Information Science Education in Sub-Saharan Africa: An Analysis - Rugambwa, Innocent (The International information & library review (Print), 2001)
This article examines the trend of Information Science Education offered at various schools in Sub-Saharan Africa (SSA), with a view to assessing the present status, appropriateness, and future possibilities vis-à-vis the global trend. Information Science education is largely offered at the graduate level in SSA. The level of information technology (IT) being offered in the curricula, and the laboratory and library facilities available have been examined. Analysis of the survey findings was based on the UNESCO Modular Curriculum for Information Studies, with special emphasis on Information Science. The majority of the programmes were established in the 1980s. Library and Information Science education has developed rapidly in SSA and graduate programmes seem to have increased. Problems facing information science education in SSA are evident in the study. Reference to the US and UK programmes provides a glimpse of the trends of information science education in the developed countries.
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Information Science Education in Sub-Saharan Africa: An Analysis - Rugambwa, Innocent (International Information & Library Review, 2001)
This article examines the trend of Information Science Education offered at various schools in Sub-Saharan Africa (SSA), with a view to assessing the present status, appropriateness, and future possibilities vis-à-vis the global trend. Information Science education is largely offered at the graduate level in SSA. The level of information technology (IT) being offered in the curricula, and the laboratory and library facilities available have been examined. Analysis of the survey findings was based on the UNESCO Modular Curriculum for Information Studies, with special emphasis on Information Science. The majority of the programmes were established in the 1980s. Library and Information Science education has developed rapidly in SSA and graduate programmes seem to have increased. Problems facing information science education in SSA are evident in the study. Reference to the US and UK programmes provides a glimpse of the trends of information science education in the developed countries.
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Benthic foraminiferal assemblages and morphological abnormalities as pollution proxies in two Egyptian bays - Samir, Ashraf M.; EL-Din, A. Badr (Marine Micropaleontology, 2001)
A detailed comparative study of Recent benthic foraminiferal populations was conducted at two bays (El-Mex and Miami) located along the Mediterranean coast of Alexandria, Egypt. Nine samples from each bay were studied and a total of 78 benthic foraminiferal species belonging to 19 families were identified. Porcellaneous forms were dominant, comprising 65% and 68% of the total population in El-Mex and Miami bays, respectively. El-Mex is one of the most metal-polluted areas along the Alexandrian coast. It is contaminated by industrial wastes, chiefly heavy metals, as well as agricultural and domestic effluents. Increasing pollution results in low species diversity and population density, associated with an increase in tolerant or opportunistic species. The extent to which population was found to be impoverished corresponded to the degree to which the sediment was contaminated. In this contaminated environment, foraminiferal tests were stunted and aberrant tests were frequently found. Species diversity and population density were higher in Miami Bay (domestic sewage) and deformed forms were scarce. X-ray microanalysis reveals that living deformed specimens contain higher levels of heavy metals (Pb, Zn, Cu, Cr, and Cd) than non-deformed ones. This strongly suggests that heavy metals are responsible for the abnormalities in foraminiferal tests. The study illustrates that the mode of test deformation depends upon the degree of pollution and type of pollutants. Benthic foraminifera reflect human-induced environmental perturbation and they can be used as bioindicators for monitoring coastal pollution.
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"Education for All" in Africa but education systems that serve few well - Samoff, Joel (Perspectives in Education, 2001)
For independent Africa education was to be the vehicle for national development, community improvement, and individual social mobility. Nearly everywhere schools mushroomed and enrollments increased. In much of Africa, that could not be sustained. Facilitates deteriorated, textbooks were not replaced, libraries had few books, laboratories had little equipment, and enrollment ratios stagnated or declined. Measures of education quality, of school efficiency, and of teacher and learner satisfaction showed similar distress. As they confronted this education crisis whose roots lay in poverty, the international division of labor, fragile dependent states and deteriorating public service, Africa turned increasingly to foreign funding. Aid dependence has been accompanied by a transition from regarding education as a strategy for social transformation to understanding education instrumentally, primarily as a national investment, as a skills production system, and as a wisdom delivery system. Though pockets of innovation and radical reform persist, the productivist and conservative charter for education contributes to entrenching still further the conditioned state and Africa's dependence, and within Africa to acquiescing in, even seeing as necessary, fundamental societal inequalities and the politics they breed.
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Opportunities and protocol for the teaching of materials science in africa - Sanderson, Ronald D.; Makawa-Mbewe, Josephine; Kock, Jaco J. De (Macromolecular Symposia, 2001)
During the last 30 years the world's materials around us have changed from - steel, concrete and wood to new materials with their own chemistry, and they constitute a large part of the manufacturing industry and our imports. Emphasis is on polymers, advanced materials for the electronic and medical industries and novel ceramics, amongst others. Yet, a school leaver often doesn't know much, or anything, about steel, concrete or what a plastic bag is and how to recycle it. There is an urgent need to address the improved teaching of materials science, especially in Africa [1, 2]. The NSF in America funded the Materials Science Department at Iowa University to create standards eight, nine and ten, i.e. senior high school, material science course. Sixteen teachers were used to write the notes and teachers manual. We are looking at the use of this course to promote materials science as a third matric science subject. We are of the opinion that this course could do much to improve science teaching in Africa and make the matric student much more conscious of materials around him/her. This presentation (which in some form had been presented at various conferences) mentions what this course in materials science and macromolecules covers and, further what we can do and achieve with multimedia education at university level [3, 4, 5, 6, 7, 8]. It will be based on the courses: MATTER, from Chapman-Hall, developed by Liverpool University and Macrogalleria, developed by Prof. Lon Mathias at University of Southern Mississippi.
