Contributing to the African Renaissance vision: The role of South African higher education institutions - Malan, Stephanus P.T. (Development Southern Africa, 2001)
President Mbeki is emphasising the vision of an African Renaissance in many of his public addresses. Many multifaceted inputs are required to realise this vision, and human resources development is one of the cornerstones of this ideal. South African higher education institutions could play a major role in this quest by sharing their expertise to upgrade the scientific, economic and educational competencies of all people in Africa. Data analysis shows considerable potential for attracting students from Africa, especially from the Southern African Development Community, to study at South African institutions. Current initiatives for facilitating intellectual mobility across the country's borders lack vision, however. Academic exchange programmes in other countries could serve as models to kick-start the contributions of higher education institutions in South Africa in realising Mr Mbeki's vision for an African Renaissance.
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Awareness and Use of the Internet by Academic Staff and Students of the University Of Ghana - Markwei, Evelyn (2001)
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Primary Education Quality in Francophone Sub-Saharan Africa: Determinants of Learning Achievement and Efficiency Considerations - Michaelowa, Katharina (World Development, 2001)
What are the most efficient means to ensure basic learning competencies for a high number of children? This question is analyzed on the basis of the exceptionally rich data set provided by the "Program on the Analysis of Education Systems" (PASEC), standardized and comparable for the five countries Burkina Faso, Cameroon, Côte d'Ivoire, Madagascar and Senegal. A Hierarchical Linear Model (HLM) is used to assess the individual, school level, and national characteristics determining fifth-grade students' achievement in French and mathematics. Special consideration is given to institutional factors. A further question addressed is the possibility of a tradeoff between enrollment and education quality.
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Practice and promotion amongst egyptian science and mathematics teachers following an en-service programme - Monk, Martin; Swain, J. R.; Ghrist, Mary; Riddle, Wendy (Teacher Development, 2001)
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Practice and promotion amongst Egyptian science and mathematics teachers following an In-service programme - Monk, Martin; Swain, Julian; Ghrist, Mary; Riddle, Wendy (Teacher development (Wallingford), 2001)
Abstract This article reports the analysis of survey data on the self-reported changes to classroom practice and activities of promoted and non-promoted Egyptian science and mathematics teachers following a 12-week in-service course in the United Kingdom. The analysis looks at the factors that are important for promotion. Teachers who self-reported being able to distance themselves from the constraints perceived by others, who had built a relationship with the administration of the local education system and who were able to introduce changes across the range of skills required of a professional, are those who reported promotion.
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Corporal Punishment and Masculinity in South African Schools - Morrell, Robert (Men and Masculinities, 2001)
Corporal punishment has long been the most common form of punishment in South African schools. Its widespread use undoubtedly influenced constructions of masculinity.
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Addressing Cultural Orientations in Fear Appeals: Promoting AIDS-Protective Behaviors among Mexican Immigrant and African American Adolescents and American and Taiwanese College Students - Murray‐Johnson, Lisa; Witte, Kim; Liu, Wenying; Hubbell, Anne P.; Sampson, Joe; Morrison, Kelly (Journal of Health Communication, 2001)
Fear appeals threatening the individual have been shown to be powerful persuasive devices in the cultures where they have been studied. However, most fear appeal research has been conducted with members of individualist cultures. Individualist cultures place self-needs above group concerns, while collectivist cultures place group needs above self-concerns. Little is known about the effectiveness of fear appeals (or other persuasive strategies) in collectivist cultures. Two studies assessed the effectiveness of AIDS-prevention fear appeals threatening the self versus fear appeals threatening the group (i.e., family) on members of individualist and collectivist cultures. The first study focuses on African American and Mexican immigrant junior high school youth. The second study focuses on U.S. and Taiwanese college undergraduates. The results indicated that fear appeals should address cultural orientation (i.e., individualist versus collectivist orientation) to achieve maximum effectiveness. The results also indicate that one cannot assume cultural orientation based on ethnicity.
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The effect of multiple droughts on cattle in Obbu, Northern Kenya - Oba, Gufu (Journal of Arid Environments, 2001)
Drought is the single most important environmental factor that causes cattle population fluctuations in northern Kenya. The way the grazing lands and animal populations are affected by drought requires long-term monitoring. However, in northern Kenya, patterns of cattle mortality following multiple drought episodes and recovery have not been compared before. This study compared effects of two droughts (1983/1984 and 1991/1992) and three recovery periods (1984, 1992 and 1996) on cattle population in Obbu, northern Kenya. Cattle mortality in terms of age-sex classes; calves, immature animals, breeding females and mature males were compared to understand drought impacts, while relative growth rates of herds and percentage of recovery to pre-drought cattle population levels were determined to understand recovery. The droughts altered herd structure and resulted in greater mortality among calves and breeding females (especially during 1983/1984) than immature animals and mature male cattle. Drought stress in terms of cattle mortality varied from area to another but at the regional level it was less during the 1983/1984 drought (69·8±2·0%) than 1991/1992 (86·8±1·9%). The pre-1983/1984 drought herd size for the Obbu region explained 12·4% of the variation of the post-drought cattle population, while the pre-1991/1992 drought population explained <1% of the variation. Although cattle mortality was weakly linked to the pre-drought population, it was influenced by factors such as disease epidemics and poor nutritional quality in forage. Relative growth rates of herds in Obbu averaged 3·5% year−1after the 1983/1984 drought leading to full recovery in 7 years, while, after the 1991/1992 drought, mean relative growth rate was 2·8% year−1, which after 5 years only achieved ca.32/ recovery of the pre-1991/1992 drought cattle population.
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Attitudes towards Handicaps in South African and Indian University Students - Peltzer, Karl; Cherian, Lily; Cherian, Varghese I. (Psychological reports, 2001)
327 first-year students in South Africa showed a significantly more favourable attitude towards handicaps than 205 first-year Indian students.
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Teacher Improvement Projects in Guinea: Lessons Learned From Taking a Program to National Scale - Schwille, John; Dembélé, Martial; Diallo, Alpha Mahmoudou; Adotevi, Jean; Bah, Thierno Hamidou; Abillama, Farid (Peabody Journal of Education, 2001)
This article was originally presented at the annual meetings of the Comparative and International Educational Society, San Antonio, TX, in March 2000. We very much appreciate the suggestions Chris Wheeler has made for revision. The views expressed are those of the authors and do not necessarily reflect positions of the World Bank or the Ministry of PreUniversity Education in Guinea. Requests for reprints should be sent to John Schwille, College of Education, Michigan State University, 517 Erickson Hall, East Lansing, MI 48824-1034.
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Ethnicity and Cognitive Performance Among Older African Americans, Japanese Americans, and Caucasians: The Role of Education - Shadlen, Marie Florence; Larson, Eric B.; Gibbons, Laura E.; Rice, Madeline Murguia; McCormick, Wayne C.; Bowen, James D.; McCurry, Susan M.; Graves, Amy Borenstein (Journal of the American Geriatrics Society, 2001)
This cross-sectional analysis evaluated the association between ethnicity and cognitive performance and determined whether education modifies this association for nondemented older people (103 African Americans, 1,388 Japanese Americans, 2,306 Caucasians) in a study of dementia incidence. African Americans scored lower (median 89 out of 100) than Japanese Americans (93) and Caucasians (94) on the Cognitive Abilities Screening Instrument (CASI). Education affected CA
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How primary school teachers experience education policy change in South Africa - Smit, Brigitte (Perspectives in Education, 2001)
South Africa has been in a process of far-reaching restructuring and is still witnessing a plethora of many policies initiating and seeking educational change. Education policy for educational change only becomes reality once it is implemented at the micro-level, or at the classroom level. Teachers indeed are the key role players in this implementation phase and are, more often than not, the silent voices in the process, ignored and often discounted at this stage of educational change. How they experience and understand the policy change or how the human side of policy change is contextualised, remains in South Africa a problem to be explored and explained in educational research. From an interpretive perspective, this article explains how teachers experience education policy change and how this might effect policy implementation.
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SPOUSES’ SOCIOECONOMIC CHARACTERISTICS AND FERTILITY DIFFERENCES IN SUB-SAHARAN AFRICA: DOES SPOUSE’S EDUCATION MATTER? - Uchudi, Joseph (Journal of Biosocial Science, 2001)
Although the general objective of this study is to examine the extent to which spouses' socioeconomic characteristics determine whether modern contraception is used and whether family limitation (the demand for no more children) is desired, its central goal is to evaluate the degree to which the net effect of a woman's education on those fertility decisions is altered once a control is made for the level of schooling of the husband. Individual characteristics of spouses included as controls in this analysis are on the one hand women's attributes relating to employment, age, parity, ethnic identity, and urban residence and, on the other hand, the occupation of the husband. Data used in this research are provided by DHS surveys conducted in fourteen sub-Saharan countries: Mali. Burkina Faso, Niger, Nigeria, Cameroon, Benin, Senegal. Ghana, Central African Republic, Kenya, Zambia, Zimbabwe, Namibia and Rwanda. With two dichotomous outcome variables, logistic regression was used to estimate two nested models for each dependent variable and for each country covered by the study. DHS respondents used as units of analysis in this study are women who were married (any kind of union) and non-pregnant at the time when each national survey was conducted. The findings suggest that, while an educated wife needs the support of an educated husband to state a preference for family limitation in contemporary sub-Saharan Africa, controlling for husband's education and other relevant covariates does little to undermine the evidence that woman's advanced education and the adoption of modern family planning are positively related in the developing world.
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Comparison of language impairment, functional communication, and discourse measures in African-American aphasic and normal adults - Ulatowska, Hanna K.; Olness, Gloria Streit; Wertz, Robert T.; Thompson, Jennifer L.; Keebler, Molly; Hill, CaSaundra L.; Auther, Linda L. (Aphasiology, 2001)
We compared performance on language impairment, functional communication, and discourse measures between 33 African-American aphasic patients and 30 African-American normal subjects. The aphasic group performed significantly lower than the normal group on the Western Aphasia Battery Aphasia and Cortical Quotients, Token Test, and ASHA Functional Assessment of Communication Skills for Adults. Moreover, the aphasic group performed significantly lower than the normal group in their quality of language on a discourse task that required telling a frightening experience. Significant relationships between performance on the measures were confined to those that index language impairment. Use of a normal ethnic cohort for comparison with African-American aphasic performance may control for potential ethnic bias in the measures. In addition, use of a discourse task permits observation of grammatical and stylistic features in African-American English that may not be captured or are ignored by traditional language impairment and functional communication measures.
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The Individual Characteristics, Ethnic Identity, and Cultural Orientation of Successful Secondary School Students of Turkish and Moroccan Background in The Netherlands - Veen, Ineke van der; Meijnen, G.W. (Journal of Youth and Adolescence, 2001)
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Globalization and higher education restructuring in South Africa: is democracy under threat? - Waghid, Yusef (Journal of Education Policy, 2001)
Abstract My intention is to explore the link between globalization and higher education restructuring in South Africa and whether it looms as a threat to democracy. I contend that an argument can be made that the ascendancy of market-driven concerns in defining the restructuring of higher education in South Africa may have the effect whereby higher education institutions (universities and technikons) become subordinated to the demands of the market place, which situation in turn, can be detrimental to the consolidation of South Africa's newly found democracy. First, I argue that the restructuring of higher education according to the ‘logic of globalization’ would not necessarily minimize socio-economic inequality, thus providing a major barrier to the move towards deepening democracy. However, the economic, political and cultural effects of globalization as determinants of higher education restructuring in South Africa are not going to disappear, at least not for the immediate future. Already the South African government considers as a central feature of its economic policy the meeting of the ‘challenge of international competitiveness … (and) an inability to compete will increasingly marginalise the South African economy (and), have profound effects on its rate of growth and consequences for the social well-being and stability of South African society’ (CHE 2000a: 20) Second therefore, in order to safeguard and promote democracy, in spite of the market-bound trend, I assess some democratic prospects of a globalizing world in the restructuring of higher education. Like Jones (1998: 153), I contend that an argument can be made for achieving democracy in a sphere of corporate dominance if higher education is considered as a public good that allows space for the development of relations of trust, individual autonomy and democratic dialogue.
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Using Solution-Focused Intervention to Address African American Male Overrepresentation in Special Education: A Case Study - Watkins, Anne Meade; Kurtz, P. David (Children & schools (Print), 2001)
Concern has grown over the overrepresentation of African American male students in special education classes. School social workers are in key positions to intervene in the special education referral process to avert inappropriate and sometimes unnecessary psychological testing and special education placement. They can provide careful assessments of the student and his or her environment and short-term interventions to determine whether further testing or subsequent placement is warranted. This article highlights the problem of overrepresentation of African American males in special education and illustrates the use of a solution-focused approach to early intervention with African American young men who are at risk of being placed in special education.
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Urban African American Children's Prerogative at Home and School - Weber, Elsa K. (Early Education and Development, 2001)
The study replicates a previous investigation done with middle class children to examine their conceptions of prerogative and restriction, Weber (1999). For the present study, forty nine first, third and fifth grade children who were primarily African American, were drawn from two public schools in a small aging midwestern industrial city. They participated in two interviews which elicited responses concerning personal prerogative at home and school. The children identified areas of prerogative in both settings. They distinguished between personal and conventional issues at school. Children's claims to prerogative appeared to increase with age, as did the amount of disagreement and conflict over such issues. There appeared to be a flattening out of opportunity at school however, that did not occur at home. Unlike the middle class sample, these children sometimes used prudential and punishment reasoning to justify restrictions. Direct responses from the children clearly indicated that school should be different from home in prerogative offered them. They appeared to accept more narrow and rigid boundaries at school with little reservation. The totality of the children's responses, however, suggests the possibility of more complex attitudes. The flattening of provision at school, combined with some presence of punishment reasoning, suggests that there may be some interesting differences in approach between middle class and working class schools.
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Randomized, controlled trial of prescribing training in a South African province - Meyer, Johanna C.; Summers, Richard; Møller, Henrik (Medical Education, 2001)
Prescribing practices impact greatly on drug use and expenditure. The situation in developing countries is often compounded by a limited health budget. Furthermore, because of role substitution in these countries, prescribers are often not formally trained in rational prescribing. The study described in this paper assesses the effect of a prescribing training intervention for primary health care nurses.A generic training-of-trainers course and a 4-day effective prescribing course were presented to 24 provincial trainers. These trainers then conducted effective prescribing workshops for 20 primary health care nurses per workshop. In 1997, 457 prescribers were trained by this method in South Africa's Northern Province. The study investigated the impact of the training on prescribing practices for two target conditions, in a control and a study group of 11 clinics each, 1 month after and 3 months after the intervention.Primary health care clinics in the Lowveld Region of the Northern Province of South Africa.Prescribing practices for the two conditions examined were significantly improved by the training. Changed behaviour was not only seen in prescribing for upper respiratory tract infections, used as an example condition, but also for diarrhoea and/or vomiting, a common condition in the region, which was not included in the training programme. These results show that prescribers not only retained the knowledge gained, but were also able to apply their new skills to other conditions (transfer effect). The change in the study group was maintained for 3 months after training, while there were no significant improvements in prescribing in the control group.The training intervention had a beneficial effect on prescribing practices.
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Education and training in Madagascar : towards a policy agenda for economic growth and poverty reduction - a summary - Tan, Jee‐Peng (2001)
A key objective of this report is to contribute toward developing a widely-shared vision for educational development in Madagascar, based on a common understanding of the challenges involved, and the part that each participant can play in realizing such vision. The report deals with all the main education sectors (i.e., primary, secondary, vocational/technical, and higher education), but the focus is necessarily limited by the complexity of the subject. In particular, non-formal education has been set aside. Similarly, neither early childhood nor curriculum development, teacher education, and pedagogical methods are addressed here. Rather, the emphasis is on key aspects of education cost and finance, and the link between spending options and educational outcomes. A summary of key challenges includes an overall sector strategy of universalizing basic education with a reasonable quality, while closely linking expansion of other levels, and types of education, and training, to labor market demand. Further challenges include at the primary level, rationalizing teacher allocation to increase their time utilization; reducing the drop-out rate, and grade repetition; and, enhancing student learning with teaching materials, and improving pedagogical management. At the secondary level, expand enrollment, and increase the practice of multi-subject teaching. Reducing the cost of vocational training, and improving higher education quality, and responsiveness to market demand, are other challenges.
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Community support for basic education in Sub-Saharan Africa - Watt, Patrick (2001)
While Africa has some of the world's strongest communities, service delivery tends to take place through functionality, and physically remote government structures. Despite important reforms that have taken place in many African countries in recent years, this remains especially true of education, where communities often continue to be neglected as partners in development. In the meantime, evidence is growing from a wide range of interventions, including those supported by the World Bank, that community involvement in schooling can have dramatic impacts on education access, retention, and quality. This paper summarizes the benefits, and risks involved in expanding the role of Africa's communities in education, and explores what communities ca, and cannot be expected to do, including what support would be needed to play an enhanced role in education. If community support is to contribute to access, quality, and equity in education, then clear, contextual strategies must be developed in a systematic manner. Communities must also be placed at the center of education change - as partners to governments, civil society and donor organizations, and as sources of knowledge, and educators. Only then will Africa's communities (and parents) be rightfully be placed as stakeholders in their education systems, able to ensure their children's basic education.
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Spatial learning in the guinea pig: cued versus non-cued learning, sex differences, and comparison with rats - Dringenberg, Hans C.; Richardson, D; Brien, James F.; Reynolds, James N. (Behavioural Brain Research, 2001)
This paper provides the first report of spatial learning in guinea pigs using the Morris water maze (MWM). Male and female guinea pigs were trained for 5 consecutive days (8 trials/day; acquisition phase) in either the visible (cued) or the hidden (non-cued) platform version of the MWM. In both tests, guinea pigs learned to navigate to the escape platform, as indicated by a decrease in escape latency over the 5 training days. There were no sex differences in either test version. A comparison of guinea pigs and male Wistar rats showed that performance during acquisition training was not different for the two species in the visible platform test, but rats performed better during the early training days in the hidden platform test. A retention test (probe trial) was given 5 days after the last acquisition training day. Again, there was no sex difference, and no difference between guinea pigs and rats. Finally, acquisition of a new escape response to a shifted platform location was equivalent for rats and guinea pigs of both sexes. These results demonstrate that guinea pigs show robust cued and non-cued learning in the MWM. Both acquisition and retention performance in guinea pigs is similar to that in rats, even though rats appear to have a slight advantage in the acquisition of non-cued, spatial information in this test. We conclude that the MWM provides a valuable paradigm to assess behavior and learning/memory in the guinea pig.
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Knowledge and practice of condom use among first year students at University of the North, South Africa - Peltzer, Karl (Curationis, 2001)
The aim of the study is to investigate knowledge and sexual practices with reference to correct use of condoms among first year South African University students. The sample consisted of 206 participants, 146 female and 60 male, the mean age was 20.9 years (SD = 3.4), with a range from 17 to 34 years. Results indicated that one third (29.2%) of the sample reported never using condoms, 35.4% always, 19.8% regularly and 8.5% irregularly in the past three months. About 90% levels of correct answers for condom use were found for the items of 'condoms as protection against STD and AIDS', 'expiry date of condoms', and 're-using condoms'. More than 15% were not aware that a condom should be put on before any contact with the vagina. The most common mistakes with respect to condom use were ignorance about the correct moment to put on a condom (56%), and when to take off a condom (55%). Male sex and especially increasing recent sexual encounters was associated with correct condom knowledge. The most common reasons for not using a condom were 'I do not have the AIDS virus' and 'I thought I was safe' seems to indicate a low perceived susceptibility. Findings are discussed in view of condom promotion programmes.
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Perceptions of epilepsy among black students at a University in South Africa - Peltzer, Karl (Curationis, 2001)
The present study sought to investigate the relationship between familiarity, attitudes, causative and treatment beliefs about epilepsy in a sample of black young adults (university students) in South Africa. The sample included a convenient sample of 253 second year social science students, 98 (38.7%) males and 155 (61.3%) females in the age range from 18 to 42 years (M = 25.0 years, (SD = 4.2). The questionnaire administered to students in a class room situation included sociodemographic data, and sections on familiarity, beliefs about cause and treatment, sources of information, attitudes about epileptics, and prevention of epilepsy. Results showed that the majority of students, in particular from a rural background, were familiar with epilepsy. Health care institutions were the most important source of information on epilepsy, especially for women. Those who believed in traditional causes of epilepsy also endorsed traditional treatment for it, though they did not see such treatment as curative. Those who believed in a medical treatment did however see such treatment as curative. Although the majority of the students had a positive attitude towards epileptics through sharing a meal or room and willingness to marry an epileptic, 17% thought that epileptics can infect others with their saliva during a seizure, 12% felt an epileptic is a witch or wizard, and about 10% said an epileptic must be isolated. Findings should be included in educational programmes for young adults.
