given by Form IV students who were about to sit for their Certificate of Secondary Education Examinations. Using focus group discussion method, the school young women were asked a number of questions whose answers form part of this report. The findings show that their attitudes and values are largely embedded within the sexual stereotyped expectations with very few exceptions. The author concludes by saying that attitudes die hard, and it is up to the society in general-and women in particular-to vigorously change the status quo through raising women awareness, and providing opportunities to women in areas hitherto men monopolised to'improve the image and the well-being of women so that equality between men and women is a reality in practice.
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The African rain forest – main characteristics of changes in vegetation and climate from the Upper Cretaceous to the Quaternary - Maley, Jean (Proceedings, 1996)
Synopsis This chapter sets out to give a historical overview of the African rain forest from its origins, towards the end of the Cretaceous period. The areas around the Gulf of Guinea, in particular from Ivory Coast to Nigeria and especially Cameroon, Gabon and Congo, appear to have been already occupied at this time by wet tropical forest formations mainly composed of Angiosperms which were then becoming established. In the course of the Tertiary period the combined effect of the equator being situated further north than now and the development of the Antarctic ice cap favoured the development of wet tropical conditions over a large part of North Africa which in turn led to the extension of tropical forest to various sites on the shores of the Tethys Sea. There were probably at this time common taxa and similar vegetation patterns stretching from the Gulf of Guinea to the Tethys Sea. Towards the end of the Tertiary, the equator reached its present position and the northern hemisphere ice caps appeared, and these phenomena resulted in the disappearance of the forest formations spread across the north of Africa, and the concentration of these formations near the equatorial zone around the Gulf of Guinea and in the Congo–Zaïre basin. From 800 000 years ago onwards the marked glacial variations at middle and high latitudes in both hemispheres, with a periodicity of about 100 000 years determined by the orbital variations of the earth around the sun, lowered temperatures in equatorial areas and brought arid climates at times of maximum glacial extension. The most arid periods resulted in the fragmentation of the forest cover, and the forest biotopes and their biodiversity were preserved in a series of refugia. The lowering of temperatures also resulted in the extension of montane flora to low altitudes, with migration of montane flora and fauna between main mountain ranges. These compounded phenomena of isolation and migration, probably involving genie exchange, must have resulted in numerous speciation phenomena. Subsequently, such montane flora or fauna became isolated on mountain areas during periods of maximum warming, in the last instance in the course of the Holocene, when a vast forest cover became re-established from Guinea westwards, and to the East as far as the Lake Victoria area. The phases of maximum fragmentation, which appear to have been connected with only the coldest periods – in the last instance during the second part of isotopic stages 6 (from c. 160 to 130 000 years) and 2 (from c. 24 to 12000 years BP) – relate to less than 10% of the last 800 000 years, and the phases of maximum forest extension would likewise appear to be less than 10% of the period. The remaining 80–90% of the time relates to ‘intermediate situations’ which varied from period to period, and these intermediate extension situations seem to have been the norm over the larger part of the Quaternary, rather than the present situation which is closer to a situation of maximum extension.
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Initiation of a Teacher Education Project in Tanzania (TEPT). Publication No. 1. - Malmberg, Lars‐Erik (1996)
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