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Religious Education in a ‘Christian Nation’: The Case of Zambia - Simuchimba, Melvin (British Journal of Religious Education, 2001)
This article examines problems of multi‐faith RE in a predominantly Christian Zambian society that has also been officially declared a ‘Christian nation’. The article briefly discusses the nature of Zambian society and Zambian RE before focusing on some problems and tensions that have arisen in the field of RE since the country was declared a ‘Christian nation’. It ends with the view that since the constitution guarantees religious freedom and the non‐Christian religions are here to stay, Zambian RE should continue developing along the current pluralistic approach.
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Ultrastructural Variations in Lethocerus niloticum (Insecta: Hemiptera) Caused by Pollution in Lake Mariut, Alexandria, Egypt - Sorour, Jehan (Ecotoxicology and Environmental Safety, 2001)
Water bugs, Lethocerus niloticum (Hemiptera: Belostomatidae), were collected from polluted and unpolluted areas of Lake Mariut to study ultrastructural alterations of different organs as a response to mainly heavy metal water pollution in the lake. Malpighian tubules are described by light, scanning, and transmission electron microscopy. L. niloticum has four Malpighian tubules floating in the hemolymph. Each tubule opens separately into the hindgut, consisting of one type of epithelium cells, and is divided into four regions. Structural changes in cells of the third distinctive region are examined. The most prominent pathological changes are the occurrence of pleomorphic mitochondria, the presence of enlarged irregular laminated concretions, an increase in lysosomes, and lysis of cytoplasm. Indentations of the nucleus and chromatin clumping are observed. These results allowed determination of the impact of pollutants in Malpighian tubule cells of L. niloticum, and thus this insect can be used as a biomonitor.
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Vascular Risk and Cognitive Impairment in an Older, British, African‐Caribbean Population - Stewart, Robert; Richards, Marcus; Brayne, Carol; Mann, Anthony (Journal of the American Geriatrics Society, 2001)
In an older, British, African-Caribbean population with high prevalence rates of hypertension and diabetes mellitus, we ascertained clinical vascular disease (stroke or ischemic heart disease) and vascular risk (including hypertension, diabetes, and lipid profile) and investigated their associations with cognitive impairment.Cross-sectional community-based study.The sample was drawn from registration lists for seven primary care services in south London, United Kingdom.278 individuals, age 55 to 75, who were born in a Caribbean nation.Participants were interviewed and examined for cardiovascular risk factors, including a blood test for lipid profile and fibrinogen. A battery of 11 psychometric tests was administered blind to medical status. Cognitive impairment was defined on the basis of a composite measure derived from individual test scores.Seventy-nine (28%) subjects were classified as having relative cognitive impairment and were compared with the remainder of the sample. Marked differences were seen between low and normal/high educational levels in the strength of associations between measures of vascular risk and cognitive impairment. Hypertension, diabetes, and raised triglycerides were significant factors in those with lower levels of education. Low fibrinogen (negatively associated), high cholesterol, and manual occupation were significant factors in those with normal/high levels of education. Physical exercise was negatively associated with cognitive impairment: an association that persisted after adjustment for age, occupation, depression, and physical disability and after excluding subjects with the most severe imipairment.Measures of vascular risk were associated with relative cognitive impairment in this population. These associations were modified by previous educational attainment. Physical activity was negatively associated with cognitive impairment.
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Academic programme co-operation in South African higher education: imperatives, challenges and threads - Strydom, A.; Hay, H.R. (South African journal of higher education, 2001)
Since 1994 policy documents and initiatives such as the NCHE document (NCHE Report 1996) , the White Paper (RSA DoE 1997) , the Higher Education Act 101 of 1997, the National and Institutional Planning Framework 1998, proposed not only regional co-operation between various higher and further education institutions but also the need for academic programme co-operation between institutions whether on a regional or interregional basis. The rationale behind this initiative is to encourage the development of regional partnerships as means for, amongst others, to reduce the overlap and duplication of existing programme provision in certain regions and to enhance the articulation of programmes and mobility of learners between institutions as described by the South African Qualifications Authority (SAQA) (RSA 1998). But even more critically, regional programme collaboration could be one way of transcending the current divides in the higher and further education system, and could become a "harbinger of new institutional and organisational forms" (RSA DoE 1997:18). The purpose of this article is to furnish insight into the rationale, challenges and quandaries of academic programme co-operation and to describe, as a case study, the progress made by an initiative to develop and implement an interinstitutional Masters' programme in higher and further education studies. South African Journal of Higher Education Vol.15(3) 2001: 82-91
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CONTROLLER TRAINING PROBLEMS IN AFRICA - Taylor, Albert (The Controller, 2001)
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ISSUES, DILEMMAS AND PROSPECTS ON THE STATE PROVISION OF EDUCATION TO TRADITIONAL HUNTER- GATHERER SOCIETIES OF BOTSWANA - Tshireletso, Lucky (2001)
Botswana has embraced the idea of universal provision of basic education to all of its young citizens on the basis of right. This has put a tremendous pressure on the education sector to improve access to schooling. As a result, over one hundred and fifty additional schools built during the period between 1985 and 1995 as part of this effort. However, studies conducted in the latter part of the 1980's and the National Commission on Education point out the fact that about 17% of school going children remain outside school. These children reported as missing from school are the children of the country's Remote Area Dweller (RAD) communities most of whom are the Basarwa, the indigenous minority ethnic hunter-gatherer social groups in Botswana. Basarwa comprise a distinct and heterogeneous socio-cultural group whose economic lifestyle and culture differ from that of the dominant Tswana groups. This socio-cultural dislocation also comes into surface in the classroom and is one of the main causes of Basarwa children's continued stay away from the classroom. The classroom in this case becomes an arena of intercultural conflicts. These conflicts inter alia take the form of exclusion of language, traditions and cultural world-view of the children of minorities in the pedagogic process. Teachers also transport into the classroom a baggage of cultural and personal attitudes which is not supportive to the learning of these children. The study suggests a community based teacher induction process and a teaching approach which will attempt to accommodate both the learners language and cultural world-view in the classroom. This approach follows the empowerment perspectives to teaching and learning where parents have some power and control on what their children learn and the culture, language and experiences of children are central to the classroom teaching and learning process. What takes place in the classroom then becomes a culturally mediated process.