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Tobacco use among black South African university students: attitudes, risk awareness and health locus of control - Peltzer, Karl (Curationis, 2001)
Objectives: To provide data on African/black South African university students’ tobacco use status, belief in the benefits to health of not smoking, risk awareness in terms of knowledge of the links between smoking and disease, health locus of control, value for health, subjective health status and well-being. Design: Cross sectional. Setting: University of the North Subjects: 793 Black University students from non-health courses chosen by random sampling, of these 370 (46.7%) were males and 423 (53.3%) were females in the age range of 18 to 25 years (M age 21.0 years, SD=3.48). Main Outcome Measures: A measure of smoking, the Multidimensional Health Locus of Control Scale, the Health as a Value Scale, and a measure for subjective health and subjective well-being. Results: The average prevalence of current tobacco use was 15% in men and 1% in women. The proportion of tobacco users who were classified as light users (1-10 per day) averaged 10% in men and 1% in women. Age and being male were significantly positively associated with status and frequency of tobacco use. Awareness of the link between smoking and lung cancer was high (93%), but awareness of the role of smoking in heart disease was very low (16%). The importance to health of not smoking was associated with smoking status (non-smoking versus smoking). Overall, 75% of the current smokers stated that they would like to reduce the amount they smoked. Poor subjective health status and low subjective well-being was associated with smoking status. No significant differences were found among non-tobacco users and tobacco users in relation to the three subscales of the Health Locus of Control (Internal, Chance, and Powerful others) and Value for health. Conclusion: For about 9% of the male students investigated, a high risk exists to become regular tobacco users for the next 30 years.
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Comparing Personal Development for Success Test Scores between College Students from South Africa and the United States - Linde, Ch Van Der; Grobler, B K (Education 3-13, 2001)
The present study sought to make comparison of for in a Democracy between college students in South Africa and those in the United States. In 1987 The American Psychiatric Association introduced the Global Function concept as a means to depict the present overall functioning of individuals in relation health care. The for in a Democracy Test (DEMO) used in this study is an effort to adapt the .global functioning concept more specifically to a democratic society based on current test strategy (Cassel, et.al., 2001). Groups Involved There were 77 students from South Africa ranging in age from 28 to 53 with a mean age of 38.14, and with a standard deviation of 5.96 years. There were 57 females and 20 males. There were 1452 college students from the United States ranging in age from 18 to 43 with a mean age of 21.23, and with a standard deviation of 4.76 years. There were 982 females and 470 males. Findings A t-statistic was computed between the mean DEMO test scores for the 77 college students from South Africa and the 1452 college students form the United States as depicted in Table 1 below. 1. First, the college students from South Africa were nearly twice the age of the college students from the United States. 2. Second, there were almost three times as many females in the South Africa group than males 3. The students from South Africa had statistically significant higher for scores than students from the United States for DEMO test being utilized: (1) EST, (2) ASS, (3) CFM, (4) SYM, (5) EFF, (6) SOCINT, and (7) DEMTOT--all at the 0.000 level of confidence. 4. The students from the United States had statistically significant higher DEMO scores than South Africa students in only one area: LOC-(Scientific Decision Making). 5. There was no statistical significant difference between students from South Africa and the United States as follows: (1) COP, (2) PERMAT, an d (3) CAR. 6. The Discerning Score (LIE) was within acceptable ranges for both groups, with very few exceptions. Changing With Age A multiple Regression Analysis using a constant was accomplished to determine the nature of change in the acquirement of for Success in relation to age. In Table 2 below the regression was accomplished for the total group of students from both South Africa and the United States. Clearly, when the younger students from the United States were included there was significant change with age, and in a direction of greater amount of for Success as students grow older. In Table 3 when the Multiple Regression was accomplished on the students from South Africa alone, and where the youngest student was 28 years old, there was no significant gain in the increase of for Success. Discussion The 77 students from South Africa were obviously a very select group of individuals from that nation, and displayed a proud superior achievement of of Success as depicted by the data. It is clear that the Hall-Marks are an integral part of personal development in both South Africa and the United States. Table 1 Use of a t-Statistic to Compare DEMO Mean Scores (N=77 South Africa, and 1452 United States) DEMO South United Scores Africa States Difference t-Statistic Probability 1. …
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Improving science education in Swaziland: The role of inservice education - Stronkhorst, Robert (2001)
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Decentralizing and Reinvigorating Legal Education in Ethiopia - Witten, Wray (Social Science Research Network, 2001)
In 1960, Emperor Haile Selassie I enacted the Civil Code of Ethiopia; in 1963 the first Faculty of Law was established at Haile Selassie I University, staffed primarily by Americans; in 1974 the Emperor Haile Selassie I was killed by a military dictatorship (the Derg) which then styled the government after the Soviet model; in 1991, the Ethiopian Democratic Revolutionary People's Front (EPRDF) ousted the Derg and set the country's course towards democratic free-market economic development; in 2000 Mekelle University and four other new regional universities were created from scattered colleges; in 2001 a new Faculty of Law, once thought impossible outside the federal capital but now seen as the model for four more, has been established at Mekelle University in Mekelle, Tigray, two days drive from the federal capital, Addis Ababa. Legal education has changed little in Ethiopia during this time, though the law and society have changed radically. Now, under the EPRDF a new Constitution has been adopted, a new Federal system with quite strong states has been put in place, and efforts have been made to devolve power to a level where democratic institutions effectively allow citizens to participate in, and monitor and evaluate government performance. The Ethiopian government and many donors are seeking to strengthen the rule of law throughout the country, hoping it will provide a fertile environment for human rights-based economic development. The newest stage of decentralization has been in higher education, and in legal education in particular. Thus, the question of what a law school should do resonates. The benefits of establishing law faculties in state capitals are many: reinvigorating the main chore of producing graduates both able and willing to work everywhere in Ethiopia; providing legal education close enough for continuing education and capacity upgrading; bringing legal expertise close enough for consultation and contribution to state policy and law making; grounding legal research in regional concerns; and creating constructive interaction between the academy and practice. The challenges are also many, but the greatest is finding, training and retaining instructors. The strategies of the new Mekelle University Law Faculty are: rethinking the curriculum, making instruction more practical, and increasing the entry points and pathways to a law degree; reorienting and educating faculty and students through empirical research on courts, local administration, and the protection of Constitutional rights; analyzing how every part of the law interacts with economic development; collaborating with the Women's Association of Tigray to provide their half million members key legal services; exploring new State / Federal and State / State relationships; and providing consulting services to policy and law makers.
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Progressive strength training in sedentary, older African American women - Adams, Kent J.; Swank, Ann M.; Berning, Joseph M.; Sevene-Adams, Patricia G.; Barnard, Kerry L.; Shimp-Bowerman, J A. (Medicine and Science in Sports and Exercise, 2001)
This study investigated effects of an 8-wk, low-frequency and low-volume, supervised, progressive strength training program emphasizing free weight, multijoint movements on the muscular power, strength, endurance, and flexibility of African American women 44 to 68 yr of age.Nineteen sedentary African American women were randomly assigned to a strength training (ST) only group (N = 12; mean age, 51 yr) or a nonexercise control (C) group (N = 7; mean age, 52 yr). Maximal power, strength, absolute endurance, and flexibility were assessed before and after training. Subjects trained 2 d x wk(-1) using free weight (barbells and dumbbells) and machine (plate loaded) exercises for two to three sets of 8 to 10 repetitions on both primary and assistance exercises.Upper body power (medicine ball put distance) significantly increased statistically (P = 0.002), but gains possibly lacked practical significance because of measurement variation. Lower body power (peak watts on bicycle) experienced a small, nonsignificant increase in the ST group. Significant increases (P = 0.000) in 1RM muscle strength occurred in the ST group (leg press, +99.8%; bench press, +34.4%). Absolute endurance significantly increased (P = 0.000) in the ST group (leg press repetitions to failure at 70% pretest 1RM, +221%; bench press repetitions to failure at 50% pretest 1RM, +112%). Significant flexibility gains occurred in the ST group (sit-and-reach test, +8.2%; P = 0.017). No significant changes occurred in power, strength, absolute endurance, or flexibility in the C group.This study demonstrates that 8 wk of low-frequency, supervised, progressive strength training emphasizing free weight, multijoint movements can safely cause significant gains in muscle strength, absolute endurance, and flexibility in older African American women.
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Incidence of uterine rupture in a Teaching Hospital, Sudan. - Ahmed, Sayed M.; Daffalla, Saad E. (PubMed, 2001)
This study aims to document the experience of uterine rupture as a serious common complication of pregnancy in some developing countries like Sudan. The study is also aimed at reviewing the main contributing factors so as to draw broad lines for a strategy of prevention.A retrospective study carried out at Medani Teaching Hospital, Medani City, Sudan. Case notes were reviewed for all patients with uterine rupture from 1st January 1992 through 31st of December 1997. The data was analyzed and the literature was reviewed to compare the results of similar studies.Out of the total number of deliveries in that period (n=21190), 86 cases were diagnosed to have uterine rupture giving an incidence of 1:246. The main contributing factor to uterine rupture identified in this study, was poor ante-natal care (64%). One most important direct cause of uterine rupture was previous cesarean section scar with or without cephalopelvic disproportion (n=39) (45%). Seventy-six cases, had complete rupture of uterus. Subtotal hysterectomy was carried out on 69 cases (80%) and 15 cases (17%) had uterine repair with bilateral tubal ligation. Three patients developed vesico vaginal fistula (3.5%). The ureter was iatrogenically severed in 2 cases (2%). There were 6 (7%) maternal deaths and 68 (79%) perinatal deaths.This study confirms the existence of a serious preventable obstetrical problem. Poor antenatal care, poor provision of health service and low socioeconomic standards, are the main factors contributing to uterine rupture. Those findings would suggest that both social and medical improvements will significantly improve survival in mothers with ruptured uterus and reduce the perinatal loss.
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The scope of amputations in a Nigerian teaching hospital. - Ba, Schölkens (PubMed, 2001)
In developing countries, amputations have been performed due to trauma and infections; whereas in developed counties, trauma, diabetes and peripheral vascular diseases are the usual indications. Current practice in Nigeria suggests a change of relative indications, hence, this study. A five-year (July 1994 to June 1999) review of amputation records from the medical records, operating theatre, wards and physiotherapy department was carried out retrospectively. Amputation types, age, sex and indications were analysed. Fifty-eight amputations were performed in 56 patients (47 males, nine females, M: F = 5.2 : 1, age range 7-70 years, mean 33.3 +/- S.D 18.2). There were 42 lower and 16 upper limbs. Trauma accounted for 48.3%; followed by diabetes (29.3%), tumours (12.1%), infections (8.6%) and one indeterminate cause (1.7%). There was bias for sex, age and type of extremity as trauma was the commonest indication in male patients aged 30 years and below (and in the upper limb) whereas diabetes predominated in female patients above 30 years (and in the lower limb). Infection, as an indication for amputation, has now become a rear guard indication. Diabetes, previously uncommon, now appears in the forefront. These findings call for early detection and aggressive management of diabetic foot lesions.
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Sensory Impairments and Subjective Well-Being Among Aged African American Persons - Bazargan, Mohsen; Baker, Richard S.; Bazargan, Shahrzad (The Journals of Gerontology: Series B, 2001)
The limited number of studies concerning the prevalence of hearing loss and vision impairment and their causes, and the lack of strategies to prevent or treat the deleterious effects of hearing loss and vision impairment, point to a significant gap in the knowledge base concerning aged minority populations. This cross-sectional study evaluated the relationship between vision and hearing impairment and psychological well-being among a sample of 988 elderly African American persons. Fair or poor vision or hearing was reported for 36.5% and 26% of our sample, respectively. Reported prevalence rates for these impairments are considerably higher than rates previously documented in comparable studies of elderly people conducted in general (i.e., predominantly White) populations. Eighty-four percent of our study participants attempted to improve their vision through the use of eyeglasses. By contrast, only 4.3% of individuals in the study who described their hearing as poor reported using hearing aids. Using multivariate analysis and other related variables that have previously been identified as common predictors of psychological well-being, the findings of this study suggest that poor vision is independently associated with a lower level of psychological well-being among aged African Americans even after adjusting for sociodemographic characteristics, functional limitations, perceived health status, and cognition. Poor hearing was also found to be associated with a lower level of psychological well-being; however, this relationship was not independent but was mediated by the effect of hearing on functional status. These data indicate considerable potential for improved psychological well-being for African American elderly people through visual and audiological rehabilitation.
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Hot Desert Albedo and Climate Change: Mid-Holocene Monsoon in North Africa - Bonfils, C.; Noblet‐Ducoudré, Nathalie de; Braconnot, Pascale; Joussaume, Sylvie (Journal of Climate, 2001)
Many models in the framework of the Paleoclimate Modelling Intercomparison Project have undertaken simulations of the mid-Holocene (6 kyr ago) climate change. Analysis of the results have mainly focused on the North African summer monsoon that was enhanced 6 kyr ago, in all models, in response to the prescribed enhanced summer insolation. The magnitude of the simulated increase in total rainfall is very different, however, among the models, and so is the prescribed mean hot desert albedo, which varies from 19% to 38%. The appropriate prescription of hot desert's brightness, in the simulation of present-day climate, is known to be a key parameter since the work of Charney, which has been confirmed by many subsequent studies. There is yet no consensus, however, on the albedo climatological values to be used by climate modelers. Here, it is questioned whether changes in the prescription of hot desert albedo may also affect the simulated intensity of climate change. Using the Laboratoire de Météorologie Dynamique atmospheric general circulation model, two sets of simulations, with a mean hot desert albedo of respectively 35% and 28%, have been carried out. The simulated mid-Holocene summer monsoon change in northern Africa is significantly larger when the background hot desert albedo is the lowest (i.e., 28%). The associated increased northward penetration of monsoon rains allows a greater reduction of hot desert area that is in better agreement with paleodata. At least three good reasons have been found to explain these changes, one of them being that when hot desert albedo is relatively low, the atmosphere above is more unstable and the same increase in solar forcing leads to larger changes in precipitable water. The implication of such a study is that differences in models' responses to any external forcing (insolation, increased atmospheric CO2, etc.) may be partly explained by differences in the prescription of land surface properties. The interpretation of climate change resulting from only one model must therefore be taken with great care.
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Gifted African American Male College Students: A Phenomenological Study. - Bonner, Fred A. (2001)
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Predictive risk factors for deterioration from normoglycemic state to type 2 diabetes mellitus or impaired glucose tolerance in a Tunisian urban population. - Chihaoui, Mélika; Kanoun, F.; B, Ben Rehaiem; S, Ben Brahim; Ftouhi, B.; Mekaouar, A; Fekih, M.; Mbazâd, A; Zouari, B.; F, Ben Khalifa (PubMed, 2001)
To determine the predictive risk factors for the development of type 2 diabetes mellitus (DM) or impaired glucose tolerance (IGT) in a normoglycemic population.This is a ten-year prospective study in a randomly selected urban population including 1835 subjects aged >=30 years living in Tunis, 1460 were normoglycemic according to 2 hours blood glucose WHO criteria, and 701 among them attended the follow-up assessment ten years later. Subjects with impaired glucose tolerance (IGT) were excluded. Subjects underwent a physical examination including weight/height, iliac circumference (IC) and blood pressure measurements. Fasting and 2-hour venous blood sampling, after a 75 g oral glucose load, were performed for the measurement of plasma glucose (G(0), G(2h)), insulin (I(0), I(2h)), total cholesterol (TC) and glycated hemoglobin (HbA(1c)) levels.Out of the 701 normoglycemic subjects in 1985, 77 developed diabetes and 130 impaired glucose tolerance after 10 years, giving a mean annual incidence rate of 1.1% for diabetes and 1.85% for IGT. Univariate analysis showed that risk factors for diabetes were age, BMI, IC, SBP, G(0) and total cholesterol in both sexes, I(0) and I(2h) in men only and DBP G(2h) and HbA(1c) in women only. Risk factors for IGT were BMI, IC and G(2h) in both sexes, I(2h) in men only and G(0) in women only. Multivariate analysis revealed that BMI, G(0) and G(2h) were independent risk factors for conversion to diabetes or IGT in both sexes, but HbA(1c) and IC were risk factors only in men.Early screening and prevention of diabetes must focus on obese subjects, especially those with central fat distribution, and those with moderate increase in fasting and/or two-hour blood glucose levels within the normal range.
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Gender differences among African American students in the impact of racial identity on academic psychosocial development - Cokley, Kevin (Journal of College Student Development, 2001)
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Towards a Modern Zen Theatre: Gao Xingjian and Chinese Theatre Experimentalism. By HENRY Y.H. ZHAO. [University of London: School of Oriental and African Studies, 2000. 230 pp. ISBN 0–7286–0317–9.] The Other Shore: Plays by Gao Xingjian. Translated by GILBERT C.F. FONG. [Hong Kong: The Chinese University Press, 1999. xlii + 269 pp. ISBN 962–201–862–9.] - Conceison, Claire (The China Quarterly, 2001)
With Gao Xingjian's winning of the 2000 Nobel Prize for Literature and the controversy it generated, scholarship on Gao in English becomes crucial to understanding the landscape of Chinese cultural studies (both local and diasporan) during the 1980s and 1990s. Chinese spoken drama, severely under-studied and under-acknowledged in both Asian studies and theatre scholarship, has become a topic of sudden interest since the Nobel was bestowed on Gao last year. The relative paucity of English-language book-length sources on contemporary Chinese huaju (which include only four anthologies and even fewer single-author published manuscripts) means that studies that do reach the reading public potentially have tremendous impact on how this complex topic spanning the past century of Chinese cultural and political history is perceived. It is for this reason that I read Henry Zhao (Zhao Yiheng)'s Toward a Modern Zen Theatre with both considerable excitement and unexpected disappointment.
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Character makes leaders : horsemanship training and the development of Junior officer leadership at the South African Military Academy - Erasmus, Willem Driesse; Rensburg, J.L.J. Van (Journal of Public Administration, 2001)
The Military Academy, situated in Saldanha, is a unit of the South African National Defence Force. It consists of four sections namely Faculty of Military Science, Centre for Military Studies, Support Services and the Section Military Development. The Section Military Development ensures a military environment that is conducive to academic studies, structured professional military development and sporting achievements. This section focuses on the development of professional military abilities, skills and traits. The Equestrian Centre is one of the sub-sections of the Section Military Development, and is responsible for the horsemanship training that is presented once every semester to all first year students. It is believed that certain organised efforts by the Section Military Development have a positive influence on the development of character traits of young officers. The contribution of these development efforts towards character development of young Military Academy officers has however never been tested. During the year 2000 research was done in an attempt to fill this gap by determining the perceptions of students who undergo horsemanship training (one of several development programs); that being perceptions regarding the contribution of this form of training towards the development of particular character traits such as physical and moral courage, self control, confidence, acceptance of advice and criticism, the rendering of selfless service and the ability to withstand setbacks. The results of the research indicate that the majority of young officers experienced horsemanship training as a significant contributing activity towards the development of aforementioned character traits.
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Rural Out-migration in the Drought Prone Areas of Ethiopia: A Multilevel Analysis - Ezra, Markos; Kiros, Gebre-Egziabher (The International migration review, 2001)
This article presents a multilevel analysis of rural out-migration in Ethiopia over the 1984–1994 period. Using a recent household survey carried out in the drought prone rural areas of Ethiopia, discrete-time hazard models are used to examine the impact of individual, household and community factors on migration. Incorporating a life-course and the “new economics of migration” perspectives, our findings suggest that rural out-migration in these areas can be viewed as a function of individual, household and community characteristics. We find that mobility of people for schooling in the impoverished rural communities is minimal. Migration of both sexes was possible mainly through marriage, although females tend to depart their residences more than males. Our findings also reveal substantial period effects on out-migration trends.
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Education and the South African juvenile justice system - Gast, Michael J. (2001)
Extracted from text ... 9 Michael Gast, an American educationalist, visited South Africa recently and decided to do an exploratory study of children in prison and reform schools. He reports as follows: Education in the South African juvenile justice system entails much more than just the formal classes and curriculum offered to young offenders. Through my month-long research project I have come to see that looking at education necessarily means studying the whole process of imprisonment, institutionalisation and rehabilitation. Realities of Transformation While the post-apartheid era has brought many changes in legislation, implementation has been slow and painful. Only in 2001 have many of the ..
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BIASES AND EFFECTIVENESS OF EXTENSION SERVICESTO MAIZE FARMERS IN KENYA BEFORE AND AFTER THE TRAINING AND VISIT SYSTEM - Hassan, Rashid M.; Poonyth, Daneswar (Agrekon, 2001)
The effectiveness of the training and visit (T&V) extension method in reversing typical biases of the previous conventional system of extension services in Kenya was investigated using multinomial logistic regression analysis. The study provided empirical evidence supporting reduction in biases against small-scale, young and uneducated farmers and remote areas. On the other hand, the bias against marginal production environments and women continued under the T&V system, though at lower rates than before. Efficacy of the T&V system was also confirmed through promotion of higher adoption of improved technologies. This was mainly attributed to the effective mechanisms and better quality of information delivered through the indirect contact methods of T&V.
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The impact of industrial pollution on the Jorf Lasfar coastal zone (Morocco, Atlantic Ocean): the mussel as an indicator of metal contamination - Kaimoussi, Aziz; Chafik, A.; Mouzdahir, Abdelkrim; Bakkas, Salem (Comptes rendus de l'Académie des sciences. Série 2. Sciences de la terre et des planètes, 2001)
Abstract The present study characterizes the effluents of the ‘Maroc Phosphore’ factories III and IV (of Jorf Lasfar coastal zone). The results show that the effluent (Cs/l) is very acid, very phosphate-rich, high in suspended matter and calcium-rich. Hydrological parameters indicate an important content of phosphates, especially in the stations located in the South of Cs/l. Tissues of mussel Mytilus galloprovincialis from the Jorf Lasfar zone present high concentrations of Cd and Cu.
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Predicting early grade retention: A longitudinal investigation of primary school progress in a sample of rural South African children - Liddell, Christine; Rae, Gordon (British Journal of Educational Psychology, 2001)
One hundred and fifty rural South African children, newly enrolled in Grade 2 in 1994, were retraced in 1998 when they were scheduled to have entered Grade 7. Only 39% of the cohort had progressed smoothly to Grade 7; more than a third (36%) had left their original primary school, and 25% had been retained at least once.The present study investigated factors that were measurable at the start of Grade 2 which proved useful in predicting subsequent retention.Details of children's academic progress from Grade 1 in 1993 through all subsequent years including 1998 were collected. Predictor variables included age at school entry, sex of child, nutritional status, academic achievement in Grade 1, cognitive test status at Grade 2, teacher assessments of children's behaviour, and biographical variables such as caregiver education and household size.Rural children's experience of primary school was relatively disrupted. For those who remained in the same school, a relatively good predictive model for retention was built, with Grade 1 academic achievement as well as caregiver education, and cognitive test scores being important predictors.Results corroborate those of developed world studies, in showing that early academic achievement is a strong predictor of retention. In addition, they highlight the importance of early curriculum mastery--rather than broader cognitive skills--for smooth progression through school.
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Action-Control Beliefs and School Experiences of Tanzanian Primary School Students - Malmberg, Lars‐Erik; Wanner, Brigitte; Sumra, Suleman; Little, Todd D. (Journal of Cross-Cultural Psychology, 2001)
We investigated Tanzanian primary school students’ action-control beliefs about school performance using the revised Control, Agency, and Means-Ends Interview (CAMI) and school experiences controlling for the effects of parental educational level, gender, and age. Five hundred forty-five students (254 boys and 291 girls) in grades 3 through 7 from both urban and rural schools responded to the CAMI questionnaire in Swahili. A structural equation model validated the dimensions of action-control beliefs, thereby supporting the idea that these constructs are basic education-related aspects of human belief systems across cultures. The Tanzanian educational system and teaching format were reflected in low performance-belief relationships. Higher achievers were more prone to develop an adaptive belief profile (internal causes: effort, ability) and more positive perception of their teachers, whereas low achievers were more prone to develop a maladaptive belief profile (external causes: luck, teachers, and unknown), and more social anxiety.
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Estimation of the Impact of Climate Change on Hydrology and Water Resources in Swaziland - Matondo, Jonathan I.; Msibi, Kenneth M. (Water International, 2001)
Abstract The enhanced greenhouse gas effect is expected to cause high temperature increases globally (1 to 3.5 degrees Celsius), and this will lead to an increase in precipitation in some regions while other regions will experience reduced precipitation. Therefore, countries are engaged in the exercise of evaluating the impact of expected climate change on water resources using General Circulation Models (GCM) and hydrologic models. The WatBall model has been found appropriate for the evaluation of the impact of climate on water resources. The Usutu catchment was selected for the evaluation of the impact of climate change on water resources because it covers two thirds of Swaziland and traverses the four physiographic regions. The results of GCM models (precipitation, temperature, and, thus, potential evapotranspiration) have been used as input to the calibrated WatBall model to forecast streamflow for Usutu catchment for the wet, dry, and average annual conditions for the year 2075. Without taking into consideration population increase and expanded agricultural activities, a comparison between observed and simulated streamflow reveals that all the GCM models are simulating low flows from June to September for the wet years and from May to September for the dry and normal years. The effect of population increase on water resources under climate change has revealed that all the GCM models simulate a water deficit for the winter months (May to September). What can be concluded here is that streamflows will be low during the winter months and the population increase will cause water shortages during the winter months. Therefore, optimal water resources management will be crucial. Adaptation options have been suggested and range from modification of the existing infrastructure to water demand management.
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The Role of Social Networks in the Adjustment of African Students to British Society: Students' perceptions - Maundeni, Tapologo (Race Ethnicity and Education, 2001)
African students studying abroad have to adapt to a new cultural environment in addition to the usual stresses of school. This article uses social network theory to analyse findings about perceptions of the role played by social network members in the adjustment of 29 African students to British society. The findings come from a study that the author undertook to explore students' perceptions of adjustment problems and concerns they experienced, as well as the role played by social networks. The study found that the composition of students' network members was largely other African students and that contact among them was dense. While students perceived this contact as supportive, they also reported that sometimes it was a source of stress. Other network members who played a role in students' adjustment were family members, most of whom were left behind in the students' native countries, supervisors and lecturers, medical personnel, counsellors, sponsors, and the personnel of accommodation offices and the international students' offices. Students' networks played various roles, including both supportive and non-supportive. Supportive functions included the provision of emotional, informational, spiritual and financial support, advice and social companionship. Non-supportive aspects of network members included discrimination, domination, gossip, and students' inability to improve their knowledge of English and to learn about the cultures of the host country that arose from what the students called 'too much' contact with students from their own region. The article also outlines implications of the findings for practice and research.
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Future teachers’ conceptions concerning the learning capacity of pupils in multicultural schools in South Africa - Meier, Corinne; Letnmer, Eleanor (PROSPECTS, 2001)
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Distance education in South Africa - Merrill, Margaret (Educational Technology Research and Development, 2001)
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Worms: Education and Health Externalities in Kenya - Miguel, Edward; Kremer, Michael (2001)
Intestinal helminths - including hookworm roundworm schistosomiasis and whipworm - infect more than one-quarter of the worlds population. A randomized evaluation of a project in Kenya suggests that school-based mass treatment with deworming drugs reduced school absenteeism in treatment schools by one quarter gains are especially large among the youngest children. Deworming is found to be cheaper than alternative ways of boosting school participation. By reducing disease transmission deworming creates substantial externality health and school participation benefits among untreated children in the treatment schools and among children in neighboring schools. These externalities are large enough to justify fully subsidizing treatment. We do not find evidence that deworming improves academic test scores. Existing experimental studies in which treatment is randomized among individuals in the same school find small and insignificant deworming treatment effects on education; however these studies underestimate true treatment effects if deworming creates positive externalities for the control group and reduces treatment group attrition. (authors)
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Worms: Education and health externalities in kenya - Miguel, Edward; Kremer, Michael (2001)
Intestinal helminths - including hookworm, roundworm, schistosomiasis, and whipworm - infect more than one-quarter of the world's population. A randomized evaluation of a project in Kenya suggests that school-based mass treatment with deworming drugs reduced school absenteeism in treatment schools by one quarter; gains are especially large among the youngest children. Deworming is found to be cheaper than alternative ways of boosting school participation. By reducing disease transmission, deworming creates substantial externality health and school participation benefits among untreated children in the treatment schools and among children in neighboring schools. These externalities are large enough to justify fully subsidizing treatment. We do not find evidence that deworming improves academic test scores. Existing experimental studies, in which treatment is randomized among individuals in the same school, find small and insignificant deworming treatment effects on education; however, these studies underestimate true treatment effects if deworming creates positive externalities for the control group and reduces treatment group attrition.
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Worms: Education and Health Externalities in Kenya - Miguel, Edward; Kremer, Michael (2001)
Intestinal helminths - including hookworm, roundworm, schistosomiasis, and whipworm - infect more than one-quarter of the world's population. A randomized evaluation of a project in Kenya suggests that school-based mass treatment with deworming drugs reduced school absenteeism in treatment schools by one quarter; gains are especially large among the youngest children. Deworming is found to be cheaper than alternative ways of boosting school participation. By reducing disease transmission, deworming creates substantial externality health and school participation benefits among untreated children in the treatment schools and among children in neighboring schools. These externalities are large enough to justify fully subsidizing treatment. We do not find evidence that deworming improves academic test scores. Existing experimental studies, in which treatment is randomized among individuals in the same school, find small and insignificant deworming treatment effects on education; however, these studies underestimate true treatment effects if deworming creates positive externalities for the control group and reduces treatment group attrition.
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The role of education and fertility in the participation and employment of African women in South Africa - Mlatsheni, Cecil; Leibbrandt, Murray (RePEc: Research Papers in Economics, 2001)
Policy makers are well aware that creating jobs is an important priority if the health of our economy is to be preserved and improved. However, the first step towards a successful strategy of employment creation is an understanding of the labour market. Much attention has been devoted to analysing the unemployment/employment divide without sufficient attention being given to labour market participation itself. The aim of this paper is to add this dimension. Our focus is on African women, looking at the extent of the influence of education as well as fertility on their participation and employment. The first section takes a descriptive look at the relationship between education, fertility, and employment. We find that education is negatively related to fertility but positively related to employment. We also find that fertility and employment are negatively related. The next section tests these findings through estimating more formal models of participation and employment. Our conclusion is that education plays a significant role in the participation and employment of African women. However, fertility has an insignificant effect on participation of African women in the labour market. This is likely to be a result of the fact that African women are relatively poorer than the rest.
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Missing the message: HIV/AIDS interventions and learners in South African Schools - Morrell, Robert; Unterhalter, Elaine; Moletsane, Relebohile; Epstein, Diane (Canadian Woman Studies, 2001)
In the last decade AIDS has become identified as the major factor threatening South African democracy and its people. Only in the last five years however has the impact of the epidemic on education been appreciated and interventions to prevent the spread of HIV initiated. In this article we examine the discourses of AIDS interventions in schools. We show how these discourses ignore gender and then examine how school learners make sense of the messages. We argue that the learners hear the messages in gender-distinctive ways and that the interventions miss their target. (excerpt)
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Ten years of a community-oriented medical school in Malawi. - Muula, AS; Malunga, BW (PubMed, 2001)
The 6th of September marks ten years since the College of Medicine of the University of Malawi opened its doors to the first group of undergraduate medical students. These young Malawian men and women had received part of their training in the United Kingdom and had come home for the final year of their studies. In the subsequent years, more cohorts of students returned from the UK, South Africa and Australia where they had done their basic medical sciences and initial clinical training. They came home between 1993 and 1996 to complete the last two years of the clinical phase of the degree programme. Between 1992 and 2001, 151 Malawian medical doctors graduated from the College of Medicine. Of these, 4 have left the country and are working abroad, 7 have died and 140 are serving in various capacities in the health sector in Malawi.1 That the College of Medicine exists is clear testimony to the commitment, perseverance and patriotism to one's country shown by a number of Malawians. We specifically wish to recognise the tremendous input that the College has had right from its conception and infancy by Emeritus Professor John David Chiphangwi. While some questioned the wisdom of a poor African country having its own medical college, Dr Chiphangwi wondered whether a poor African nation could afford not to have one. It is a tribute to this vision that we now celebrate ten years of the existence of the first medical school in Malawi. Professor Chiphangwi managed to work for the College with support from various quarters both within and outside the country. Since its inception, the College's philosophy has been to promote community-based teaching, research and service.2 We have witnessed the successful implementation of a community-oriented curriculum and the Department of Community Health is involved in all five years of training. The volume and quality of published research by the College is very impressive and includes many community-based research and service projects. It is also of particular note that the bulk of clinical services at the Queen Elizabeth Central Hospital, the main teaching hospital for the College of Medicine, are provided by the College's own faculty and graduates. In just ten years, Malawi's medical school has earned international repute. It is among the medical schools accredited by the World Health Organisation (WHO). College of Medicine students have won international prizes for elective research projects. Graduates of the College have distinguished themselves nationally as well as abroad, as manifested for example by their consistently good performance in postgraduate specialist training in foreign countries such as UK and USA. This is a result of the dedication of members of faculty who have facilitated and supported candidates for postgraduate training and also of the spirit of self-learning inculcated in the students during undergraduate training. The challenges being faced by the College are divers* but not insurmountable. The medical school gets most of its financial and material resources as government subvention. Due to the adverse macro-economic environment, some institutions of high learning have suffered recurrent and chronic closures, for lack of funds. The College of Medicine has so far been spared thanks to the goodwill of the government, the international community and the College's own management. The Malawian community have been particularly understanding. As we celebrate ten years since the birth of the College, we need to reflect on the past, review the present and plan for the future with as much zeal as was shown by the founding fathers. While we rejoice in the fact that the majority of the graduates are still working in and for Malawi, we recognise that the general work environment is still far from being conducive. We believe that our graduates will be instrumental in contributing to the change for a better work environment rather than wait passively for others to do it for them. Finally, we must acknowledge the input, sometimes as a sacrifice, made by many expatriate teaching staff. Some were selected by Dr Chiphangwi and Prof Geoffrey Dahlenburg, first Principal and Executive Dean of the College. Coming to Malawi meant different things to each of the expatriate specialist staff, but we have no report of anyone having ever regretted the opportunity to be involved in the development of the College of Medicine. Malawi now has a medical school of its own. The foundations have been laid. The gains that have so far been achieved must be consolidated and new strides made. This edition of the Malawi Medical Journal is a suitable recognition and celebration of ten good years of the Malawi College of Medicine.
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The performance of African primary education systems: Critique and new analysis of PASEC data for Senegal - Naumann, Jens; Wolf, Peter (PROSPECTS, 2001)
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Imagining Immigration: Inclusive Identities and Exclusive Policies in Post-1994 South Africa - Peberdy, Sally (Africa Today, 2001)
The re-creation of South Africa in 1994 as an inclusive democracy in which the state, for the first time, represents all of the country's citizens has led to a new interest in immigration. This paper documents the development of new state discourses and exclusionary immigration policies since 1994. This paper examines these new fears about immigration, and the seeming contradiction between the immigration policies of the post-1994 South African state and its apparent commitment to democracy, inclusivity, and human rights. These developments are placed within the context of the construction of its new nation-building project and national identity. This paper argues that a shift toward citizenship and inclusivity as markers of belonging has led, paradoxically, to an exclusive and increasingly restrictionist immigration policy.
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A Theoretical Argumentation and Evaluation of South African Learners' Orientation towards and Perceptions of the Empowering Use of Information - Postma, Louise (New Media & Society, 2001)
This article attempts to illustrate how African learners orient themselves towards information in a pre-computerized learning environment. The critical objective of the article is to show that the disempowering elements in learning might again be replicated in computer-mediated learning or communication. The article illustrates that young African learners are situationally and not critically empowered by information as presented in its current form by institutions of learning. We assume that the African learner's accommodation to the context and the forms of information transfer inhibits an authentic development of ways of learning and critical knowledge construction. The interaction with and orientation to the current contexts, which mediate and present information, might not be an empowering experience. The article hopes to contribute to the formulation of program design for computer-mediated communication. It conceptualizes a learning environment with a new culture, one based on the learning elements of social constructivist theory and the communal principles of Gemeinschaft [community] in a postmodern era. It is also intended to suggest to learning program designers how to facilitate conscientization and the empowerment of the African learners in their interaction with information.
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School-community libraries : some guidelines for a possible model for South Africa - Roux, Sophia Le (2001)
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Implications of Copyright Protection to Distance education in Tanzania: An Appraisal of the Copyright and Neighboring Rights Act,1999 - Samzugi, Athuman; Shaaban, Benhajj (2001)
This paper examines the implications of copyright protection to distance education in Tanzania. The significance of copyright to distance education is exposed and the Copyright and Neighbouring Rights Act 1999 is examined and appraised as to the extent to which it permits distance education use of copyrighted materials without obtaining the copyright owner's permission. The paper argues that statutory exemptions under the Act are neither elaborate nor specifically set for education and in particular distance education news of copyrighted materials, hence uncertainties as to the extent to which the exemptions may be applied for distance education purposes. The paper suggests that there is a need to ameliorate the Act with a view to facilitating and promoting distance education whilst maintaining an appropriate balance between the rights of both copyright owners and users. A deliberate emphasis needs also be placed in arousing copyright awareness among distance educators.
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The Sojourner Experience of Yemeni American High School Students: An Ethnographic Portrait - Sarroub, Loukia K. (Harvard Educational Review, 2001)
In this article, Loukia Sarroub explores the relationships between Yemeni American high school girls and their land of origin. She also illustrates the tensions that often arise between immigrant students' lives and the goals of U.S. public schooling. Sarroub begins by providing historical background on Yemeni and Arab culture and international migration. Then, drawing upon a larger ethnographic study set in the Detroit, Michigan, area, she presents a case study of one girl's experiences in the contexts of home, school, and community in both the United States and Yemen. Throughout the study, Sarroub makes thematic comparisons to the experiences of five other Yemeni American high school girls. She uses the notion of the "sojourner" to highlight the fact that many Yemenis "remain isolated from various aspects of American life while maintaining ties to their homeland." Sarroub describes the relationships between Yemen and the United States as social and physical "spaces" from which high school girls' networks and identities emerge. She suggests that in this particular Yemeni community, which was fraught with ritual and sanctioned norms, public schooling was both liberating and a sociocultural threat. This duality sometimes led girls to disengage with home and school worlds and to create "imagined" spaces that could bridge their Yemeni and American lives. Sarroub's study provide a larger lens through which to understand the multiple spaces students must negotiate and the sojourner experience of this Yemeni community in the United States. (pp. 390–415)
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School Practices for Equitable Discipline of African American Students. ERIC Digest Number 166. - Schwartz, Wendy (2001)
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Convergent teaching in Mali and its impact on the education system - Traoré, Samba (Prospects (Paris), 2001)
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Research in action: the training approach of the Joint Health Systems Research Project for the Southern African Region - Varkevisser, Corlien M. (Health Policy and Planning, 2001)
Over the last two decades, capacity-building in health research has been recognized as a priority by the international research community.Since 1987 the Joint Health Systems Research (HSR) Project for the Southern African Region has been making efforts to increase the national expertise for operational health research, starting in ten Southern African countries, in order to strengthen decision-making in health care at all levels.Initially, its targets were health managers and public health staff.Step-by-step, staff of different levels and disciplines have, in small groups, developed and implemented research protocols on problems experienced in their own working environment.The recommendations resulting from over 200 studies could, to a large extent, be implemented by the teams themselves.The Project was characterized by a flexible approach, allowing countries to participate at their own speed and to determine their own activities and the support they needed.As Ministries of Health as well as research institutions, in an increasing number of Southern and Eastern African countries, choose to actively participate in HSR, this has contributed to bridge the gap between the academic world and the health field.Still, sustainability of HSR activities remains a challenge.This paper describes the approach of the Joint HSR Project over the first 10 years of its operation, and its major strengths and limitations.
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ON THE POLITICS OF TIME AND PLACE IN A TRANSFORMING SOUTH AFRICAN RESEARCH ENVIRONMENT: NEW CHALLENGES FOR RESEARCH STUDENTS - Visser, Gustav (South African Geographical Journal, 2001)
ABSTRACT South Africa has experienced a series of fundamental changes in its institutional structures over the past decade. The paper suggests that these changes underpin a “new” research environment for research students, the dynamics of which have not been commented upon in South African geographical debates. Drawing on research experiences of South African local government, the paper first considers the importance of political-temporal contingency in framing the research process, illuminating the impact of research focus vis à vis the political and temporal context of the research and informants. Second, the impact of researcher positionality is illustrated, demonstrating the dynamic ways in which identities and attendant power relations are created and transformed in variable multi-cultural settings. The paper concludes by suggesting that we consider these observations on a broader canvas, reflecting on the challenges these factors present research students.