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Arab Republic of Egypt: Review of Early Childhood Education and Human Capital Formation. - Ushiogi, Morikazu; Tanaka, Shinichira; O’Gara, Chloe; Sprague, David S. (2001)
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A conceptual analysis of a reflexive democratic praxis related to higher education transformation in South Africa - Waghid, Yusef (2001)
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Syria Planum, Mars: A Major Volcanic Construct in the Early History of Tharsis - Webb, B. M.; Head, J. W.; Kortz, B. E.; Pratt, S. (Lunar and Planetary Science Conference, 2001)
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Engaging with adults : the case for increased support to adult basic education in Sub-Saharan Africa - Lauglo, Jon (2001)
Despite the many positive impacts of adult basic education, support for ABE programs (including from the World Bank) has been relatively modest over the last two decades. The reasons for this are the concerns about the content and relevance of many past programs and the degree to which the participants retained their new-won literacy skills. There were also questions about the cost-effectiveness of such programs. This study reviews these concerns, and assesses how successful the new generation of ABE programs has been in addressing them. After a critical review of available evidence, the study provides strong support for the proposition that the weaknesses found in many past programs can be successfully addressed, and that investments in this area deserve strong support, considering the many benefits of ABE. The study focuses on countries in Sub-Saharan Africa, but draws evidence and examples from developing countries in general. The study also shows that, although there is much variation, the track record of ABE programs, in terms of implementation and internal efficiency, is good. It also shows that programs managed by governments can, under the right conditions, be as succesful as programs managed by the private sector or nongovernmental organizations. Thus, the study emphasizes that there is no single recipe for success, and points to policy issues that should be considered--by client countries and by the Bank--when designing ABE programs.
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The impact of lead pollution on the environment of Rabat-Sale' (Morocco). - A, el Abidi; Idrissi, L.; Taleb, Hanan M.; Azizi, Ahmad Farid; Mameli, O.; Melis, Paola (PubMed, 2001)
There are numerous possible vectors of industrial lead poisoning in unprotected work environments and the areas surrounding industrial sites. In the Rabat-Salé region, ceramics is the industry which uses most lead. Galena (PbS) is used in the fabrication of some types of pottery, and other lead-based compounds are used as glaze. A second source of lead pollution is the production of some fuels, in which lead is used as an anti detonator. In order to evaluate the impact of lead contamination on the environment, our investigation is focused on the lead concentration in the atmosphere, soil and vegetation at five stations in the Rabat-Salé region. We found concentrations of lead higher than those published for any other country in the atmosphere and vegetation near the ceramics factories of Rabat-Salé. These concentrations decreased significantly as we moved away from urban areas.
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Adjustment Experiences of African American Graduates of Historically Black Colleges or Universities Attending Graduate School at a Southern Predominantly White University - Alexander, Quentin (2001)
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BMUS Overseas Ultrasound Training Initiative in Uganda Ultrasound Teaching Volunteers Required (BMUS bulletin, 2001)
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Cooperative Learning and Students' Affective Learning Outcome in Nigerian Chemistry Classrooms - Alebiosu, Kehinde (IFE Psychologia: An International Journal, 2001)
The research was undertaken to assess the relative learning effectiveness of two models of cooperative Learning - Student Team Achievement Division (STAD) and Jigsaw II in stimulating students attitude towards chemistry. Two hundred and fifty two Senior Secondary School II students divided into three groups were involved in the study and two hypotheses were generated for the study. Results revealed the efficacy of the STAD and Jigsaw II models over the conventional teaching method; based on these findings, recommendations were made. IFE PsychologIA Vol 9, No 2 September 2001, pp. 135-142
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Perception of continuing education for librarianship in Ghana - Alemna, A.A. (New library world, 2001)
Attempts to look at continuing education from the viewpoint of the library practitioner in Ghana. This is compared with the views of the library educator. It is found that although there were a few variations in their priorities, both groups agree that continuing education is important in professional development. Suggestions are made towards the improvement of continuing education in Ghana.