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Promoting the dialogue: role of action research atBelvedere Technical Teachers' college, Zimbabwe - Weiler, Jim (Educational action research, 2001)
Abstract Zimbabwe's Belvedere Technical Teachers' College requires students to complete a Curriculum Depth Studies (CDS) project investigating some aspect of their teaching. The Professional Studies (PS) section at the college is undergoing an action research project to improve how students are prepared for and supported in doing their CDS projects. At the same time, the section is promoting action research as a model for the students' projects. By participating in the process that they are advocating, PS section lecturers examined the complexities of doing action research. The college-wide dialogue reflects the deep thinking, tensions and contradictions involved in the process
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Leach's Storm-Petrel Oceanodroma leucorhoa breeding in South Africa - Whittington, Philip A.; Dyer, Bruce M.; Underhill, L. G. (Bulletin of the African Bird Club, 2001)
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Religious Education and Prejudice: Muslims and Christina in Tanzania - Wijsen, F.J.S.; Rukyaa, J.M. (2001)
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Late Quaternary Climate Changes in Central Africa as Inferred from Terrigenous Input to the Niger Fan - Zabel, Matthias; Schneider, Robert; Wagner, Thomas; Adegbie, Adesina T; Vries, Uwe de; Kolonic, Sadat (Quaternary Research, 2001)
Abstract Time series of terrigenous source elements (Al, K, Ti, Zr) from core GeoB4901-8 recovered from the deep-sea fan of the Niger River record variations in riverine sediment discharge over the past 245,000 yr. Although the flux rates of all the elements depend on physical erosion, which is mainly controlled by the extent of vegetation coverage in central Africa, element/Al ratios reflect conditions for chemical weathering in the river basin. Maximum sediment input to the ocean occurs during cold and arid periods, when precipitation intensity and associated freshwater runoff are reduced. High carbonate contents during the same periods indicate that the sediment supply has a positive effect on river-induced marine productivity. In general, variations in the terrestrial signals contain a strong precessional component in tune with changes in low-latitude solar radiation. However, the terrestrial signal lags the insolation signal by several thousand years. K/Al, Ti/Al, and Zr/Al records reveal that African monsoonal precipitation depends on high-latitude forcing. We attribute the shift between insolation cycle and river discharge to the frequently reported nonlinear response of African climate to primary orbital configurations, which may be caused by a complex interaction of the secondary control parameters, such as surface albedo and/or thermohaline circulation.
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Late Quaternary Climate Changes in Central Africa as Inferred from Terrigenous Input to the Niger Fan - Zabel, Matthias; Schneider, Robert; Wagner, Thomas; Adegbie, Adesina T; Vries, Uwe de; Kolonic, Sadat (Quaternary Research, 2001)
Abstract Time series of terrigenous source elements (Al, K, Ti, Zr) from core GeoB4901-8 recovered from the deep-sea fan of the Niger River record variations in riverine sediment discharge over the past 245,000 yr. Although the flux rates of all the elements depend on physical erosion, which is mainly controlled by the extent of vegetation coverage in central Africa, element/Al ratios reflect conditions for chemical weathering in the river basin. Maximum sediment input to the ocean occurs during cold and arid periods, when precipitation intensity and associated freshwater runoff are reduced. High carbonate contents during the same periods indicate that the sediment supply has a positive effect on river-induced marine productivity. In general, variations in the terrestrial signals contain a strong precessional component in tune with changes in low-latitude solar radiation. However, the terrestrial signal lags the insolation signal by several thousand years. K/Al, Ti/Al, and Zr/Al records reveal that African monsoonal precipitation depends on high-latitude forcing. We attribute the shift between insolation cycle and river discharge to the frequently reported nonlinear response of African climate to primary orbital configurations, which may be caused by a complex interaction of the secondary control parameters, such as surface albedo and/or thermohaline circulation.
Keywords: openalex:import

Late Quaternary Climate Changes in Central Africa as Inferred from Terrigenous Input to the Niger Fan - Zabel, Matthias; Schneider, Robert; Wagner, Thomas; Adegbie, Adesina T; Vries, Uwe de; Kolonic, Sadat (Quaternary Research, 2001)
Abstract Time series of terrigenous source elements (Al, K, Ti, Zr) from core GeoB4901-8 recovered from the deep-sea fan of the Niger River record variations in riverine sediment discharge over the past 245,000 yr. Although the flux rates of all the elements depend on physical erosion, which is mainly controlled by the extent of vegetation coverage in central Africa, element/Al ratios reflect conditions for chemical weathering in the river basin. Maximum sediment input to the ocean occurs during cold and arid periods, when precipitation intensity and associated freshwater runoff are reduced. High carbonate contents during the same periods indicate that the sediment supply has a positive effect on river-induced marine productivity. In general, variations in the terrestrial signals contain a strong precessional component in tune with changes in low-latitude solar radiation. However, the terrestrial signal lags the insolation signal by several thousand years. K/Al, Ti/Al, and Zr/Al records reveal that African monsoonal precipitation depends on high-latitude forcing. We attribute the shift between insolation cycle and river discharge to the frequently reported nonlinear response of African climate to primary orbital configurations, which may be caused by a complex interaction of the secondary control parameters, such as surface albedo and/or thermohaline circulation.
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Late Quaternary Climate Changes in Central Africa as Inferred from Terrigenous Input to the Niger Fan - Zabel, Matthias; Schneider, Robert; Wagner, Thomas; Adegbie, Adesina T; Vries, Uwe de; Kolonic, Sadat (Quaternary Research, 2001)
Abstract Time series of terrigenous source elements (Al, K, Ti, Zr) from core GeoB4901-8 recovered from the deep-sea fan of the Niger River record variations in riverine sediment discharge over the past 245,000 yr. Although the flux rates of all the elements depend on physical erosion, which is mainly controlled by the extent of vegetation coverage in central Africa, element/Al ratios reflect conditions for chemical weathering in the river basin. Maximum sediment input to the ocean occurs during cold and arid periods, when precipitation intensity and associated freshwater runoff are reduced. High carbonate contents during the same periods indicate that the sediment supply has a positive effect on river-induced marine productivity. In general, variations in the terrestrial signals contain a strong precessional component in tune with changes in low-latitude solar radiation. However, the terrestrial signal lags the insolation signal by several thousand years. K/Al, Ti/Al, and Zr/Al records reveal that African monsoonal precipitation depends on high-latitude forcing. We attribute the shift between insolation cycle and river discharge to the frequently reported nonlinear response of African climate to primary orbital configurations, which may be caused by a complex interaction of the secondary control parameters, such as surface albedo and/or thermohaline circulation.
Keywords: openalex:import

Late Quaternary Climate Changes in Central Africa as Inferred from Terrigenous Input to the Niger Fan - Zabel, Matthias; Schneider, Robert; Wagner, Thomas; Adegbie, Adesina T; Vries, Uwe de; Kolonic, Sadat (Quaternary Research, 2001)
Abstract Time series of terrigenous source elements (Al, K, Ti, Zr) from core GeoB4901-8 recovered from the deep-sea fan of the Niger River record variations in riverine sediment discharge over the past 245,000 yr. Although the flux rates of all the elements depend on physical erosion, which is mainly controlled by the extent of vegetation coverage in central Africa, element/Al ratios reflect conditions for chemical weathering in the river basin. Maximum sediment input to the ocean occurs during cold and arid periods, when precipitation intensity and associated freshwater runoff are reduced. High carbonate contents during the same periods indicate that the sediment supply has a positive effect on river-induced marine productivity. In general, variations in the terrestrial signals contain a strong precessional component in tune with changes in low-latitude solar radiation. However, the terrestrial signal lags the insolation signal by several thousand years. K/Al, Ti/Al, and Zr/Al records reveal that African monsoonal precipitation depends on high-latitude forcing. We attribute the shift between insolation cycle and river discharge to the frequently reported nonlinear response of African climate to primary orbital configurations, which may be caused by a complex interaction of the secondary control parameters, such as surface albedo and/or thermohaline circulation.
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14. Cleft lip and/or palate teaching mission in Tunisia - Tomoyose, Taiki; Takahashi, Tsuneo (The Journal of The Kyushu Dental Society, 2001)
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Urban and Rural Differences in Primary School Attendance: An Empirical Study for Tanzania - Reilly, Barry; Al-Samarrai, Samer (2001)
There is evidence of growing disparities in primary schooling rates between urban and rural areas in Tanzania. This paper presents empirical estimates for the determinants of primary school attendance in Tanzania for the early 1990s, and provides a comparison of attendance rates between the urban and rural areas for a number of different age groups. All the estimated models provide adequate fits to the data and many of the estimated coefficients are consistent with prior expectations. A statistically significant differential in primary school attendance rates between urban and rural areas is detected for the age groups examined. On the basis of our estimates, a large part of the differential is attributable to differences in observed characteristics with an important role exerted by urban-rural differences in the measure used to proxy household income.
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5-yearly monitoring of trends of substance use among secondary school students in Ilorin, Nigeria, 1988-1998. - Adelekan, Moruf L.; Makanjuola, A B; Ndom, R. J. E.; Fayeye, J O; Adegoke, Adetoro A.; Amusan, O. A.; Idowu, Ajibola (PubMed, 2001)
This report describes the trends of substance use among youths by comparing data collected among senior secondary school students in Ilorin metropolis, Kwara State, Nigeria at 5-yearly intervals (1988-1998). In 1998, data were collected from 750 senior secondary school students from six secondary schools in the study area using a self-report 117-item questionnaire based on the World Health Organization (WHO) guidelines for student substance-use surveys. Substances investigated in the survey were alcohol, cigarettes, cannabis, strong and mild stimulants, hypnosedatives, antibiotics, cocaine, heroin, organic solvents and hallucinogens. These data were compared with similar ones collected from students with similar characteristics, and from the same six schools in 1988 and 1993. It was found that high use substances were mild stimulants, antibiotics and alcohol, while cigarettes, cannabis, heroin and cocaine remained low-use substances. Most current users of all the substances were occasional users, except for cigarettes and cannabis where more frequent (daily and weekly) usage was reported. There was also a significant increase in the use of alcohol, organic solvents, mild stimulants and hypnosedatives, and a significant reduction in cigarette smoking over the three data waves. No gender difference was recorded for alcohol, hypnosedatives and cocaine use in the three data waves. It was concluded that although some substances recorded significant increases in their usage over the three data waves, the current use rates were still generally low and comparable to those of other Nigerian studies. Substances used were those employed mainly for study purposes (mild stimulants and hypnosedatives), and most students used the substances only on occasional basis. Nonetheless, in view of the rapidly changing socio-economic life of Ilorin City, it has become imperative to continue with the 5-yearly monitoring of trends.
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A five year review of splenic injuries in the University of Benin Teaching Hospital, Benin City, Nigeria. - Ec, Ohanaka; Osime, U; Ce, Okonkwo (PubMed, 2001)
Splenic injuries are common and require emergency treatment. Efforts are now geared towards splenic conservation by way of splenorrhaphy. Thirty cases of splenic injuries seen at the University of Benin Teaching Hospital, Benin City, Nigeria between June 1992 and June 1997 were evaluated with a view to assessing the pattern of injuries and the management with respect particularly to splenic conservation. Males accounted for 66.6% of cases and the age range was 3-57 years (mean 20.8). Road traffic accident was the leading cause (63.3%) of injury. Splenic injuries were graded in severity from grades one to five based on the organ injury scaling. Injuries in 3(10%) cases were Grade 1, 5(17%) Grade 2, 7(23%) Grade 3, 4(20%) Grade 4 and 9(30%) Grade 5. Because majority of the splenic injuries were severe only four (13.3%) in Grades 1 and 2 had salvage operation of splenorrhaphy. All the other patients had splenectomy. Splenic conservation has been little practiced but could be encouraged by the more experienced surgeons having more interest in preserving splenic functions.
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Study Of Air Pollution Due To Industrial Spots Nearby The CampusOf Zagazig University (Egypt) - Azim, A.F. Abdel; Gawad, Ahmed F. Abdel; Ibrahim, Muhammad Marshus Hi (WIT Transactions on Ecology and the Environment, 2001)
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Towards Reconciliation in the Motherland: Race, Class, Nationality, Gender, and the Complexities of American Student Presence at the University of Ghana, Legon - Moore, David; Landau, Jennifer M. (Frontiers (Boston, Mass.), 2001)
The following paper, co-written by an American alumna of a U.S.- based study abroad program at the University of Ghana, Legon, and a U.S.-based American professor specializing in International and Black Atlantic Studies, will explore one particularly freighted instance of the end of such assumptions, by addressing the American student presence at the University of Ghana, Legon. Examination of the Legon case will, we hope, be valuable for all study abroad professionals, because the American student presence at Legon challenges all of the traditional assumptions noted just above.
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Prevalence of Sexual Activity and Outcome among Female Secondary School Students in Port Harcourt, Nigeria - Anochie, IC; Ikpeme, EE (African Journal of Reproductive Health, 2001)
Sexual activity among 534 Nigerian female secondary school students was studied using self-administered questionnaire. Prevalence of sexual intercourse was 25.7%. There was no significant difference between the junior (48.2%) and senior (51.8%) students (p > 0.05). Seventeen (12.4%) students had initiated sexual intercourse before 11 years. The frequency of sexual exposure was high, with 34.3% of the students having intercourse more than once in a week. Pregnancy rate among sexually active females was 27.0%, with 24.8% rate of induced abortion. Early sexual health education starting from primary school would be helpful in influencing the reproductive decisions and sexual behaviour of the students, including contraceptive acceptance and usage, to avoid teenage pregnancy. Education of parents is also recommended in order to overcome the cultural barriers that discourage parents from providing sex education to their children at home.
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Non-Linearities in Returns to Education in Libya - Arabsheibani, G. Reza; Manfor, Lamine (Education Economics, 2001)
This paper presents evidence that returns to schooling in Libya are nonlinear. However, this evidence should not be taken as supporting the sheepskin effect. Although high-school graduation is associated with higher earnings over and above what is predicted by the linear model, other diploma years do not possess the same advantage when a spline function is used.When a step function is used, various years, some of which do not lead to a diploma, show high marginal returns.
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The Gender Gap in Education in Eritrea, 1991-1998: A Missed Opportunity? - Brixiová, Zuzana; Bulı́ř, Aleš; Comenetz, Joshua (RePEc: Research Papers in Economics, 2001)
This paper shows that during the 1990s, and before the 1998-2000 border war with Eritrea, the gender gap in education in Eritrea has widened on the national level, and large regional disparities have persisted. The gender gap appears to be linked to lower female teacher participation and limited employment opportunities. The widening of the gender gap is likely to have a long-term negative impact on both economic growth and poverty reduction.
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The Language for Learning project: Developing language-sensitive subject-teaching in South African secondary schools - Burkett, Beverley; Clegg, John R.; Landon, John; Reilly, Tony; Verster, Cheron (Southern African Linguistics and Applied Language Studies, 2001)
The Language for Learning project is an initiative in the Eastern Cape and KwaZulu-Natal which aims to help secondary school subject teachers to take account of language and learning. It operates in schools with varied patterns of intake and in a range of secondary school subjects. Teachers involved conduct small-scale action research projects on aspects of the role of language in classroom practice or school policy which influence the teaching of their subject. The project takes as its starting-point the under-achievement of students who use languages other than English in home and community. It assumes that this has in large part to do with the restricted role of these languages in education, the quality of English language use in the pedagogy of subject teachers, and the learners' own lack of proficiency in academic English. This paper discusses the theoretical and practical background of the project with respect to language in education. It then describes the aims, structure, stakeholders and workplan of the project and outlines its progress in the first few months of its operation. Finally it speculates on the out-comes of the project and their relevance in South Africa as a whole.
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Education in Zambia: Catholic Perspectives - Carmody, Brendan (Journal of Religion in Africa, 2001)
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Helium, argon and lead isotopic composition of volcanics from Santo Antão and Fogo, Cape Verde Islands - Christensen, B. P.; Holm, Paul Martin; Jambon, Albert; Wilson, J. Richard (Chemical Geology, 2001)
Helium, argon and lead isotopic ratios have been determined for volcanics from two of the youngest Cape Verde Islands, Santo Antão and Fogo. Helium isotopic ratios range from radiogenic 4He/3He values of 224,000 (3.2 R/Ra) to more primitive values of 52,000 (13.8 R/Ra), which suggest a contribution from different reservoirs to the magmatism at the Cape Verde Islands. 40Ar/36Ar isotopic ratios range from slightly higher values than atmospheric up to around 1250. Pb isotopic ratios are relatively radiogenic: 206Pb/204Pb=18.90–19.63, 207Pb/204Pb=15.526–15.621 and 208Pb/204Pb=38.694–39.272, with volcanics from Santo Antão being the most radiogenic. Several factors like high 4He/3He ratios, relatively radiogenic Pb isotopes, high Ce/Pb, Zr/Hf, low Ba/La, LILE/Nb and low 40Ar/36Ar indicate a significant contribution from a HIMU-type source. A lower mantle contribution is indicated from the low 4He/3He ratios in some samples. Moreover, relatively low 40Ar/36Ar ratios, low 4He/3He ratios, negative Δ7/4 Pb values and HIMU-characteristic trace element ratios preclude the DMM as a significant contributor to the Cape Verde magmatism. The HIMU component is concluded to represent subducted oceanic crust recycled to a boundary layer separating the lower mantle from the upper degassed mantle, from where new plumes originate. The observed isotopic variation can be explained by a lower mantle contribution to the recycled component either through rising of small plumes, entrainment of lower mantle material due to instabilities in the boundary layer or He migration from the lower mantle.
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The Gender Gap in Education in Eritrea in 1991-1998 - Comenetz, Joshua; Bulı́ř, Aleš; Brixiová, Zuzana (2001)
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Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana - Conley, Timothy G.; Udry, Christopher (American Journal of Agricultural Economics, 2001)
American Journal of Agricultural EconomicsVolume 83, Issue 3 p. 668-673 Proceeding Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author First published: 01 August 2001 https://doi.org/10.1111/0002-9092.00188Citations: 255 This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments. The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Citing Literature Volume83, Issue3August 2001Pages 668-673 This article also appears in:Social Networks in Agricultural Economics RelatedInformation
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Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana - Conley, Timothy G.; Udry, Christopher (American Journal of Agricultural Economics, 2001)
American Journal of Agricultural EconomicsVolume 83, Issue 3 p. 668-673 Proceeding Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author First published: 01 August 2001 https://doi.org/10.1111/0002-9092.00188Citations: 255 This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments. The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Citing Literature Volume83, Issue3August 2001Pages 668-673 This article also appears in:Social Networks in Agricultural Economics RelatedInformation
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Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana - Conley, Timothy G.; Udry, Christopher (American Journal of Agricultural Economics, 2001)
American Journal of Agricultural EconomicsVolume 83, Issue 3 p. 668-673 Proceeding Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author First published: 01 August 2001 https://doi.org/10.1111/0002-9092.00188Citations: 255 This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments. The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Citing Literature Volume83, Issue3August 2001Pages 668-673 This article also appears in:Social Networks in Agricultural Economics RelatedInformation
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Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana - Conley, Timothy G.; Udry, Christopher (American Journal of Agricultural Economics, 2001)
American Journal of Agricultural EconomicsVolume 83, Issue 3 p. 668-673 Proceeding Social Learning Through Networks: The Adoption of New Agricultural Technologies in Ghana Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author Timothy Conley, Timothy Conley assistant professor Department of Economics, Northwestern University This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments.Search for more papers by this authorUdry Christopher, Udry Christopher professor Department of Economics, Yale University The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article.Search for more papers by this author First published: 01 August 2001 https://doi.org/10.1111/0002-9092.00188Citations: 255 This paper was presented at the ASSA winter meetings (New Orleans, LA, January 2001). Papers in these sessions are not subjected to the journal's standard refereeing process. The authors thank Chris Barrett, Stephen Morris, and Robert Vigfusson for helpful comments. The data used in this article were collected by Markus Goldstein, Ernest Appiah, Robert Ernest Afedoe, Patrick Selorm Amihere, Esther Aku Sarquah, Kwabena Moses Agyapong, Esther Nana Yaa Adofo, Michael Kwame Arhin, Margaret Harriet Yeboah, Issac Yaw Omane, Peter, Ansong-Manu, Ishmaelina Borde-Koufie, Owusu Frank Abora, and Rita Allotey while the second author was a visiting scholar at the Institute of Statistical, Social and Economic Research at the University of Ghana. This research has received financial support from the NSF (grants SBR-9617694 and SES-9905720), Clair Brown Fellowship, International Food Policy Research Institute, Institute for the Study of World Politics, World Bank Research Committee, Fulbright Program, and Social Science Research Council. The authors are, of course, responsible for any errors in this article. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Citing Literature Volume83, Issue3August 2001Pages 668-673 This article also appears in:Social Networks in Agricultural Economics RelatedInformation
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BMUS Overseas Project Update — Ultrasound Training in Uganda - Conlon, Rosie (BMUS bulletin, 2001)
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Islam and Egyptian Higher Education: Student Attitudes - Cook, Bradley J. (Comparative Education Review, 2001)
Previous articleNext article No AccessIslam and Egyptian Higher Education: Student AttitudesBradley J. CookBradley J. Cook Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 3August 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447677 Views: 47Total views on this site Citations: 11Citations are reported from Crossref © August 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Jason Nunzio Dorio Pedagogy of Transition: Understanding University Student Movements in Post-2011 Egypt, (Sep 2017): 339–363.https://doi.org/10.1108/S1479-358X20140000012016Fatma Nevra Seggie Academic and cultural experiences of covered women in Turkish higher education, Comparative Education 51, no.44 (Sep 2015): 575–591.https://doi.org/10.1080/03050068.2015.1081795Nagwa Megahed, Stephen Lack Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia, (Jan 2013): 201–222.https://doi.org/10.1007/978-94-6209-125-2_12Mehmet Ozan A?ik Contesting religious educational discourses and institutions in contemporary Egypt, Social Compass 59, no.11 (Apr 2012): 84–101.https://doi.org/10.1177/0037768611432119Nagwa Megahed, Stephen Lack Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia, International Review of Education 57, no.3-43-4 (Aug 2011): 397–418.https://doi.org/10.1007/s11159-011-9215-yNagwa Megahed, Stephen Lack Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia, (Aug 2011): 397–418.https://doi.org/10.1007/s978-94-007-4411-0_9MATTHEW J. NELSON ‘Dealing with Difference: Religious Education and the Challenge of Democracy in Pakistan’, Modern Asian Studies 43, no.33 (May 2009): 591–618.https://doi.org/10.1017/S0026749X07003423Siri Wormnæs Cross‐cultural Collaboration in Special Teacher Education: An arena for facilitating reflection?, International Journal of Disability, Development and Education 55, no.33 (Aug 2008): 205–225.https://doi.org/10.1080/10349120802268305Mary Tyler E. Holmes Higher education reform in Egypt: preparing graduates for Egypt's changing political economy, Education, Business and Society: Contemporary Middle Eastern Issues 1, no.33 (Aug 2008): 175–185.https://doi.org/10.1108/17537980810909797Mark Ginsburg, Nagawa Megahed Multiple Perspectives on Terrorism and Islam: Challenges for Educators in Egypt and the United States before/after September 11, 2001, (Jan 2003): 199–213.https://doi.org/10.1057/9781403982391_13Wendy Kohli, Bill Griffen, Mark Ginsburg, Nagwa Megahed, Donna Adair Breault Articles, Educational Studies 33, no.33 (Sep 2002): 261–316.https://doi.org/10.1207/S15326993ES3303_02
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Climate Change and Sustainable Development Strategies in the Making. What Should West African Countries Expect - Denton, Fatima; Sokona, Youba; Thomas, J. (2001)
In January 2001, the OECD held an expert seminar as part of a pilot project to investigate interactions between the long term agenda for climate change and sustainable development strategies. Experts from both OECD and developing countries attended. Participants identified issues and approaches, based on their regional perspectives, relevant to an evolving, equitable regime for addressing climate change, given various national circumstances, political interests, institutions and capacities to achieve sustainable development objectives. They stressed the importance of both climate mitigation and adaptation policy within a sustainable development framework. Discussions and presentations centred around two broad themes: Synergies and trade-offs between sustainable development objectives and long-term strategies to limit climate change; and How to build analytical and implementation capacity in developing countries to maximise synergies at local, regional and global levels of decision-making. To support seminar discussions, the OECD commissioned several papers (including this one) from non- OECD country experts; authors were asked to comment on key interactions between climate change and sustainable development from their own regional or national perspectives. This paper is being released as an informal working paper in the hope that it will continue to stimulate interest and discussions on these topics in other fora. The paper argues that for West African countries in general the biggest preoccupation in the climate change context is building resilience, reducing vulnerability of poorer and marginalized communities and adapting to the negative impacts of environmental degradation rather than climate mitigation per se. One key step in that direction would be to ensure better governance frameworks.
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Indoor air pollution from biomass combustion and acute respiratory infections in Kenya: an exposure-response study - Ezzati, Majid; Kammen, Daniel M. (The Lancet, 2001)
Acute respiratory infections (ARI) are the leading cause of the global burden of disease and have been causally linked with exposure to pollutants from domestic biomass fuels in less-developed countries. We used longitudinal health data coupled with detailed monitoring of personal exposure from more than 2 years of field measurements in rural Kenya to estimate the exposure-response relation for particulates smaller than 10 mm in diameter (PM(10)) generated from biomass combustion.55 randomly-selected households (including 93 infants and children, 229 individuals between 5 and 49 years of age, and 23 aged 50 or older) in central Kenya were followed up for more than 2 years. Longitudinal data on ARI and acute lower respiratory infections (ALRI) were recorded at weekly clinical examinations. Exposure to PM(10) was monitored by measurement of PM(10) emission concentration and time-activity budgets.With the best estimate of the exposure-response relation, we found that ARI and ALRI are increasing concave functions of average daily exposure to PM(10), with the rate of increase declining for exposures above about 1000-2000 mg/m(3). After we had included high-intensity exposure episodes, sex was no longer a significant predictor of ARI and ALRI.The benefits of reduced exposure to PM(10) are larger for average exposure less than about 1000-2000 mg/m(3). Our findings have important consequences for international public-health policies, energy and combustion research, and technology transfer efforts that affect more than 2 billion people worldwide.
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Indoor air pollution from biomass combustion and acute respiratory infections in Kenya: an exposure-response study - Ezzati, Majid; Kammen, Daniel M. (The Lancet, 2001)
Acute respiratory infections (ARI) are the leading cause of the global burden of disease and have been causally linked with exposure to pollutants from domestic biomass fuels in less-developed countries. We used longitudinal health data coupled with detailed monitoring of personal exposure from more than 2 years of field measurements in rural Kenya to estimate the exposure-response relation for particulates smaller than 10 mm in diameter (PM(10)) generated from biomass combustion.55 randomly-selected households (including 93 infants and children, 229 individuals between 5 and 49 years of age, and 23 aged 50 or older) in central Kenya were followed up for more than 2 years. Longitudinal data on ARI and acute lower respiratory infections (ALRI) were recorded at weekly clinical examinations. Exposure to PM(10) was monitored by measurement of PM(10) emission concentration and time-activity budgets.With the best estimate of the exposure-response relation, we found that ARI and ALRI are increasing concave functions of average daily exposure to PM(10), with the rate of increase declining for exposures above about 1000-2000 mg/m(3). After we had included high-intensity exposure episodes, sex was no longer a significant predictor of ARI and ALRI.The benefits of reduced exposure to PM(10) are larger for average exposure less than about 1000-2000 mg/m(3). Our findings have important consequences for international public-health policies, energy and combustion research, and technology transfer efforts that affect more than 2 billion people worldwide.
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Indoor air pollution from biomass combustion and acute respiratory infections in Kenya: an exposure-response study - Ezzati, Majid; Kammen, Daniel M. (The Lancet, 2001)
Acute respiratory infections (ARI) are the leading cause of the global burden of disease and have been causally linked with exposure to pollutants from domestic biomass fuels in less-developed countries. We used longitudinal health data coupled with detailed monitoring of personal exposure from more than 2 years of field measurements in rural Kenya to estimate the exposure-response relation for particulates smaller than 10 mm in diameter (PM(10)) generated from biomass combustion.55 randomly-selected households (including 93 infants and children, 229 individuals between 5 and 49 years of age, and 23 aged 50 or older) in central Kenya were followed up for more than 2 years. Longitudinal data on ARI and acute lower respiratory infections (ALRI) were recorded at weekly clinical examinations. Exposure to PM(10) was monitored by measurement of PM(10) emission concentration and time-activity budgets.With the best estimate of the exposure-response relation, we found that ARI and ALRI are increasing concave functions of average daily exposure to PM(10), with the rate of increase declining for exposures above about 1000-2000 mg/m(3). After we had included high-intensity exposure episodes, sex was no longer a significant predictor of ARI and ALRI.The benefits of reduced exposure to PM(10) are larger for average exposure less than about 1000-2000 mg/m(3). Our findings have important consequences for international public-health policies, energy and combustion research, and technology transfer efforts that affect more than 2 billion people worldwide.
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Indoor air pollution from biomass combustion and acute respiratory infections in Kenya: an exposure-response study - Ezzati, Majid; Kammen, Daniel M. (The Lancet, 2001)
Acute respiratory infections (ARI) are the leading cause of the global burden of disease and have been causally linked with exposure to pollutants from domestic biomass fuels in less-developed countries. We used longitudinal health data coupled with detailed monitoring of personal exposure from more than 2 years of field measurements in rural Kenya to estimate the exposure-response relation for particulates smaller than 10 mm in diameter (PM(10)) generated from biomass combustion.55 randomly-selected households (including 93 infants and children, 229 individuals between 5 and 49 years of age, and 23 aged 50 or older) in central Kenya were followed up for more than 2 years. Longitudinal data on ARI and acute lower respiratory infections (ALRI) were recorded at weekly clinical examinations. Exposure to PM(10) was monitored by measurement of PM(10) emission concentration and time-activity budgets.With the best estimate of the exposure-response relation, we found that ARI and ALRI are increasing concave functions of average daily exposure to PM(10), with the rate of increase declining for exposures above about 1000-2000 mg/m(3). After we had included high-intensity exposure episodes, sex was no longer a significant predictor of ARI and ALRI.The benefits of reduced exposure to PM(10) are larger for average exposure less than about 1000-2000 mg/m(3). Our findings have important consequences for international public-health policies, energy and combustion research, and technology transfer efforts that affect more than 2 billion people worldwide.
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Youth Reintegration Training and Education for Peace (YRTEP) Program: Sierra Leone, 2000-2001. Impact Evaluation. - Fauth, Gloria; Daniels, Bonnie (2001)
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Effectiveness of an oral health education programme in primary schools in Zimbabwe after 3.5 years - Frencken, Jo E.; Borsum-Andersson, Karin; Makoni, F.; Moyana, Farayi; Mwashaenyi, Shadreck; Mulder, J. (Community Dentistry and Oral Epidemiology, 2001)
Abstract – Many medical and dental professionals in African nations believe that school teachers, through attendance of a short workshop, can be trained to provide oral health education. This increases the number of professionals available and is regarded as an important way forward in improving oral health. Objectives: The current study assesses the effectiveness of an oral health education programme administered by schoolteachers in a district in Zimbabwe over a period of 3.5 years. Methods: The experimental group consisted of schools that had sent representatives to a regional workshop on oral health held in 1992. The control group was selected at random from schools not having attended the workshop. A total number of 439 boys and 526 girls were examined in 1992. Follow‐up evaluations were carried out in 1993, 1994 and 1996. The dependent variables were plaque accumulation and caries increment in grade 2 and grade 4 children of experimental and control schools. Results: ANOVA test with year of evaluation (1992–94), experiment/control school, age and gender as independent variables showed no statistically significant difference in mean plaque scores in longitudinally examined original grade 2 ( P >0.20) and grade 4 children ( P =0.06) from experimental and control schools. The mean caries increment score in the experimental and control schools was 0.04 and 0.19, respectively. ANOVA test with fluoride levels and gender as independent variables on caries increment in experimental and control schools did not show a statistically significant difference ( P =0.06). Conclusion: The one‐time training of teachers in aspects of oral health was ineffective in lowering plaque levels over a period of 3.5 years. Considering the low caries increment observed over the study period, the effect of the oral health programme on caries levels in the study group was inconclusive.
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Ideological paradox and intercultural possibility: Andean language-in-education policy and practice and its relevance for South Africa - Hornberger, Nancy H. (Southern African Linguistics and Applied Language Studies, 2001)
Paralleling recent developments in South Africa, initiatives in language policy and education reform in Peru, Ecuador and Bolivia over the last three decades have opened up new possibilities for indigenous languages and their speakers through bilingual intercultural education. Examining the use and meanings of the term interculturalidad (interculturality) in policy documents and short practitioner narratives from the Andean context, this article explores the ideological paradox inherent in transforming a standardising education into a diversifying one and constructing a national identity which is also multilingual and multicultural. Specifically, I look at the use of the term interculturality in policy and practitioner discourses and what it means to the different groups using it, in terms of what cultural groups are represented and how they are constructed as interacting. I also consider why the term interculturality is invoked in policy discourse, and how it is accomplished in practitioner discourse. My analysis aims at understanding to what degree this new education is an avenue for changing the centuries-old subordination of indigenous groups in their national societies. Drawing lessons from the Andean experiences, the paper concludes with a brief section on implications for language-in-education policy and practice in linguistically and culturally diverse classrooms in South Africa and elsewhere.
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Behavior differences between African-American and Caucasian students: issues for assessment and intervention - Hosp, John L.; Hosp, Michelle K. (Education and Treatment of Children, 2001)
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A comparative analysis of African American male and female students' perception of factors related to their persistence at a Texas community college - Ihekwaba, Remigus Herbert (2001)
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The Algerian agricultural information and documentation system: how does it support national research and training? - Issolah, Rosa; Giovannetti, Jean-François (International Journal of Information Management, 2001)
Some ten years ago, because student enrolment was climbing rapidly, Algeria created over twenty training and research facilities devoted to agricultural sciences in the broad sense of the term. Conditions for accessing information in these establishments, which operate in a context marked by serious financial restrictions, are analysed from both a national and an international vantage point. Shortcomings in the current system make it vital for the information policy to develop new orientations primarily supported by the creation of a national network where information flows can be maintained thanks to the new technologies for information and communication (NTIC).
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The Impact of Public Education Expenditure on Human Capital, Growth, and Poverty in Tanzania and ZambiaA General Equilibrium Approach - Jung, Hong-Sang; Thorbecke, Erik (Social Science Research Network, 2001)
The impact of public education expenditure on human capital, the supply of different labor skills, and its macroeconomic and distributional consequences is appraised within a multisector CGE model. The model is applied to and calibrated for two Heavily Indebted Poor Countries (HIPCs), Tanzania and Zambia. The simulation results suggest that education expenditure can raise economic growth. However, to maximize benefits from education expenditure, a sufficiently high level of physical investment is needed, as are measures that improve the match between the pattern of educational output and the structure of effective demand for labor. An important result of the simulation experiments is that a well-targeted pattern of education expenditure can be effective for poverty alleviation.
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Survival of Fuji IX ART fillings in permanent teeth of primary school children in Tanzania - Kikwilu, Emil N.; Mandari, G.J.; Honkala, Eino (East African medical journal, 2001)
To evaluate the clinical performance of atraumatic restorative treatment (ART) fillings using Fuji IX as a filling material in field conditions.Longitudinal study of the ART fillings in permanent teeth of primary school children aged eight to fifteen years.Primary schools in Morogoro municipality, Tanzania.Standard 3 and 4 children in five primary schools randomly selected from a list of 36 primary schools of Morogoro municipality were examined for dental caries and periodontal conditions. All 296 carious lesions that were indicated for restoration were treated using ART approach according to the instructions given in the manual for ART approach for the control of dental caries. Essential measurements for treated teeth and cavity were taken. The cavities were filled with Fuji IX glass ionomer cement as per manufacturer's instructions. After one year, 238 restorations were evaluated using the criteria for evaluating ART restorations.Clinical appearance of the surface of the restorations.Ninety four per cent of the restorations evaluated were rated as good and intact, while 1.7% were rated as having slight defects that needed no repair, giving a one year survival rate of 96.1%. Mean working time was 14.5 minutes.The one-year survival rate of 96.1% is high enough to recommend wide use of ART in Tanzania. Town and municipal councils should be encouraged to adopt ART in their school oral health programmes.
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Birthweight distribution at Korle-BU Teaching Hospital, Ghana - Klufio, Cecil A.; Lassey, A.T.; Annan, B.; Wilson, Jessica (East African medical journal, 2001)
To determine the birthweight distribution of singleton births at the Korle-Bu Teaching Hospital and to determine if selected socio-demographic and reproductive characteristics that are known to be associated with birthweight would show the association in our setting.A non-randomised cross-sectional survey of all deliveries within the study period.Korle-Bu Teaching Hospital, a tertiary institution, delivering about 11,000 women a year.From 1st November to 12th December 1994, 866 singleton normally formed livebirths and fresh stillbirths were sequentially enrolled.Data sources were the antenatal and delivery records of the subjects and an interviewer-administered questionnaire.The mean birthweight for the total sample was 3070 g +/- 616 g. One hundred and fifteen (13.3%) babies were low birthweight. The mean birthweight for those with reliable dates and born at term was 3262 g +/- 488.8 g. Multiple logistic regression analysis showed lack of antenatal malaria chemoprophylaxis and a history of previous low birthweight to be significantly associated with low birthweight.Although the mean birthweight of Korle-Bu babies was lower than those of USA and UK babies, it was comparable with those from other developing countries. Antenatal malaria chemoprophylaxis is a practical intervention that can produce an increase in mean birthweight and reduce the risk of low birthweight in our population.
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Are Private Schools More Efficient Than Public Schools? Evidence from Tanzania - Lassibille, Gérard; Tan, Jee‐Peng (Education Economics, 2001)
Beginning in the mid-1980s, there has been an explosive growth of private secondary schools in Tanzania. By easing constraints on private operators, the government has clearly found an effective way in the context of tight public budget constraints to cope with the excess demand for this level of schooling. But has the policy also led to efficient operations in terms of student learning? In this paper, we attempt to shed light on this issue by comparing the efficiency of four types of schools that make up the majority of schools in the country: Government and Community schools in the public sector, and Christian and Wazazi schools in the private sector. Using longitudinal data from a 1994 retrospective survey of students in some 150 schools, we estimated separate achievement models for these four school types, with corrections for possible selection bias in school choice, and then used the results to simulate performance gaps across them. The simulations indicate that both types of private schools are less efficient than both types of public schools in the sense that, on average, a student with a given set of personal and family characteristics would do better in either type of public school than in either type of private school, after netting out differences in the endowment of school resources across school types. In the public sector, we found that Community schools are more efficient that Government schools.The finding that private schools are less efficient differs from those reported elsewhere for Tanzania based on data from an earlier period when private schools were relatively rare. It is consistent, however, with the fact that our analysis documents outcomes in a growing market in disequilibrium: many of the weaker performers may indeed exit eventually if they persist in failing to overcome the disadvantages generally associated with being latecomers to the market, including instability in clientele and funding, lack of brand-name recognition and inexperience in school management. To foster the growth of a strong and productive private sector, government interventions to relieve some of these constraints may be appropriate, including for example, the creation of networking opportunities for private school managers to exchange experiences with their public-school counterparts, and the creation of mechanisms for private schools to compete for public funding to support their operations.
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Are private schools more efficient than public schools ? Evidence from Tanzania - Lassibille, Gérard; Tan, Jee‐Peng (RePEc: Research Papers in Economics, 2001)
Beginning in the mid-1980s, there has been an explosive growth of private secondary schools in Tanzania. By easing constraints on private operators, the government has clearly found an effective way in the context of right public budget constraints to cope with the excess demand for this level of schooling. But has the policy also led to efficient operations in terms of student learning ? In this paper, we attempt to shed light on this issue by comparing the efficiency of four types of schools that make up the majority of schools in the country : Government and Community schools in the public sector, and Chirstian and Wazazi schools in the private sector. Using longitudinal data from a 1994 retrospective survey of students in some 150 schools, we estimated separate achievement models for thesefour school types, with corrections for possible selection bias in school choice, and then used the results to simulate performance gaps across them. The simulation indicate that both types of private schools are less efficient than both types of public schools in the sense that, on average, a student with a given set of personal and family characteristics would do better in either type of public school than in either type of private school, after netting out differences in the endowment of school resources across school types. In the public sector, we found that Community schools are more efficient that Government schools. The findings that private schools are less efficient differs from those reported elsewhere for Tanzania based on data from an earlier period when private schools were relatively rare. It is consistent, however, with the fact that our analysis documents outcomes in a growing market in disequilibrium : many of the weaker performers may indeed exit eventually if they persist in failing to overcome the disadvantages generally associated with being latecomers to the market, including instability in clientele and funding, lack of brand-name recognition and inexperience in school management. To foster the growth of a strong and productive private sector, government interventions to relieve some of these constraints may be appropriate, including for example, the creation of networking opportunities for private school managers to exchange experiences with their public-school counterparts, and the creation of mechanisms for privage schools to compete for public funding to support their operations.
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The challenge of HIV/AIDS for theological education in Africa: Towards an HIV/AIDS sensitive curriculum - Maluleke, Tinyiko Sam (Missionalia : Southern African Journal of Mission Studies, 2001)
The HIV/AIDS pandemic constitutes a new kairos for the church in (Southern) Africa. The church should overcome its theological impotence in the face of AIDS and learn from African Theology how to develop a contextually relevant theology to meet this new kairos.