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The Pattern, Causes And Management of Student Non-Conforming Behaviour in Nigerian Secondary Schools - Arikewuyo, M. Olalekan; Dosumu, G. Adejoke (IFE Psychologia: An International Journal, 2001)
The study examined the pattern and causes of non-conforming behaviours of students of secondary schools in Nigeria, as perceived by teachers. It also researched into the management of these behaviour by the teachers. Two hundred and forty secondary school teachers drawn from the four divisions of Ogun State, Nigeria took part in the study. The findings revealed that the prevalent non-conforming behaviour of the students are: lateness, disobeying rules, insulting fellow students, leaving school before time, using abusive language, absenteeism, stealing, quarrelling, disrupting classes, cheating in examinations and tests, leaving school without permission, aggressiveness, fighting and bullying. These behaviours are caused by the students intelligent, society, peer group, age of students, the home, curriculum and location of school. Among the techniques used by teachers to manage these behaviours are: warning, private talk, sending to principal, recording of behaviours, consulting parents, giving extra home-work, isolating the students and involving students in school administration. IFE PsychologIA Vol 9, No 2 September 2001, pp. 100-112
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The education of girls and women in Uganda - Atekyereza, Peter (Journal of Social Development in Africa, 2001)
This paper analyses the contextual reasons for low enrolment and high dropout figures in Ugandan schools, particularly for women. It explains the extent to which sociocultural, economic, policy, and political factors are obstacles to the education of women in particular. It is partly based on the findings of study carried out in Uganda's Eastern District of Kamuli in 1996 by UNICEF/ACTIONAID Uganda in which the author was the team leader. Both primary and secondary comparative data show that sociocultural, economic and ideological factors greatly influence parents' or guardians' decisions on which of their children should receive education. Political factors and traditional customs pertaining to the social status of women which have been integrated, consciously or unconsciously, into the economic and political policy framework, further aggravate the precarious position of women. A clear explanation of the factors responsible for lack of accessibility and retention of girls in schools is needed if policies are to address the causes rather than symptoms of the problem. Journal of Social Development in Africa Vol 16 No 2 2001, pp. 115-146
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Book ReviewsEducation and Independence: Education in South Africa, 1658–1988. By Simphiwe A. Hlatshwayo Westport, Conn.: Greenwood Press, 2000. 132 pp. $57.95 (cloth). ISBN 0‐313‐30056‐9. - Austin, Ann E. (Comparative Education Review, 2001)
Previous articleNext article No AccessBook Reviews Education and Independence: Education in South Africa, 1658–1988. By Simphiwe A. Hlatshwayo Westport, Conn.: Greenwood Press, 2000. 132 pp. $57.95 (cloth). ISBN 0‐313‐30056‐9.Ann E. Austin Ann E. AustinAssociate Professor Michigan State University Search for more articles by this author Associate Professor Michigan State UniversityPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 1February 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447657 Views: 11Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.
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When assumptions on fieldwork education fail to hold: The experience of Botswana - Bar‐On, Arnon (Social Work Education, 2001)
In most parts of the world, social work fieldwork education takes for granted that the different stakeholders in the fieldwork learning process - students, academic staff, and field instructors - are dedicated to their task and can carry it through, yet this assumption does not always hold. This article examines one such situation, in Botswana, and several measures that have been introduced to tackle it.
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The Cretaceous morondava volcanic province (West Madagascar): mineralogical, petrological and geochemical aspects - Bardintzeff, Jacques-Marie; Bonin, Bernard; Rasamimanana, Georges (Journal of African Earth Sciences, 2001)
Upper Cretaceous continental break-up between Madagascar and Greater India resulted in intense volcanic activity throughout the island, but mostly in the east coast. The Morondava Basin, southwest Madagascar, was capped 88 Ma ago by volcanic formations triggered by this event. Mineral and bulk rock compositions reveal two groups of suites. The high Ti-P group is composed of olivine basalts and a ferrobasalt-basalt-andesitic basalt series. The low Ti-P group comprises genetically unrelated basalts and andesitic basalts. All rocks display the (olivine + plagioclase + clinopyroxene + Fe-Ti oxides) four phase assemblage. Rock-forming minerals of the high Ti-P group are compositionally unimodal, while rocks of the low Ti-P group contain olivine and plagioclase, each yielding bimodal populations of compositions, probably due to transient low Ti-P magmas storage within a deep magma chamber emplaced at the crust-mantle boundary. In the southern area of the basin near Manamana, low Ti-P andesitic basalts were produced by partial melting of subcontinental lithospheric mantle, referred to as the Manamana end member. The nearby high Ti-P series can be explained by partial melting of a mixed source comprising the Manamana end member and deeper materials and subsequent fractionation. In the central area of the basin near Ankilizato, the lithospheric source of high Ti-P olivine basalt, the Ankilizato end member, differs from the Manamana end member. The nearby low Ti-P basalts can be explained by a complex mixture of sources. La séparation au Crétacé supérieur de Madagascar et de l'Inde a induit un volcanisme intense dans l'ensemble de l'île, plus particulièrement sur la côte est. Le bassin de Morondava, au sud-ouest de Madagascar, a également été recouvert par des formations volcaniques il y a 88 Ma. Les compositions minéralogiques et chimiques des formations magmatiques mettent en évidence deux groupes: le groupe riche en Ti et P avec des basaltes à olivine et une série ferrobasalte-basalte-basalte andésitique, le groupe pauvre en Ti et P avec des basaltes et des basaltes andésitiques non cogénétiques. Toutes les roches contiennent l'assemblage (olivine + plagioclase + clinopyroxène + oxydes de Fe-Ti). Les roches riches en Ti et P présentent une minéralogie simple, les roches pauvres en Ti et P ont des populations bimodales d'olivine et de plagioclase, résultant du stockage temporaire des magmas pauvres en Ti et P dans une chambre profonde. Dans la partie sud du bassin près de Manamana, les basaltes andésitiques pauvres en Ti et P ont été produits par la fusion partielle d'un manteau lithosphérique, appelé pôle Manamana. La série riches en Ti et P voisine provient du fractionnement de magmas issus de la fusion partielle d'une source mixte comprenant le pôle Manamana et des matériaux plus profonds. Dans la partie centrale du bassin près d'Ankilizato, la source lithosphérique du basalte à olivine riches en Ti et P, le pôle Ankilizato, diffère du pôle Manamana. Les basaltes pauvres en Ti et P voisins proviennent d'un mélange de sources.