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Recovery of corals after volcanic eruptions in Papua New Guinea - Maniwavie, T.; Rewald, J.; Wagner, Thomas; Aitsi, J.; Munday, Philip L. (Coral Reefs, 2001)
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Introducing insecticide‐treated nets in the Kilombero Valley, Tanzania: the relevance of local knowledge and practice for an Information, Education and Communication (IEC) campaign - Minja, Happiness; Schellenberg, Joanna; Mukasa, Oscar; Rose, Nicolas; Abdulla, Salim; Mponda, Hadji; Tanner, Marcel; Lengeler, Christian; Obrist, Brigit (Tropical Medicine & International Health, 2001)
Since 1997 the WHO has been recommending an integrative strategy to combat malaria including new medicines, vaccines, improvements of health care systems and insecticide-treated nets (ITNs). After successful controlled trials with ITNs in the past decade, large-scale interventions and research now focus on operational issues of distribution and financing. In developing a social marketing approach in the Kilombero Valley in south-east Tanzania in 1996, a combination of qualitative and quantitative methods was employed to investigate local knowledge and practice relating to malaria. The findings show that the biomedical concept of malaria overlaps with several local illness concepts, one of which is called malaria and refers to mild malaria. Most respondents linked malaria to mosquitoes (76%) and already used mosquito nets (52%). But local understandings of severe malaria differed from the biomedical concept and were not linked to mosquitoes or malaria. A social marketing strategy to promote ITNs was developed on the basis of these findings, which reinforced public health messages and linked them with nets and insecticide. Although we did not directly evaluate the impact of promotional activities, the sharp rise in ownership and use of ITNs by the population (from 10 to > 50%) suggests that they contributed significantly to the success of the programme. Local knowledge and practice is highly relevant for social marketing strategies of ITNs.
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Community-based HIV/AIDS education in rural Uganda: which channel is most effective? - Mitchell, Kirstin R; Nakamanya, Sarah; Kamali, Anatoli; Whitworth, Jimmy (Health Education Research, 2001)
A process evaluation was conducted to evaluate four channels (drama, video, community educators and leaflets) used in a community-based IEC (Information, Education and Communication) HIV/AIDS intervention in rural Uganda. Semi-structured interviews (n = 37) and focus groups (n = 3) were held with community members working as field staff. In addition, two questionnaire surveys (n = 105 and n = 69) and eight focus groups were conducted with the target community. Over 85% of the community had seen at least one drama or video show. They rated them as relevant and realistic. However, the messages 'taken home' were not always those intended by the plays. Access to community educators (CEs) was not equal. The CEs had a tendency to avoid the educated, rich and their older relatives. Those who had met with a CE rated them as knowledgeable and trustworthy, but felt they would rather be taught by a trained health worker. Around 80% of the community said they had seen the leaflets, but had not necessarily read them. Although appreciated by some as reference material, low literacy levels and a lack of reading culture meant that some leaflets may have gone astray. These findings suggest that a multi-channel approach may be required to overcome weaknesses inherent in individual channels.
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Reading Literacy At Junior Secondary School Level In Zimbabwe - Moyana, Rosemary (2001)
Zimbabwe completed a reading literacy research study at the Junior Secondary School Certificate (JC) level in December, 1992. This study was coordinated and partly sponsored by the International Association for the Evaluation of Educational Achievement (IEA). Thirty other countries took part in the same research study at the same grade levels.
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Predicting School Achievement in Zimbabwean Multiracial Schools Using Biggs' Learning Process Questionnaire - Mpofu, Elias; Oakland, Thomas (South African Journal of Psychology, 2001)
Biggs' (1987) Learning Process Questionnaire (LPQ) is a widely acknowledged measure of student approaches to learning. However, its utility in predicting actual school achievement and in multi-cultural contexts is unknown. This study investigated the validity of Biggs' LPQ and its underlying theory in predicting academic achievement in Zimbabwean multiracial schools. Three hundred and seventy-six Zimbabwean black (157) and white (219) students (mean age = 12.3 years; SD = .7) attending six racially integrated schools took part in the study. Students who reportedly used a surface approach to learning achieved lower levels of academic achievement compared to those who reportedly used deep and achieving approaches. Compared to white students, black students who reported higher use of a deep approach had lower academic grades. Students who reported a higher use of a surface strategy and taught by female teachers displayed significantly lower academic achievement than those who reported use of deep approaches. Support was found for the LPQ and its underlying theory. They appear to have some potential as research tool for use in Zimbabwean multiracial schools.
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Teaching and learning high school physics through analogies, case study of Kenyan classrooms - Nashon, Samson Madera (2001)
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Maternal Mortality at the University of Nigeria Teaching Hospital, Enugu, before and after Kenya - Okaro, JM; Umezulike, AC; Onah, HE; Chukwuali, LI; Ezugwu, OF; Nweke, PC (African Journal of Reproductive Health, 2001)
A comparative retrospective analysis of maternal deaths at the University of Nigeria Teaching Hospital, Enugu, Nigeria, was carried out for two ten-year periods--1976-1985 and 1991-2000--in order to evaluate the effect of Safe Motherhood Initiative on maternal mortality in the hospital. Variables for the two periods were compared by means of the t-test at 95% confidence level. Maternal mortality ratio was significantly higher in Period II than in Period I (1406 versus 270 per 100,000, p = 0.00). The leading causes of maternal death were uterine rupture for Period I and septicaemia for Period II. Although from the first to the second ten-year period there was a significant decrease in the number of midwives, physicians and nurse anaesthetists, there was more than a proportionate decrease in the number of deliveries. There was also increase in the incidence of anaemia due to diminished standards of living and in the mean decision-intervention interval (1.5 +/- 0.5 versus 5.8 +/- 1.2 hours; p = 0.000) as a result of worker dissatisfaction and changes in hospital policies. We conclude that since the launching of the Safe Motherhood Initiative, MMR at the University of Nigeria Teaching Hospital, Enugu, Nigeria, has increased five-fold as a result of institutional delays and a deterioration in the living standards of Nigerians, both consequences of a depressed economy. To halt this trend, we recommend that the living standard of all Nigerians should be improved. Furthermore, healthcare personnel should be motivated through enhanced salaries and provision of working materials including efficient mobile telephone services.
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Factors Affecting Behaviors That Address HIV Risk among Senior Secondary School Pupils in South Africa - Peltzer, Karl (Psychological Reports, 2001)
The purpose of this study was to identify factors affecting HIV risk reduction among senior secondary school pupils in South Africa. The sample included 460 Grade 12, Secondary School pupils whose ages ranged from 16 to 30 years (M = 19.7 yr., SD = 2.5) and who were chosen at random from the total Grade 12 population throughout one region in the Northern Province of South Africa. Measures were of sexual behavior and condom use, knowledge about correct condom use, intention of condom use, behavioral norms, attitudes, normative beliefs, and subjective norms about condoms, HIV/AIDS vulnerability (likelihood to get it) and severity of the illness in the country, and condom use self-efficacy. Bivariate analysis gave positive significant relations among normative beliefs, subjective norms, and attitudes towards condom use as well as HIV/AIDS vulnerability and HIV risk behavior. Regression analysis indicated that for boys, younger age at first vaginal intercourse, less intention for condom use, and HIV/AIDS vulnerability were predictive for HIV/AIDS risk behavior and explained 39% of the variance. It is suggested that these predictors should be included in intervention programs for HIV prevention.
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Cultural Issues in Secondary Education Development in West Africa: Away from colonial survivals, towards neocolonial influences? - Quist, Hubert O. (Comparative Education, 2001)
The urban areas of Ghana and Côte d'Ivoire (Ivory Coast) have become sites for cultural and educational convergence, as well as the reproduction of the élite as a class, far more than the rural areas. The urban secondary schools in cities such as Accra and Cape Coast in Ghana, and the lycées in Abidjan, Côte d'Ivoire, serve as sites for the realization of these goals. Here, the cultural pull and push factors arising from West Africa's 'triple cultural heritage' that is African, EuroChristian and Islamic have placed considerable strain and stress on secondary school students and secondary education as a whole. This situation has been further complicated in recent years by the interplay of cultural pull and push factors emanating from the West, especially Britain, France and the United States. This complicated postcolonial condition with its implications for nation-building and development in Ghana and Côte d'Ivoire constitutes the subject of analysis in this article. It is argued that the cultural pull and push factors and the forces of globalization emerging from the West tend to move secondary education and secondary school students in both countries towards neocolonial influences.
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Cultural Issues in Secondary Education Development in West Africa: away from colonial survivals, towards neocolonial influences? - Quist, Hubert O. (Comparative Education, 2001)
The urban areas of Ghana and Côte d'Ivoire (Ivory Coast) have become sites for cultural and educational convergence, as well as the reproduction of the élite as a class, far more than the rural areas. The urban secondary schools in cities such as Accra and Cape Coast in Ghana, and the lycées in Abidjan, Côte d'Ivoire, serve as sites for the realization of these goals. Here, the cultural pull and push factors arising from West Africa's 'triple cultural heritage' that is African, EuroChristian and Islamic have placed considerable strain and stress on secondary school students and secondary education as a whole. This situation has been further complicated in recent years by the interplay of cultural pull and push factors emanating from the West, especially Britain, France and the United States. This complicated postcolonial condition with its implications for nation-building and development in Ghana and Côte d'Ivoire constitutes the subject of analysis in this article. It is argued that the cultural pull and push factors and the forces of globalization emerging from the West tend to move secondary education and secondary school students in both countries towards neocolonial influences.
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Competing, Overlapping, and Contradictory Agendas: Egyptian Education Under British Occupation, 1882-1922 - Russell, Mona L. (Comparative Studies of South Asia, Africa and The Middle East, 2001)
Research Article| August 01 2001 Competing, Overlapping, and Contradictory Agendas: Egyptian Education Under British Occupation, 1882-1922 Mona Russell Mona Russell Search for other works by this author on: This Site Google Comparative Studies of South Asia, Africa and the Middle East (2001) 21 (1-2): 50–60. https://doi.org/10.1215/1089201X-21-1-2-50 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mona Russell; Competing, Overlapping, and Contradictory Agendas: Egyptian Education Under British Occupation, 1882-1922. Comparative Studies of South Asia, Africa and the Middle East 1 August 2001; 21 (1-2): 50–60. doi: https://doi.org/10.1215/1089201X-21-1-2-50 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsComparative Studies of South Asia, Africa and the Middle East Search Advanced Search The text of this article is only available as a PDF. Comparative Studies of South Asia, Africa and the Middle East2002 Article PDF first page preview Close Modal Issue Section: Education in the Middle East You do not currently have access to this content.
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Gender, poverty, family structure, and investments in children's education in Kinshasa, Congo - Shapiro, David; Tambashe, B. Oleko (Economics of Education Review, 2001)
This paper examines school enrollment and educational attainment in Kinshasa, capital of the Democratic Republic of Congo and second-largest city in sub-Saharan Africa. We focus on the impact of poverty, household structure, and economic well-being more generally on investments in children's education and differences by gender in such investments. These issues are addressed using data from a 1990 survey that provided information on the enrollment status and educational attainment of more than 8500 youths aged 6–25. We find that increased economic well-being translates into greater investments in children's education for both females and males. However, improved economic status does not necessarily result in reduced gender differences in school outcomes. In addition, family structure (as measured by the number of children in the household in different age groups) and a child's relationship to the head of the household are also found to be significant influences on investments in children's education.
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Disgust Sensitivity and Attitudes toward Organ Donation among African-American College Students - Sherman, Nancy; Sherman, Martin F.; Smith, Robert J.; Rickert-Wilbur, Patti (Psychological Reports, 2001)
241 African-American college students (94 men and 147 women, mean age = 20.3 +/- 3.4 yr.) completed the 1994 Disgust Scale of Haidt, McCauley, and Rozin and a modified form of Parisi-Rizzo's 1987 Attitudes Toward Organ Donation Scale (negative subscale only) as well as a behavioral measure of intention to donate organs after death. Analyses indicated that the higher the disgust sensitivity, the more negative the attitude toward organ donation and the less likely the student was to indicate intent to donate organs. It was further shown that negative attitudes toward organ donation mediated the relationship between disgust sensitivity and the behavioral intention measure. Results highlight the complexity of the issues surrounding organ donation within an African-American population and provide additional empirical evidence for the development of a theoretical model to explain the organ donation phenomenon.
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Distance learning for technical and vocational education in Sub-Sahara Africa: challenges and opportunities - Stevens, Geoff (2001)
The objectives of this study are to review the current literature on the application of distance education in reforming Technical/Vocational Education and Training (TVET), describe and assess the various technology assisted models of distance education, describe any technological, pedagogical and policy issues associated with the application of distance education to TVET, and derive conclusions.
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The Impact of Public Education Expenditure on Human Capital, Growth, and Poverty in Tanzania and Zambia - Thorbecke, Erik; Jung, Hong-Sang (2001)
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Training and development at Kenya Power and Lighting Company - Were, Christina M. (2001)
A Research Project Report by Were Christina M., Submitted to the Chandaria School of Business in Partial Fulfillment of the Requirement for the Degree of Master in Management and Organization Development
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Reading culture, cultivation and its promotion among pupils: a Kenyan perspective - Otike, Fredrick (2001)
Promotion of a reading Culture aims to publicize reading among members of the general public. It is an activity that is meant to popularize reading and make it a lifelong hobby. The main objective of cultivating and promoting a reading culture is to make reading a habit that is appreciated and loved by citizens. It is therefore important to create awareness on the importance of reading for leisure and not necessarily to pass exams and to develop reading as a habit and culture. Without the opportunity to read widely, what is taught in the classroom cannot be reinforced. Consequently, pupils cannot develop skills of locating, selecting, organizing, manipulating, evaluating and processing information. Research has shown that those who read for examination lapse into illiteracy when they fail. In Kenya, most schools rely on library lessons to promote and cultivate the reading culture. Furthermore there are no policies in the Kenyan education system that encourages the promotion of reading culture. The reading habit is therefore promoted in a vacuum. Due to lack of a firm government policy, most schools have no libraries and adequate reading materials. This paper discusses the reading culture in Kenya and analyzes the efforts that are being undertaken to promote and cultivate the habit and there in suggests strategies which should be put in place in order to develop a reading culture in Kenya.
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Assessment of water pollution risks in a stream in Casablanca, Morocco - Tazi, Ouadia; Fahde, Abdelilah; Younoussi, Samira El (Science et changements planétaires / Sécheresse, 2001)
De par sa position geographique, situe en zone aride a semi-aride, le Maroc a vecu depuis des millenaires une evolution fortement liee au climat et a sa variabilite. Le bilan hydrique et les ressources en eau de cette region sont conditionnes par trois principaux facteurs : la pluviometrie, la temperature de l'air et les evenements climatiques extremes, en particulier les secheresses, frequentes et parfois dramatiques pour les populations locales. La ville de Casablanca, capitale economique et industrielle, se trouve particulierement touchee par ce probleme, du fait de sa demographie croissante et du developpement continu du secteur industriel. Le cours d'eau Bouskoura represente l'unique reseau superficiel de la ville de Casablanca. Il se trouve actuellement menace par les activites humaines (rejets urbains et industriels, utilisation d'eau pour les besoins agricoles, etc.). Dans le but de cerner l'etat de pollution de ce cours d'eau, une etude portant sur la determination de parametres physico-chimiques, l'inventaire de la faune benthique ainsi qu'une analyse bacteriologique de l'eau souterraine ont ete realises. Les resultats obtenus decrivent une situation preoccupante de l'etat de ce cours d'eau qui se trouve menace dangereusement par les activites humaines. La perpetuelle degradation de la qualite des eaux superficielles et souterraines conduirait certainement, si des mesures de protection ne sont pas entreprises, a la perte de ce patrimoine naturel de la ville.
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Second Language Teaching and Learning: The Nigerian Experience. - Onukaogu, Chukwuemeka Eze (2001)
This paper examines the second language teaching experience in Nigeria. It discusses mother tongues, official second languages, indigenous second languages, and foreign languages. It critically evaluates the Six Year Primary Project, a model study which examined the effectiveness of one Nigerian mother tongue, Yoruba, as a medium of instruction in Nigerian schools and colleges. It also evaluates the Communication Skills Project, which investigated how to best teach English in order to enhance the ability of Nigerian undergraduate students to receive and give information in English. This project ended up failing completely. Next, the paper explains why Nigerian languages, whether performing the role of mother tongue, second language, or foreign language, are not effective media for teaching and learning. Finally, it speculates on the possible trends in mother tongue and second language learning, research, and instruction, suggesting what should be done to facilitate the use of languages and second language learning, research, and instruction. (SM) Reproductions supplied by EDRS are the best that can be made from the original document
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Atop the Central African Volcano (2001)
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Rapidly assessing the 1997 drought in Papua New Guinea using composite AVHRR imagery - McVicar, Tim R.; Bierwirth, P. N. (International Journal of Remote Sensing, 2001)
During 1997 Papua New Guinea (PNG) experienced an intense drought. Emergency famine relief operations provided many subsistence agricultural communities with food, water and health provisions during the height of the drought. The locations of relief operations were based on a rapid and spatially explicit extensive field survey conducted at the height of the drought for all PNG. We have tested the utility of composite Advanced Very High Resolution Radiometer (AVHRR) data to assist in a rapid assessment of drought conditions in PNG. Composited data were used to provide a means to overcome the frequent cloudy conditions that exist in PNG. To assess the drought we divided land surface temperatures (T s) by the Normalized Difference Vegetation Index (NDVI). The ratio (T s/NDVI) increases during times of drought. This is due to the increase in T s associated with more net radiation being partitioned into the sensible heat flux and the decrease in NDVI associated with decreasing amounts of plant cover. A time series of T s/NDVI is a rapid indicator of the drought at the country and province level. We calculated the integral under the T s
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The use of analgesic drugs by South African veterinarians : continuing education - Joubert, K.E. (Journal of the South African Veterinary Association, 2001)
According to a survey, non-steroidal anti-inflammatory agents were the most popular analgesic used in South Africa for management of peri-operative pain, acute post-operative pain and chronic pain. The most popular non-steroidal anti-inflammatory agents are flunixin meglumine and phenylbutazone. The most popular opioid type drug is buprenorphine, followed by morphine. In the peri-operative setting, analgesic agents were not actively administered to 86.3 % of cats and 80.7 % of dogs. Analgesic premedications were frequently administered, e.g. xylazine or ketamine, but no specific drug was administered for post-operative pain. Veterinarians need to critically review their anaesthetic and analgesic practices in order to achieve balanced anaesthesia.
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Impaired bioavailability of vitamin A in adults and children with persistent diarrhoea in Zambia - Kelly, Paul; Musuku, John; Kafwembe, Emmanuel; Libby, G. W.; Zulu, Isaac; Murphy, Jane; Farthing, M. J. G. (Alimentary Pharmacology & Therapeutics, 2001)
We have previously demonstrated a strong relationship between low serum retinol concentration and mortality in Zambian AIDS patients with diarrhoea, but were unable to detect any benefit from oral micronutrient supplementation.To test the hypothesis that this is related to impaired availability of vitamin A, we analysed serum retinol concentration changes over 6 h following oral mega-dose therapy (60, 120 or 180 mg retinol).Twenty-four men without diarrhoea, 15 adults with persistent diarrhoea and 11 children (six girls, five boys) with persistent diarrhoea were studied.Men with persistent diarrhoea had lower baseline serum retinol concentrations (median 0.39 micromol/L, interquartile range 0.21-0.56) than controls (median 1.16 micromol/L, interquartile range 0.84-1.47; P=0.0003). After 60 mg retinol, the rise in serum retinol in HIV seropositive controls (median 0.63 micromol/L, interquartile range 0.35-0.77) did not differ significantly from that observed in HIV seronegative controls (median 0.35 micromol/L, interquartile range - 0.04-0.56; P=0.20). Increasing the dose to 120 mg or 180 mg retinol did not enhance the increase in serum retinol concentration. The increase in serum retinol was less in adults with persistent diarrhoea (median 0.25 micromol/L, interquartile range 0.04-0.35) and in children (median 0.11 micromol/L, interquartile range 0.04-0.46) than in men without diarrhoea (median 0.44 micromol/L, interquartile range 0.26-0.74; P=0.03). Adults and children with diarrhoea had greater losses of retinol in urine over a 24-h period than controls, but less than 1% of the ingested dose was excreted.These results suggest that persistent diarrhoea in this population is associated with reduced bioavailability of retinol. Further work is required to determine the metabolic fate of therapeutic doses of retinol and to determine appropriate replacement strategies for HIV infected individuals.