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Beyond phenomenology: Teaching African Traditional religions in a Zimbabwe University - Chitando, Ezra (Zimbabwe Journal of Educational Research, 2001)
The crusade by the Evangelical Fellowship of Zimbabwe witnessed in I999 during the Constitutional Commission's outreach programme was designed to have Christianity declared the official religion of Zimbabwe. This has the danger of claiming all the religious space for Christianity. This article examines the implications for the teaching ofAfi-ican Traditional Religions (A TRs) in the University of Zimbabwe. It is argued that the preponderance of Christianity and the emergence of church-related universities pose as potential threats to the viability of ATRs as an area of academic enquiry. If ATRs are to retain their status as an important component of human religious history, there is need for a proactive approach. The article argues that although the phenomenological 'method has been popular in the study of ATRs, it may not be adequate. If the marginalisation of ATRs is to be overcome, there is need for more radical pedagogical techniques in religious studies.
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Sangatronics: a national electronics training programme for Zimbabwe - Collier, M. R. (Engineering Science and Education Journal, 2001)
Sangatronics is a nationwide program to provide practical electronics instruction for students taking advanced level physics. It comprises five-day courses at a youth camp, where an intensive combination of theory, experiment and recreation has proved effective for over 2000 students. The locally-produced electronics kits and course notes are described in the paper, together with an evaluation of the project.
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Negative Symptoms of Schizophrenia at the Jos University Teaching Hospital, Jos, Nigeria - Dachalson, Edward Mardet; Zamani, Andrew (IFE Psychologia: An International Journal, 2001)
The aim of the study was to estimate the prevalence of negative symptoms among Nigerian schizophrenics with the view to highlighting the critical aspects of the management of the disorder that require psycho-therapeutic intervention for an improved mental health care system. Fifty consecutive attendants of the Jos University Teaching Hospital psychiatric outpatient clinic with a previous diagnosis of schizophrenia were systematically sampled. Thirty-five (70%) of the subjects were males while 13 (25%) were females. Their age range was between 18 and 60 years. 64% of them have suffered from the disorder for the period ranging from 19 months to 108 months. Those with provisional diagnoses were excluded from the study. Negative symptoms of schizophrenia were assessed by High Ryod Evaluation of Negativity Scale by two-trained graduate psychologists simultaneously. Results indicated that the most prevalent negative symptoms of schizophrenia in the cohort were the domains of functioning, affect behaviour and speech. There was high concordance between the raters on the HEN scale (Kendells's Tau-C = 35.99; P
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The Development of Course Content: Teaching Child Development from a Multicultural Perspective. Focus on African American Children. - Dixon, Gwendolyn (2001)
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Selected challenges facing Environmental Education in Agricultural Science: The case of Swaziland - Dube, Musa M. A. (UNISWA research journal of agriculture, science and technology, 2001)
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Understanding co-operative learning: a case study in tracing relationships to social constructivism and South African socio-educational thought - Em, Bitzer (South African journal of higher education, 2001)
The article outlines a case study whereby, in a BEd module on innovative teaching and learning strategies, students were challenged with the question: "How does co-operative learning relate to social constructivist learning theory, ubuntu, outcomes-based education (OBE) and (perhaps) the African Renaissance?" It describes how the students, through a co-operative learning process, researched and debated the question in four groups. The author's concerns that the students' view of educational practice might become inhibited by exposure to limited theories related to co-operative learning, were proven to be largely unfounded. The article concludes by arguing that co-operative learning as an innovative educational practice should be informed by multiple, relevant and contextualised theories, philosophies and approaches, enabling practitioners to make sense of why and how particular techniques should be employed to mediate learning, especially in a South African schooling environment. South African Journal of Higher Education Vol.15(2) 2001: 98-104
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Prevalence of diabetes mellitus and impaired glucose tolerance in factory workers from Transkei, South Africa. - Erasmus, R T; Blanco, Estela; Okesina, AB; Matsha, T; Gqweta, Z; Mesa, JA (PubMed, 2001)
To determine the prevalence of diabetes mellitus and impaired glucose tolerance (IGT) in a group of peri-urban black South Africans.Cross-sectional study in which an oral glucose tolerance test (OGTT) was performed on each subject.Two of the largest factories in the surroundings of Umtata, the capital of the former homeland of Transkei, South Africa.A total of 374 Xhosa-speaking factory workers.Frequency of diabetes mellitus and IGT according to age group and gender using the current World Health Organisation (WHO) criteria for the diagnosis of abnormal glucose tolerance and its relationship to obesity.The crude prevalences for diabetes mellitus and IGT were 2.45% and 2.7% respectively. The age-adjusted prevalences using a standard world population were 4.5% (confidence interval (CI) 1.54-7.42) and 5.1% (CI 2.45-5.51) for diabetes and IGT respectively. The prevalence of diabetes was similar in male and female workers (P = 0.31), with the highest incidence observed in the age group from 40 to 59 years. No subject below the age of 40 years was found to be diabetic, and the prevalence of the disease was found to increase with age. Obesity was present in 22.2% of all subjects. Prevalence of obesity was similar in subjects with diabetes and in those with impaired and normal glucose tolerance (P = 0.71). However, overweight, identified in 26.8% of subjects, was more frequently observed in the IGT group than in the other two groups (P = 0.01). IGT was observed in 3.4% of male and 1.5% of female workers respectively (P = 0.13), with peak prevalences occurring between the ages of 30 and 49 years.In conclusion, this study found a prevalence of diabetes and IGT comparable to prevalence results reported in other black South African communities. The implications with regard to this community merit further study.
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Health and cultural factors associated with enrolment in basic education: a study in rural Ghana - Fentiman, Alicia; Hall, Andrew; Bundy, Donald (Social Science & Medicine, 2001)
This inter-disciplinary study compares the health status of school-age children in Ghana, both enrolled and non-enrolled, and examines these results within a wider socio-economic and socio-cultural context including kinship and livelihood. Children matched for age and sex who were not enrolled in Primary School were significantly shorter and more stunted than enrolled children were, and 70% of all Primary school-age children were anaemic. Young children from farming communities were significantly more undernourished than children from fishing communities. Adolescent non-enrolled boys were more heavily infected with Schistosoma haematobium, and were more likely to be anaemic than enrolled adolescent boys. The data indicate how health and health related factors may influence and affect enrolment and how socio-economic indicators, livelihood, and kinship may also constrain enrolment and, in turn, affect child health. This study sheds light on the complex factors that may influence enrolment in education and provides novel data on the similarities and differences between the health of enrolled and non-enrolled children in rural Ghana.
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Drought tolerance of some bread wheat genotypes in Ethiopia - Girma, Bedada; Alemayehu, Zewdie; Gelalcha, Solomon (African Crop Science Journal, 2001)
Low moisture stress is one of the most important abiotic constraints limiting bread wheat production and area expansion in Ethiopia. To alleviate this problem, evaluation of varieties in drought prone areas has been undertaken from 1996 to1998. In this study, eighteen bread wheat (Triticum aestivum) varieties were tested at five low moisture stress locations. Appropriate standard and local checks were included at each location. There were significant differences among varieties for grain yield, days to maturity, plant height, thousand-kernel weight and test weight. Plant height, thousand kernel weight and test weight showed positive and strong association with grain yield, indicating considerable direct or indirect contributions to grain yield under low moisture conditions. Hence, these traits may be used as selection criteria for yield. The stability analysis revealed that varieties HAR 2503, HAR 2504, HAR 2324 and HAR 2508 had stable performance across the stress environments. RESUME Le stress hudrique est l'une de contraintes abiotique la plus importante limitant la production du blé et l'expansion de la superficie en Ethiopie. Pour éliminer ce problème, une évaluation des variétés dans les régions de forte sécheresse a été entreprise depuis 1996 jusqu'en 1998. Dans cette étude, dix huit variétés de blé de pain (Triticum aestivum) ont testées dans cinq localités à stress hydique. Des témoins locaux et des standards appropriés ont été inclus à chaque localité. Il y avaient des differences significatives entre les variétés pour le rendement grain, les jours à la maturité, la hauteur des plantes, le poids de 1000 graines et le poids test. La hauteur des plantes , le poids de 1000 graines et le poids test ont montré une association forte et positive evec le rendement grain, indiquant des contributions considérables directes ou indirectes au rendement grains en conditions de stress hydrique. Ainsi ces traits peuvent être utilisés comme critères de sélection pour le rendement. L'analyse de stabilité a montré que les variétés HAR 2503, HAR 2504, HAR 2324 et HAR 2508 avaient des performance stables à travers les environnements à stress. (African Crop Science Journal 2001 9(2): 385-392)
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Identification and follow-up of children with hearing loss in Mauritius - Gopal, Rajesh; Hugo, S.R.; Louw, Brenda (International Journal of Pediatric Otorhinolaryngology, 2001)
Early identification of hearing loss followed by a timely and effective intervention programme for children with hearing impairment is necessary to minimise the negative effects of hearing loss on the development of cognition, psychosocial and verbal communication skills. Such early intervention programmes need to be multidisciplinary, technologically sound and most important, it should take cognizance of the specific context (community, country) in which the child and family function. The main aim of this study is to obtain accurate and reliable baseline information regarding current status of the intervention process for children with hearing loss in Mauritius, a developing country. Questionnaire-based interviews were carried out to obtain information from 37 hearing impaired children's parents regarding the median ages of suspicion of hearing loss, diagnosis and placement of hearing aids. The referral process, diagnosis and the management of these children is also described. The findings indicate that children in the study were identified late (median age 24 months) and that the management process is fragmented. The strengths in the current identification and follow-up process namely, parental involvement and established public service structure are highlighted. The weaknesses in the current system are identified, for example, time lapses in the identification process and the provision of hearing aids and the lack of co-ordinated services. The theoretical and empirical research carried out forms the basis of recommendations that have practical implications for an early intervention programme for children with hearing loss in Mauritius and can possibly function as a prototype for other developing countries.