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Impact of Traditional Birth Attendant Training in Mozambique: A Controlled Study - Gloyd, Stephen; Floriano, Florência; Seunda, Maria; Chadreque, Maria Ana; Nyangezi, Jules Mihigo; Platas, A. A. (Journal of Midwifery & Women's Health, 2001)
ABSTRACT This study was designed to assess the utility and impact on perinatal mortality of a model traditional birth attendant (TBA) training program in rural Mozambique by comparing birth attendance and outcomes in similar communities with and without trained TBAs. Birth attendants and pregnancy outcomes were compared in 1) communities with good access to trained TBAs, 2) randomly selected, comparable communities with no access to trained TBAs, and 3) communities with good access to functioning maternities. Information was collected by interviews with women in randomly selected households. A total of 4,169 women were interviewed who reported on 3,616 completed pregnancies, which resulted in a birth or fetal death. Among women with good access to trained TBAs, 33% reported giving birth attended by a trained TBA, 43% reported giving birth at a health facility, and 24% reported giving birth attended by an untrained person. Among women without access to trained TBAs, 58% reported giving birth at health facilities, and 42% reported attendance by untrained persons. Among women with access to functioning maternity centers, 77% reported giving birth at a health facility and 22% said their birth was attended by an untrained person. There was no significant difference in perinatal or infant mortality among the groups. This study demonstrated a preference for health facility deliveries among rural Mozambican women with good access to trained TBAs. It also failed to demonstrate a reduction in perinatal or infant mortality associated with TBA training. Women said they preferred to deliver in health facilities because conditions were considered better and interventions could be performed if needed. The preference for health facility birth over home birth with a TBA may have been related to difficulties with TBA neighbors and their families or fear of potential witchcraft. Efforts to promote TBA training should be balanced with support for birthing services based in health facilities.
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Using life story narratives to understand disability and identity in South Africa - Morgan, Ruth (2001)
There is a rapidly growing body of research focusing on how people use language to construct personal meaning and identity (de Certeau 1984, Miller et al. 1990, Rosaldo 1993). Accordingly, scholars have renewed their interest in life story narratives as a way to access the construction of self (Gee 1991, Linde 1993, Sun 1998). Life stories are a type of narrative, providing a window through which we can examine the ways that individuals actively interpret and negotiate their reality. In the process of telling their life stories, people construct meaning by selecting, evaluating and emphasising significant experiences (Linde 1993). Thus life stories are important sites of social-cultural identity construction, in which people make sense of their relation to themselves and to others.
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New Wine in Old Bottles: A Comparative Analysis of the Regulatory Framework of Legal Education in UK and South Africa - Carr, Helen; Rose, Aidan (Social Science Research Network, 2001)
The key theme of this paper is the impact of societal transition on the regulation of legal education. We will briefly examine the nature of the transition in RSA and consider the role of law and lawyers within this. We will then describe what we take to be important similarities between RSA and the UK considering in particular the development of a rights based culture in each jurisdiction and argue that the UK is equally in transition although the resources which shield us from the impact of the transition are so much greater. We will examine the key drivers for change in legal education in both the UK and the RSA and consider the contrasting regulatory responses. We begin by looking at universal factors-globalism and technology-and then move to considering more local drivers-diversity, limited resources, and legitimacy of governance both of the profession and of the state. We suggest that the crisis in legal education in each country has many similarities in substance if not in scale and that the UK has a great deal to learn from RSA responses. In particular we consider the scarcity of community based lawyers, social exclusion and finally the fundamental links between good public administration and sound legal rights. We conclude by arguing that legal education in Britain must grapple not only with the need for British corporate lawyers to compete on a global stage, but must also recognise the profound importance of law to good governance.
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Culture, Race, and Ethnicity in Education in South Africa (2001)
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Demographic Diversity and Higher Education Reorganization in South Africa: The Applicability of U.S. Models (2001)
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Identifying and addressing the causes of declining participation rates in Kenyan primary schools - Ackers, Jim; Migoli, James; Nzomo, Juliana (International Journal of Educational Development, 2001)
Poverty has emerged as the focus of concern for international agencies and the Kenyan Government. However this paper argues that defining and targeting poverty are complex issues calling for complex responses, involving the holistic improvement of the quality of education, as well as improving access. The paper draws its evidence primarily from the 1998 Kenyan National Primary Baseline.
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The Effect of Farmers’ Education on Farm Productivity and Income in Ghana: Implication for Food Security - Afari, Edwin (2001)
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Multiculturalism, Diversity, and African American College Students - Ervin, Kelly S. (Journal of Black Studies, 2001)
Diversity in higher education is a systematic blending of academic programs, recruitment, retention, policies, and curriculum that provide college students with an enriched multicultural environment for learning. Among those who administer, teach, and conduct research in higher education, there is a general consensus that diversity is a necessary component of a well-rounded education. Future college graduates will face not only a diverse American society (Population Reference Bureau, 1997) but also an interdependent world that is highly divergent in terms of race, ethnicity, nationalism, language, and culture. These future politicians, business leaders, scholars, and caregivers will need to know how to think critically, how to engage effectively in intercultural communication, and how to work productively within this diverse society. In spite of all the promotion for multicultural education, there is growing concern that college students are resisting diversity and multicultural educational programs. There appears to be a widespread rejection of the objectives of diversity and the usefulness of it. White college students are rebelling against diversity because they believe that it is an anti-White, preferential system that favors the needs of students of color (Gomez, 1992; Lopez, Holliman, & Peng (1995). There is also evidence that students of color, especially those attending predominately White colleges and universities (PWCUs), have less than positive attitudes toward diversity. These
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Demographic responses to environmental stress in the drought‐ and famine‐prone areas of northern Ethiopia - Ezra, Markos (International Journal of Population Geography, 2001)
Abstract Research on the demographic consequences of environmental stress (drought and famine, in particular) has not been conclusive. Using primary survey data on the demographic consequences of drought and famine in the drought‐prone areas of northern Ethiopia, this study argues that growing environmental stress and persisting food insecurity have stimulated changes in the demographic behaviours and attitudes of farming communities, including: an increase in acceptance rates of family planning services; changing attitudes towards early marriage and having a large number of children; actual reduction in fertility; migration (particularly of the youth) out of the communities; and the tendency by many farmers to be involved in non‐farm income‐generating activities and employment sectors. Copyright © 2001 John Wiley & Sons, Ltd.
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How Natural Are ‘Natural Disasters’? Vulnerability to Drought of Communal Farmers in Southern Namibia - Fara, Katiuscia (Risk Management, 2001)
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Mathematics Success and Failure among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency - Gibbons, Youlanda M.; Martin, Danny Bernard (Contemporary Sociology, 2001)
Contents: Introduction. Mathematics Learning, Achievement, and Persistence Among African Americans: Toward a Context-Based Perspective. Wasn't Going to Be Doing Any Math: Mathematics Socialization, Identity, and the Evolution of Community Beliefs About Mathematics. When Am I Ever Going to Use This?: School-Level Factors and Mathematics Socialization Among African-American Students. Because I Want to Be Somebody: African-American Student Narratives on Academic and Mathematics Success. Mathematics Socialization and Identity Among African Americans: Real Life Experiences, Research, and Recommendations.
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Poverty and urban transport, learnings from African countries - Godard, Xavier (2001)
Poverty alleviation programms are more and more presented as the present challenge for the development policies, so that the question is emerging about the contribution of urban transport sector to achieve such an aim. The analysis of experience of developing cities in Africa makes it possible to draw several conclusions, which are defined once it was acknowledged that there is a vast range of situations and that there is really no single transposable solution just as it is from one city to another.
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Arab Republic of Egypt: An Economic Analysis of Early Childhood Education/Development. - Janssens, Wendy; Gaag, Jacques van der; Tanaka, Shinichiro (2001)
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Cairo, Cairo, it’s off to Egypt pharmacy Students go - Keown, Katie (Journal of the American Pharmaceutical Association, 2001)
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Cairo, Cairo, it’s off to Egypt pharmacy Students go - Keown, Katie (Journal of the American Pharmaceutical Association, 2001)
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Higher Education and Graduate Employment in South Africa - Maharasoa, Maboreng; Hay, Driekie (Quality in Higher Education, 2001)
Developments in the South African higher education system designed to establish employability as a prominent element in good quality higher education are reviewed. A case study was carried out in three universities in South Africa, one Historically White Afrikaans, another Historically White English and the third Historically Black University. For students, employability, in the sense of post-graduation employment rates, is an important indicator of quality. Faculty deans, in principle, share this notion, but the findings indicate that actions to enhance student employability are uneven and often lackadaisical. A more robust and proactive approach is encouraged if universities are to satisfy students' expectations that a study programme should lead to some form of employment and, in so doing, defend themselves against competition from the technikon sector.
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African American Faculty as Part of the Problem or Part of the Solution in the Retention of African American Students on "White" College Campuses. - Malone, R.; Malone, James A. (2001)
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Negotiating identities: African students in British and American universities. - Manyika, Sarah (2001)
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Mentoring African American Middle School Students: Applying Principles of Antiracism Education to the Problem of Closing the Black-White Achievement Gap. - Martin, Paula Sanches; Baxter, Anthony G. (2001)
Part of a larger ongoing study of the impact of antiracism mentoring on black student achievement, this report of a developmental study used a before-after approach to evaluate the pattern, direction, and significance of change in participating white teachers' white racial identity as a function of antiracism professional development. Using the Helms and Carter (1994) White Racial Identity Attitude Survey to verify the status of prospective white mentors' racial identities prior to their service as the antiracism mentors of black middle school students, this study's effect sizes data indicate that the participant group advanced in three of five areas of white racial identity. Adopting the conventional standard for practically significant effect sizes, the analysis of the difference between pretest and posttest subscale means indicates that participants advanced on the disintegration, pseudo-independence, and autonomy subscales. The study concludes that the antiracism professional development effectively advanced the prospective antiracism mentors' white identity status. Discussion focuses on the theoretical and practical implications of the results for the larger ongoing study of antiracism mentoring as a means to close the black-white achievement gap. (Contains 16 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. MENTORING AFRICAN AMERICAN MIDDLE SCHOOL STUDENTS: APPLYING PRINCIPLES OF ANTIRACISM EDUCATION TO THE PROBLEM OF CLOSING THE BLACK-WHITE ACHIEVEMENT GAP
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Predicting Intended and Self-perceived Sugar Restriction among Tanzanian Students using the Theory of Planned Behavior - Masalu, Joyce R.; Åstrøm, A. N. (Journal of Health Psychology, 2001)
This study examines the applicability and sufficiency of the Theory of Planned Behavior (TPB) in predicting intention and self-perceived behavior with respect to avoiding between-meal intake of sugared snacks and drinks. One thousand one hundred and twenty-three Tanzanian students (mean age 26.4 years) completed self-administered questionnaires designed to measure the components of the TPB during May-July, 1999. Self-perceived sugar consumption was obtained in a subsample of respondents (n = 228) four weeks later. The TPB provided a significant prediction of intention (R(2)= 0.44), with attitude (= 0.25), subjective norms (= 0.28) and perceived behavioral control (= 0.35) significant, and subsequent behavior (R(2) = 0.15, with intention (= 0.25) and perceived behavioral control (= 0.18) significant. Frequency of past behavior explained a significant, albeit small, amount of additional variance in intention (1 percent) and behavior (4 percent). The results indicate that the TPB is applicable to the prediction of food choice-related intention and behavior among young adult students living in a non-occidental setting.
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The Australian contribution towards medical training in Malawi - Muula, Adamson S; Broadhead, Robin L. (Medical Journal of Australia, 2001)
Malawi opened its only medical school in April 1991, despite opposition from some who believed that the venture was a waste of precious resources. From 1986, selected Malawi students had done preclinical training in Australia, the United Kingdom and South Africa, returning to Malawi for the clinical phase of their training. From 1994, Malawi students have been able to do the whole undergraduate medical course in their own country. Twenty Malawi medical students attended the medical schools of the University of Adelaide and Flinders University in South Australia between 1991 and 1996. All but three of those students are now qualified doctors working in various capacities in healthcare delivery service in Malawi.
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Determinants of Alcohol Use among Female University Students in Nigeria - Olley, Benjamin O.; Ajiteru, A.A. (Journal of Social Sciences, 2001)
There has been an increasing trend of female involvement in drug use particularly alcohol consumption in Nigeria. The present study examines prevalence as well as pattern of harmful alcohol use among female undergraduate students at the University of Ibadan, Nigeria. It also documents the determinant to this harmful alcohol consumption. Five hundred and twenty-five students constituting 30.8 percent of the entirer esident female students in the university got a questionnaire consisting several items assessing alcohol use disorder and other psychosocial factors filled. From this number, 285 thatis, 54.2 percent satisfied cases for a lcohol consumption. 87.3 percent were within the normal drinking range while 7.7 percent were hazardously drinking alcohol and five percent were harmfully abusing alcohol. Factors such as age, social anxiety and family type were found to affect this consumption pattern. Results were discussed in relation to existing literature of drug abuse in Nigeria particularly among females and a need for an urgent policy formulation regarding institutionalized female residence.
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Higher Education: A Qualitative Inquiry into the Educational Experiences of Seven African Women. - Otieno, Tabitha N. (2001)
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Teachers as mentors : a critical view of teacher development in South African schools - Robinson, Maureen (Perspectives in Education, 2001)
This article results from an initiative at the University of the Western Cape (UWC), which aimed to involve teachers actively in the guidance of student teachers during the Teaching Practice component of a teacher education programme. The article argues that the mentoring of pre-service teachers by in-service teachers forms a potentially powerful form of teacher development, and links the aims of the UWC initiative to theories of teacher development located within the realm of critical pedagogy. The article also reports on the findings of an investigation into five schools that were involved in the mentor programme. In particular, it focuses on the institutional factors that were found to promote or hinder the work of the mentor teachers. Drawing on these findings, the article makes some comments about the link between critical pedagogy, teacher professionalism and school policies in a changing South Africa.
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Teachers, the South African State, and the Desegregation of Schools in the 1990s - Shimahara, Nobuo K.; Holowinsky, Ivan Z.; Tomlinson-Clarke, Saundra (2001)
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The struggle for professional recognition: Hebrew‐language kindergarten teachers in Palestine, 1899‐1920 - Sitton, Shoshana (Journal of Educational Administration and History, 2001)
Cet article decrit l'histoire des classes de maternelle en hebreu entre 1899, date de creation de la premiere classe de maternelle et le debut des annees 20, periode coincidant avec l'occupation britannique en Palestine. Cette periode constitue un chapitre important de l'histoire de l'education en hebreu puisqu'elle marque le debut d'une consolidation des institutions scolaires et de l'organisation du systeme educatif en Palestine. L'auteur discute en particulier de la lutte pour la reconnaissance professionnelle du statut des enseignants dans ces classes de maternelle dans le contexte de deux mouvements revolutionnaires, le feminisme et le sionisme.
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Virtual reality for mine safety training in South Africa - Squelch, Andrew (Journal of The South African Institute of Mining and Metallurgy, 2001)
The high incidence of accidents and fatalities in the South African mining industry, in particular those associated with falls of ground, is often attributed to ineffective and/or inappropriate training methods and material. Recently introduced mine health and safety legislation in South Africa also requires that all mine workers receive appropriate and effective training to enable them to operate safely in their given mining environment. There can, therefore, be no doubt that methods to provide effective training, in particular safety related training, are urgently required in the South African mining industry. In the search for alternative and improved training approaches, attention has fallen on virtual reality (VR) technology as a possible solution. VR has found acceptance in a number of industries as an effective method of training for a variety of work place activities, including those of a safety related nature. VR has successfully been applied in a number of industries to improve the effectiveness of safety and hazard awareness training. The CSIR: Division of Mining Technology (CSIR Miningtek), in conjunction with the Safety in Mines Research Advisory Committee (SIMRAC), therefore evaluated the potential of VR to be used as a training medium in the South African gold and platinum mining industry. Aspects of the evaluation included an assessment of the technical capability of VR to represent a typical underground mining environment with sufficient realism and the relevance of the VR training concept for a largely illiterate workforce. For these purposes, a prototype PC-based VR hazard awareness training simulator has been developed by CSIR Miningtek, and a series of evaluation sessions conducted at a typical deep level gold mine. The conclusion from this evaluation work is that virtual reality technology has the potential to provide effective training systems that are relevant to the South African mining industry. Keywords: Virtual reality, mine training, safety training.
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Children's Care Networks as Effective Settings for Informal Learning : An Example from Rural Kenya - Stokholm, Anja (The Oriental Anthropologist, 2001)
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Botswana secondary students' perceptions of the education/employment nexus - Vlaardingerbroek, Barend (International journal of educational development, 2001)
Abstract This paper arises from a study of final-year Botswanan junior and senior secondary school students' perceptions of the education/employment nexus through the generation of peer reference groups and the soliciting of career aspirations and income expectations. It was found that students generally had accurate perceptions of post-school prospects. There was an overwhelming desire at both levels to pursue tertiary education and training and enter secure professions which it is argued relates to the awareness of the generally unattractive economic consequences of direct entry into the work force, particularly for girls and junior secondary school leavers. The study is discussed in the context of current ‘world of work’-oriented educational reforms and gender differences are highlighted.
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Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs - Epstein, Ruth (TESL Canada Journal, 2001)
The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.
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The learning organisation: A means of facilitating training for change in South African organisations - Struwig, D.J.L.; Smith, Mark D.; Venter, Elmarie (Suid-Afrikaanse tydskrif vir ekonomiese en bestuurswetenskappe (Print), 2001)
This article considers the nature and role of the learning organisation as a means of implementing change through training in South African organisations. The paper is based on theoretical study and empirical research, including 365 training and organisational development specialists in South Africa. Five null hypotheses were empirically tested in order to establish relationships between the learning organisation and certain independent variables (classification data and training). Advanced statistical methods, such as analysis of variance and correlation coefficients were used to test these hypotheses. The learning organisation facilitates learning by all its members and has the capacity to adapt and change continuously. If learning is an organisational priority, training programmes should be designed to promote initiatives to change the organisation. Emphasis should be placed on both learning (acquiring knowledge and skills) and doing (practical application).
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Introduction of a new curriculum method of teaching known as problem-based learning to the University of Papua New Guinea Medical School. - Sapuri, Mathias (PubMed, 2001)
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Teacher support materials as a catalyst for science curriculum implementation in Namibia - Ottevanger, Wouter Jan Willem (2001)
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The Role of International Cooperation in Science Education in Nigeria : Past, Present and the Way Forward - Omoifo, C. N. (Journal of international cooperation in education, 2001)
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African Education in the Twenty-first Century : Challenge for Change - Sifuna, Daniel N. (Journal of international cooperation in education, 2001)
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Empowering African American Exceptional Learners: Vision for the New Millennium. - Sunday, O.; Obiakor, Festus E. (Western journal of black studies, 2001)
Schools are faced with perpetual issues of who should be served and how and where they should be served. Clearly, traditional approaches to resolving these issues may be somewhat sophisticated but may yet lack the wisdom or the knowledge of a changing society. For instance, the issue of how best to empower African American exceptional learners has become endemic since most teachers still struggle with the infusion of multicultural education in their classroom practices. It is important that general and special educators diversify instructions so that all children can be reached. The reasons are simple: Race still matters (West, 1993); and the world is constantly changing and becoming more and more diverse (Rotatori & Obi, 1999). Different people from different cultural backgrounds, especially African Americans, are sending their children to school in order to become productive citizens. The demographics of today's schools and understanding about disability are shifting at a rapid pace and educational approaches must strive to catch up with this growth. It is increasingly apparent that general and special educators must continue to learn about themselves and their own cultures to build bridges of cultural valuing, racial understanding, and human interaction (Banks, 1999; Obiakor, 1994, 1999). Most practitioners encounter students from African American background, and these students' characteristics differ from their conception of what is usual or generally expected. For example, African American students may be unable to read the material that the teacher is accustomed to using, or students may speak a language or dialect foreign to him/her and sometimes use language when he/ she feels that they should use Standard English. Teaching students who are not succeeding academically and those whose cultural backgrounds differ from that of the teacher requires changing instructional patterns and classroom procedures to facilitate academic success (Ford, Obiaker, & Patton, 1995; Grant & Sleeter, 1998). A recurring question about African American students is whether they are disproportionately represented or identified as exceptional learners because traditional Euro centric curriculum or strategies do not work in their favor. This question is sometimes trivialized even though overrepresentation in special education programs and underrepresentation is gifted programs have been found to be the result of reprehensible practices that reflect bias or discrimination in general and special education (Artiles & Trent, 1994). As a consequence, these practices must be corrected to address the issue of equity in school programs now and in the future. Many scholars and educators (e.g., Grossman, 1998; Obiaker, 1994, 1999; Obaikor, Schwenn, & Rotatori, 1999; Obiaker & Utley, 1997) have argued that African American learners have been frequently misidentified, misassessed, miscategorized, misplaced, and misinstructed by poorly prepared teachers who are rigid, and insensitive to the many differences that they bring to school programs. These practices place these students in at-risk positions and perpetuate already magnified stereotypes. To this effect, general and special educators must consistently rethink their practices, revamp their strategies, and shift their paradigms as they provide services for these learners. These challenges are greater today because of changes in family configurations. Many students do not come from the traditional two-parent family. Some even come from homes, foster homes, streets, or homeless shelters. Obviously, as the nation changes, so do the students, and so must schools in order to meet the needs of a widely varied student population. For example, poverty is more visible in schools today than ever before. The question then is, Could poverty be associated with poor intelligence, poor self-concept, and poor ability to succeed in school? Ironically, this question has racial, cultural, and socioeconomic implications on the education of African American exceptional learners. …
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Facilitation, Participation, and Learning in an Ecoregion-Based Planning Process: The Case of AGERAS in Toliara, Madagascar - Cowles, Paul D.; Rakotoarisoa, Soava; Rasolonirinamanana, Haingolalao; Rasoaromanana, Vololona (2001)
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Medical postgraduate education in child health in Papua New Guinea. - Vince, John (PubMed, 2001)
John Biddulph was a pioneer of medical education in Papua New Guinea. He saw the training of Papua New Guineans in the various tiers of the health system as the key to improving the health of the population. As Health Department Specialist and University Academic, he was interested in all areas of medical training, but his main interest was in the area of maternal and child health. Being present at the birth of the Medical Faculty of the University of Papua New Guinea (UPNG), and being heavily involved in undergraduate and postgraduate training, his articles on the medical workforce development provide an important documentation of the first 25 years of the Medical Faculty (1-3). Within the area of maternal and child health itself, John Biddulph was heavily involved at a number of levels of medical education. He was instrumental in helping to set up the Post-Basic Nursing Course in Paediatrics (4) and taught in this course until his retirement. He was involved in the Health Extension Officer teaching program, visiting the College of Allied Health Sciences in Madang on an annual basis to teach in the maternal and child health component of the course. The 7th edition of the textbook Paediatrics for Health Extension Officers and Nurses , now coauthored by the Chief of Paediatrics Dr Bob Danaya, was published in 1999 (5). He was instrumental in the introduction of standard treatments and in the development of the Paediatric Standard Treatment Book (6). His book Paediatrics for Medical Officers, which was expanded into the highly prized Paediatrics for Doctors in Papua New Guinea by Shann and Biddulph, will have its 2nd edition published in 2001 (F. Shann, J. Biddulph and J. Vince, book in preparation). The hallmarks of John Biddulph’s teaching were clarity, simplicity and thoroughness, and his ideas about teaching methods and assessment were years ahead of their time.