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Exploring new knowledge spaces in environmental education: the case of a South African/Australian institutional links project - Grange, Lesley Le (South African journal of higher education, 2001)
In this article I reflect on how a changing South African socio-political milieu provided space for collaboration among Australian and South African higher education institutions. I describe how the different activities of a project entitled, Educating for Socio-Ecological Change: Capacity-Building in Environmental Education, provided challenges for all participants in the light of processes of globalisation and internationalisation currently prevalent. I provide insights on how participatory processes of critical engagement, reflection and dialogue have served as opportunities for capacity enhancing in environmental education. South African Journal of Higher Education Vol.15(2) 2001: 41-48
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Book ReviewsDemocratic Teacher Education Reform in Africa: The Case of Namibia. edited by Kenneth Zeichner and Lars Dahlström Boulder, Colo.: Westview Press, 1999. 269 pp. $70.00 (cloth). ISBN 0‐8133‐9062‐1. - Grant‐Lewis, Suzanne (Comparative Education Review, 2001)
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Research on school effectiveness on pupils' Achievement in Developing Countries with special reference to Malawi: Some Methodological Issues - Kadzamira, Chipo (Zimbabwe Journal of Educational Research, 2001)
A ZJER comparitive research on school effectiveness in the developing world with emphasis on Malawian schools.
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Social work education in Zimbabwe: Strengths and weaknesses, issues and challenges - Kaseke, Edwin (Social Work Education, 2001)
Social work education in Zimbabwe began with the establishment of the School of Social Work in 1964. Prior to this, the country relied on social workers trained in Britain, South Africa and Zambia . The initial focus of social work education was on training cadres who would work with groups of unemployed youths and women in urban areas. Thus, the programmes were introduced to address urban social ills. The major strengths of colonial social work education were that it provided the foundation for professional social work practice and it responded effectively to the practice needs of social work agencies. There were, however, some weaknesses such as dependence on Western literature and expatriate teachers and an orientation towards curative social work instead of developmental social work. Since the attainment of independence, the School of Social Work has endeavoured to make social work education more responsive to the development needs of the country. Great strides have also been made in developing indigenous teaching materials. The challenge facing social work education in Zimbabwe is to make it relevant and appropriate, particularly in terms of preparing social workers to address structural problems in society.
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Evaluation of a comprehensive school-based AIDS education programme in rural Masaka, Uganda - Kinsman, John (Health Education Research, 2001)
A 19 activity extracurricular school-based AIDS education programme lasting 1 year was conducted in rural southwestern Uganda using specially trained teachers, and was evaluated using mutually supportive quantitative and qualitative methods. In total, 1274 students from 20 intervention schools and 803 students from 11 control schools completed questionnaires at baseline, and their classes were followed up. In addition, 93 students from five of the intervention schools participated in 12 focus group discussions. The programme had very little effect—seven of the nine key questionnaire variables showed no significant increase in score after the intervention. Data from the focus group discussions suggest that the programme was incompletely implemented, and that key activities such as condoms and the role-play exercises were covered only very superficially. The main reasons for this were a shortage of classroom time, as well as teachers' fear of controversy and the unfamiliar. We conclude that large-scale comprehensive school-based AIDS education programmes in sub-Saharan Africa may be more completely implemented if they are fully incorporated into national curricula and examined as part of life-skills education. This would require teachers to be trained in participatory teaching methods while still at training college.
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Towards Human Rights in South African Schools: an agenda for research and practice - Kruss, Glenda (Race Ethnicity and Education, 2001)
In South Africa, since 1994, there has been a process of statutory deracialisation. Analysis reveals a critical absence of substantive education policy or specific programmes to deal with 'race', equity and human rights, particularly to inform practice and relationships at school level. How, then, does the average teacher, principal and school governing body respond when faced with issues of diversity and human rights in the classroom, the playground or the school community? The article develops a taxonomy of four kinds of situations in which 'race' and other grounds for discrimination such as language, ethnicity, culture and religion, become the focus of school-level contestation. It conceptually maps the kinds of response and discourses schools have developed to engage with the policy discourse of desegregation and human rights. It thus establishes an agenda for research that may help to inform anti-discrimination policy and programmes.