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20th century droughts in southern Africa: spatial and temporal variability, teleconnections with oceanic and atmospheric conditions - Richard, Yves; Fauchereau, Nicolas; Poccard, Isabelle; Rouault, M.; Trzaska, S. (International Journal of Climatology, 2001)
Abstract Southern African rainfall does not show any trend to desiccation during the 20th century. However, the subcontinent experienced particularly severe droughts in the 1980s and at the beginning of the 1990s and the magnitude of the interannual summer rainfall variability shows significant changes. Modifications of the intensity and spatial extension of droughts is associated with changes in ocean–atmosphere teleconnection patterns. This paper focuses mostly on the well‐documented 1950–1988 period and on late summer season (January–March). A principal component analysis on southern African rainfall highlights modifications of the rainfall variability magnitude. The 1970–1988 period had more variable rainfall, and more widespread and intense droughts than the 1950–1969 period. To investigate the potential modifications of the associated ocean–atmosphere teleconnection patterns, a composite analysis is performed on sea‐surface temperature (SST) and National Center for Environmental Protection (NCEP) atmospheric parameters, according to the 5 driest years of both sub‐periods. Significant changes are shown in ocean–atmosphere anomaly patterns coincident with droughts for both sub‐periods. The 1950–1969 droughts were associated with regional ocean–atmosphere anomalies, mainly over the southwest Indian Ocean region. In contrast, during the 1970–1988 droughts near‐global anomalies were observed in the tropical zone, corresponding to El Niño–Southern Oscillation (ENSO) phenomenon. Within the whole century, significant correlations between Southern Oscillation Index (SOI) and southern African Rainfall Index (SARI) were found in the periods (1900–1933 and 1970–1998) when SOI and SARI experienced high variability, and when southern Africa was affected by intense and extended droughts. During periods of low SOI (1934–1969), correlations became less significant and droughts were less intense and widespread. Copyright © 2001 Royal Meteorological Society
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Overcoming Women's Subordination in the Igbo African Culture and in the Catholic Church; Envisioning an Inclusive Theology with Reference to Women; Rose N. Uchem - Uchem, Rose (2001)
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Herd immunity to measles virus in a population of student nurses and medical students following a widespread outbreak of clinical measles in Ibadan, Nigeria. - Forbi, Joseph C.; Kfutwah, Anfumbom; Oyedele, Oluseyi I.; Adu, F. D.; Odemuyiwa, Solomon O. (PubMed, 2001)
Following an outbreak of serologically--and virologically--confirmed measles requiring large-scale hospitalisation of children in Ibadan, Nigeria, the herd immunity to measles virus among medical students and student nurses was determined. Of the 200 students tested, none lacked haemagglutination--inhibiting antibody to measles virus. The titre of HI--antibody ranged from 2(5) to 2(10). Describing a titre of 2(9) as very high, a significantly higher proportion of student nurses than medical students (P < 0.05) had very high antibody titres to measles virus. There was however no statistical difference between the sexes (P > 0.05). Using a commercial Enzyme Immuno Assay kit (EIA), anti measles IgM could not be detected from any of the students. Thus a clear evidence of recent infection with measles virus during the outbreak could not be detected among the students, a probable indication that student nurses and medical students may not participate in the maintenance of wild measles virus within the hospital environment in developing countries like Nigeria.
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Financial Administration and Accounting as Institutional Development in an African University - Learning from Research Organisation at Eduardo Mondlane University, in Mozambique - Diniz, Rodrigues; María, Célia (2001)
This thesis describes an institutional development history of a university coming out of colonial rule, through the days when-it had full national support for its central role for national development, leading to a period when the university had increasing difficulties claiming support for it. It examines the successes and failures of drawing up and implementing a strategic plan for university institutional development at Eduardo Mondlane University (UEM), Mozambique. The most positive result was to draw up the university's first strategic plan to transform the institution and to implement and build on it. The most difficult problem was the internal organisational weaknesses that constrained the institution in its implementation of the plan as scheduled, including those of finance and accountancy. The plan was well received by government and the donor community and became a model in the region, with other African universities following it. However, the implementation of the plan was not as successful at least in part because it was critically naive about the level of resources the universities could claim. This lack of realism about accountability was deep-rooted: organisational development was unbalanced with specialists trained - but little training of integrators/managers. Examples of research funding and project planning demonstrate that the sense.of realism and accountability can be learned, but may best be learned through establishing systems of financial control. The thesis suggests more consistent management systems. The expanded use of a simple financial tool illustrated the need to change and improve the financial and accounting systems of the university. The thesis argues that the development of African universities should take into account not only strategic decisions at the macro and leadership level, but also the implementation capacity of academic and administrative staff, including the appropriate functioning financial management and accounting systems.
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Enhancing Teaching and Learning at the Law Faculty, Ethiopian Civil Service College - SOLOMON, AYODELE OLUYINKA (I.E.R. Flambeau, 2001)
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What research says about African science education - Engida, Temechegn (I.E.R. Flambeau, 2001)
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No. 33480. United Nations Convention to combat desertification in those countries experiencing serious drought and or desertification, particularly in Africa. Opened for signature at Paris on 14 October 1994 (2001)
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Integrated Education and Black Development in Post-apartheid South Africa: Critical analyses - Abdi, Ali A. (Compare: A Journal of Comparative and International Education, 2001)
With the integration of the education system in liberated South Africa, social development expectations should be justifiably high, especially for the country's long-oppressed black majority. The concretisation of these expectations is being, or will be, determined by a myriad of converging and diverging possibilities and difficulties. This article focuses on the problems of education and development in post-apartheid South Africa, with a sustained emphasis on the importance of looking beyond the current political triumph. The new areas of constant and consistent focus must become, the author proposes, the disturbingly uneven terrains of educational attainment and long-term socio-economic development. By stressing the urgency of these cases, the article highlights actual possibilities as well as the magnitude of hindering factors in educational development that are still affecting millions of lives in the new South Africa. The article ends with a call for the pragmatic reconstitution of South Africa's development education actualities to make this country a prosperous space for all South Africans now and into the future.
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Integrated Education and Black Development in Post-apartheid South Africa: critical analyses - Abdi, Ali A. (Compare: A Journal of Comparative and International Education, 2001)
With the integration of the education system in liberated South Africa, social development expectations should be justifiably high, especially for the country's long-oppressed black majority. The concretisation of these expectations is being, or will be, determined by a myriad of converging and diverging possibilities and difficulties. This article focuses on the problems of education and development in post-apartheid South Africa, with a sustained emphasis on the importance of looking beyond the current political triumph. The new areas of constant and consistent focus must become, the author proposes, the disturbingly uneven terrains of educational attainment and long-term socio-economic development. By stressing the urgency of these cases, the article highlights actual possibilities as well as the magnitude of hindering factors in educational development that are still affecting millions of lives in the new South Africa. The article ends with a call for the pragmatic reconstitution of South Africa's development education actualities to make this country a prosperous space for all South Africans now and into the future.
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Classroom Interaction in Kenyan Primary Schools - Ackers, Frank Hardman Jim (Compare: A Journal of Comparative and International Education, 2001)
This article reports on a study of classroom interaction in Kenyan primary schools carried out as part of a national baseline study for the Ministry of Education and Human Resource Development in 1998. The baseline was designed to provide a comprehensive picture of the quality of primary education so as to allow the Kenyan Government to prioritise expenditure on resources to improve education in the republic and to assess the impact of any interventions. Video recordings of 102 lessons in English, mathematics and science were analysed using systematic observation, discourse analysis and a time-line analysis. The findings revealed the domination of transmissional forms of teaching, thereby providing little opportunity for pupils to question or explore ideas to help regulate their own thinking. The wider implications of the findings for improving the quality of classroom interaction in Kenyan primary schools are considered together with the training needs of teachers.
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Classroom Interaction in Kenyan Primary Schools - Ackers, Jim; Hardman, Frank (Compare: A Journal of Comparative and International Education, 2001)
This article reports on a study of classroom interaction in Kenyan primary schools carried out as part of a national baseline study for the Ministry of Education and Human Resource Development in 1998. The baseline was designed to provide a comprehensive picture of the quality of primary education so as to allow the Kenyan Government to prioritise expenditure on resources to improve education in the republic and to assess the impact of any interventions. Video recordings of 102 lessons in English, mathematics and science were analysed using systematic observation, discourse analysis and a time-line analysis. The findings revealed the domination of transmissional forms of teaching, thereby providing little opportunity for pupils to question or explore ideas to help regulate their own thinking. The wider implications of the findings for improving the quality of classroom interaction in Kenyan primary schools are considered together with the training needs of teachers.
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Democracy and Social Studies Education at the Junior Secondary School Level in Botswana - Adeyemi, Michael Bamidele; Asimeng‐Boahene, Lewis (Pastoral Care in Education, 2001)
This paper briefly examines the concept of democracy, its relationship to education and its African context. The meaning and value of democracy in African society is discussed and it is suggested that traditional political systems represented a particular kind of democracy. It then focuses on the extent to which the concept of democracy is covered in the junior secondary school social studies syllabus in Botswana. Finally the authors make some recommendations for curricular improvement in education for democracy at the junior secondary level in Botswana as part of the continuing attempt to produce the effective citizen for the new millennium.
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A model for estimating student unit cost and staffing requirements for university academic programmes with reference to Kenyan public universities - Aduol, Francis O. (Higher Education Policy, 2001)
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Those Crazy Gates and How They Swing: Tracking the System That Tracks African-American Students - Agnew, Eleanor; McLaughlin, Margaret L. (2001)
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Producing Knowledge about 'Third World Women': The Politics of Fieldwork in a Zimbabwean Secondary School - Ansell, Nicola (Ethics, Place & Environment, 2001)
Fieldwork is a project in which, according to Rose (1997, p. 316), researcher, researched and research make each other, yet far more attention has been given to the making of the research and researcher than to the researched. Focusing on three aspects of the research process (the researcher's presence in the field, the research topic and the choice of methods), this paper uses examples from the author's own fieldwork to debate whether it is possible to shape fieldwork such that the knowledges created and consumed in the field by the researched serve to destabilise dominant discourses of race, gender and age.
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Producing Knowledge about 'Third World Women': the Politics of Fieldwork in a Zimbabwean Secondary School - Ansell, Nicola (Ethics, Place & Environment, 2001)
Fieldwork is a project in which, according to Rose (1997, p. 316), researcher, researched and research make each other, yet far more attention has been given to the making of the research and researcher than to the researched. Focusing on three aspects of the research process (the researcher's presence in the field, the research topic and the choice of methods), this paper uses examples from the author's own fieldwork to debate whether it is possible to shape fieldwork such that the knowledges created and consumed in the field by the researched serve to destabilise dominant discourses of race, gender and age.
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Training mothers to give antimalarial drugs reduces deaths in Ethiopia - Arnot, David E. (Evidence-based Healthcare, 2001)
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Are private universities the solution to the higher education crisis in sub-Saharan Africa? - Banya, Kingsley (Higher Education Policy, 2001)
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Supporting Women Distance Learners in Tanzania - Bhalalusesa, Eustella (Open Learning: The Journal of Open and Distance Learning, 2001)
This paper examines the kind of support women need to pursue distance learning successfully in a developing country context such as Tanzania. The paper shows that there are factors that make studying more difficult for women than for men. While the distance teaching institution has an important role to play in promoting learning, both the learner and the immediate social environment have a part to play in the student's success. A holistic approach is therefore necessary if effective support is to be realised. The paper ends with recommendations for improved practice.
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Supporting Women Distance Learners in Tanzania - Bhalalusesa, Eustella (Open Learning: The Journal of Open and Distance Learning, 2001)
This paper examines the kind of support women need to pursue distance learning successfully in a developing country context such as Tanzania. The paper shows that there are factors that make studying more difficult for women than for men. While the distance teaching institution has an important role to play in promoting learning, both the learner and the immediate social environment have a part to play in the student's success. A holistic approach is therefore necessary if effective support is to be realised. The paper ends with recommendations for improved practice.
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Distance learning from purdah in nineteenth-century northern Nigeria: The work of Asma'u Fodiyo - Boyd, Jean (Journal of African Cultural Studies, 2001)
Asma'u Fodiyo is a major figure in African history. Born in 1793 at Degel, she was the daughter of Shehu an Fodiyo, who let his approval of her be known. Her scholarship and organizational skills were put to use by her brother, Caliph Muhammad Bello, who realized that some of the next generation would be born to slave mothers captured in the jihad. Many of these mothers were followers of a spirit cult and had but a hazy knowledge of Islam. Asma'u was put at the helm of women's education and wrote easy-to-learn poetry to teach her students how to be good Muslims. From her home she identified women leaders in rural areas and devised a way of banding women together so they could travel in safety to meet her, receive instruction, learn her songs and take them home to put to use in the community. She died in 1863 and was buried close to her father.
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No magic bullets, just tracer bullets: The role of learning resources, social advantage, and education management in improving the performance of South African schools - Crouch, Luis; Mabogoane, Thabo (Social Dynamics, 2001)
(2001). No magic bullets, just tracer bullets: The role of learning resources, social advantage, and education management in improving the performance of South African schools. Social Dynamics: Vol. 27, Quantitative Studies of South African Society, pp. 60-78.
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Drought mortality of bush elephants in Hwange National Park, Zimbabwe - Dudley, Joseph P.; Criag, G. C.; Gibson, D.; Haynes, Gary; Klimowicz, Janis (African Journal of Ecology, 2001)
Abstract African bush elephants inhabiting the undeveloped Kalahari Sands region of Hwange National Park, Zimbabwe are subject to episodic mortality during droughts. We monitored the drought‐related mortality of elephants in Hwange National Park over the course of an extended drought between 1993 and 1995. The drought‐related mortality of elephants was higher during 1994 than 1995, despite significantly higher rainfall in 1994 than 1995. We found significant differences in the age‐specific mortality of elephants during 1994 and 1995. The cumulative mortality profile from this study differed significantly from previous die‐offs at this site, with a higher mortality among adult age classes than that reported from earlier studies in Hwange National Park. The effective duration of the rainy season, not total annual precipitation, appears to be the best predictor for the potential severity of drought mortality among elephants in the Kalahari Sands habitats of Hwange National Park.
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Traditional African1 Beliefs and Customs: Implications for AIDS Education and Prevention in Africa - Dyk, Alta C. van (South African Journal of Psychology, 2001)
Many Western-based AIDS education and prevention programmes have failed dismally in Africa and they may only succeed if traditional African beliefs and customs are taken into account. This article discusses relevant aspects of the traditional African worldview by explaining what health, sickness and sexuality mean in traditional Africa. Traditional African perceptions of causes of illness (including AIDS), perceptions of sexuality, and cultural beliefs inhibiting the usage of condoms are described in terms of the influence of the macro-cosmos (the ancestors), the meso-cosmos (witches and sorcerers) and the micro-cosmos (everyday life). The implications for AIDS education and prevention in Africa are discussed and suggestions are offered for the development of such programs.
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A world apart? Higher education transformation in the US and South Africa - Eckel, Peter D. (Higher education policy, 2001)
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A world apart? Higher education transformation in the US and South Africa - Eckel, Peter D. (Higher Education Policy, 2001)
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Knowledge and practices regarding tuberculosis: a survey of final-year medical students from Canada, India and Uganda - Emili, Julie; Norman, Geoff; Upshur, Ross; Scott, Fran; John, K. R.; Schmuck, Mary Lou (Medical Education, 2001)
Tuberculosis is one of the most common infectious diseases worldwide and is responsible for the largest number of deaths from a single infectious cause.The objective of this study was to compare the knowledge of and practices regarding tuberculosis in final-year medical students at schools from endemic and non-endemic areas.Final-year medical students at McMaster University in Canada, the Christian Medical College in India, and Makerere University in Uganda.A questionnaire consisting of 20 multiple-choice questions assessing knowledge, practices, and exposure. A total knowledge score (maximum=13) and a total practice score (maximum=5) were created for each study site.160 questionnaires were returned; the response rate was 68.4% (65/95) for McMaster University, 39.7% (23/58) for the Christian Medical College and 78.3% (72/92) for Makerere University. Students from Makerere University had the highest knowledge scores but differences were non-significant after adjustment for patient exposure and curriculum time (F(2,153)= 1.80, P=0.16). Differences in practice scores, however, remained significant after adjusting for curriculum time and patient exposure (F(2,153)=5.14, P=0.006). Knowledge score (F(1,156)=5.05, P=0.02), patient exposure (F(1,153)=9.11, P=0.003), and curriculum time and patient exposure (F(2,153)=5.14, P=0.006) were statistically significant positive predictors of the total practice score.This study demonstrated significant differences in undergraduate exposure to tuberculosis, total knowledge, and practice competency at three medical schools in Canada, India, and Uganda. In general, the knowledge base and practice competency of all three graduating classes was adequate.
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Pharmacist medication history interview of elderly patients in a teaching hospital in Nigeria - Erhun, Wilson O. (International Journal of Pharmacy Practice, 2001)
Abstract Objective To explore communication patterns between hospital pharmacists and elderly patients during medication history interviews. Method Medication history interviews conducted by four hospital pharmacists were audiotaped and videotaped. A transcript was constructed for each interview comprising the words spoken, supplemented by noted observations of non-verbal behaviour from the videotapes. Twenty transcripts were coded and analysed using the socio-linguistic model of communication. Results Misconception of speech events was found to be an important source of conflict in the pharmacist-patient relationship. Miscommunication occurred most frequently in the acoustic, lexicon and conception areas. Conclusion Pharmacists' communication skills with the elderly must be developed for effective interaction about medication use.
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U.S.-Africa Cooperation in Education at Northern Arizona University: Unexpected Lessons - Gahungu, Athanase (Journal of Studies in International Education, 2001)
A total of 114 African educators came to Northern Arizona University (NAU), in Flagstaff, from 1988 to 1992 to attend a 45-day Summer Institute sponsored by the United States Information Agency. Two former participants in the program, who came back to NAU as graduate students, interviewed campus personnel and students and members of the surrounding community to examine the impact of the 5-year experience. The program’s year-by-year evaluations were analyzed in light of interview responses. It was shown that the program helped the academic and surrounding communities discover other facets of African education and life that media often misrepresent in the mainstream subconscious. Participating African educators were very appreciative of the innovative curriculum and instructional methods they learned and were mesmerized by minority inclusion policies on campus. However, interviewees and the African educators deplored the United States’s lack of awareness and interest in cooperation with Africa.
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Post-Apartheid Education in South Africa: Toward Multiculturalism or Anti-Racism - Grant, Carl A.; Lei, Joy L. (2001)
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African American and White Adolescents' Strategies for Managing Cultural Diversity in Predominantly White High Schools - Hamm, Jill V.; Coleman, Hardin L. K. (Journal of Youth and Adolescence, 2001)
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