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Towards Human Rights in South African Schools: An agenda for research and practice - Kruss, Glenda (Race Ethnicity and Education, 2001)
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Towards Human Rights in South African Schools: an agenda for research and practice - Kruss, Glenda (Race Ethnicity and Education, 2001)
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Engaging with Adults: The Case for Increased Support to Adult Basic Education in Sub-Saharan Africa. Africa Region Human Development Working Paper Series. - Lauglo, Jon (2001)
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Species identification of pelagic fish schools on the South African continental shelf using acoustic descriptors and ancillary information - Lawson, Gareth L. (Ices Journal of Marine Science, 2001)
Stock assessment of exploited pelagic species often relies on hydroacoustic surveys, but a major limitation of this approach stems from an inability to distinguish between the echoes of co-occurring species. We make acoustic measurements of morphometric, energetic, and bathymetric features of anchovy ( Engraulis capensis ), sardine ( Sardinops sagax ), and round herring ( Etrumeus whiteheadi ) schools, to test the hypothesis that schools of each species can be distinguished on the basis of such acoustic descriptors. School measurements were extracted using commercially available software from acoustic data collected by a vertical echosounder during trawling operations of pelagic stock surveys of the South African continental shelf, November 1997, 1998 and 1999. Principal components analysis of 18 school descriptors of the 214 schools for which the species composition was satisfactorily determined by trawl samples suggested that schools of the three species differed in energetic features and position in the water column, but not in morphometrics. Discriminant function analysis indicated that schools could be correctly identified to species in 88.3% of all cases (94.9% for anchovy, 82.6% sardine, 82.6% round herring). Sardine were distinguished from anchovy and round herring primarily on the basis of school depth and energy, and anchovy from the two other species based on an index of school altitude. Correct classification was not improved by including the ratios of measurements of school features made at a −65 dB processing threshold relative to measurements made at −60 dB. Inclusion of ancillary information (latitude, longitude, sea surface temperature, bottom depth, and time of day) improved the accuracy of school identification to 94.9%, since such variables allowed discrimination on the basis of inter-specific differences in habitat use, as well as in schooling behaviour.
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Schistosomiasis mansoni in school attenders and non-attenders in Northwest Ethiopia - Lieshout, Moges T. Mesganaw F. Afework K. Gebeyaw T. Van; Polderman, L. (The Ethiopian journal of health development, 2001)
Background: Information on epidemiology of schistosomiasis in school age children and particularly non school attenders are scanty in northwestern Ethiopia. Objective: To assess the prevalence of Schistosoma mansoni in school attenders and non-attenders in Northwest Ethiopia. Methods: A parasitological survey was carried out from June 1995 - July 1997 in selected communities and schools. Results: Of the 199 community based school attenders in Zarima, 198 in Gorgora and 200 in Dek, 85%, 67% respectively were positive for S. mansoni. Of the non-attenders in Zarima, 60(50%) in Gorgora and 90(44%) in Dek were positive for S. mansoni. Among school attenders the intensity of infection (mean egg count) was fond to be 177 eggs per gram (epg), 139 epg, and 135 epg in Zarima, Gorgora and Dek respectively. Among non - attenders the intensity of infection was 166 epg, 100 epg, and 121 epg in Zarima, Gorgora, and Dek respectively. The study demonstrates that the infection rates and the intensities of infection of S. mansoni were higher in school attenders than in non-attenders. The difference in prevalence was statistically significant (P
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A proposal for an epistemically diverse curriculum for South African higher education in the 21st Century - Luckett, Kathy (South African journal of higher education, 2001)
I begin this article by taking stock of international trends which impact on the higher education curriculum. I then briefly assess the South African responses to these challenges in the light of recent curriculum reforms. In particular, I attempt to assess the gains made for curriculum development in South African higher education by the imposition of the SAQA interim registration requirements and the outcomes-based method of curriculum design. I also note the gaps not addressed by the SAQA reforms and suggest that the SAQA reforms lay the HE curriculum open to the global trends of the instrumentalisation and marketisation of knowledge. I also address two other internal epistemological challenges to the HE curriculum, namely post-modernism and scientism. I then propose an epistemically diverse curriculum in which four ways of knowing and learning are developed for all HE curricula. These are the traditional cognitive learning of propositional knowledge; learning by doing for the application of disciplinary knowledge; learning experientially and fourthly developing epistemic cognition so as to be able to think reflexively and contextually about one's learning. I suggest that such a curriculum could address both the local and global dimensions of a higher education curriculum and hold a necessary balance between Mode 1 and 2 knowledge production. Furthermore, I believe that one of the central educational challenges currently facing HE practitioners is the integration of the various desirable generic skills into a traditionally content-based curriculum. I suggest that, if learners are introduced to all four ways of knowing and learning, these generic skills (both transferable and transferring skills) can be appropriately integrated into the HE curriculum. The article concludes by considering some of the key issues involved in implementing an epistemically diverse curriculum. South African Journal of Higher Education Vol.15(2) 2001:49-61
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Health and education of children with albinism in Zimbabwe - Lund, Patricia (Health Education Research, 2001)
Introduction Albinism is a relatively common genetic condi-Oculocutaneous albinism (OCA) includes a group tion in Zimbabwe, a tropical country in of genetic conditions resulting in reduced melanin synthesis, leading to little or no pigmentation in southern Africa.Those affected have little the hair, skin and eyes [reviewed in (Witkop et al., pigment in their hair, skin or eyes, in sharp 1989; Oetting et al., 1996)].One type of OCA contrast to the normal dark pigmentation.(OCA2) is commonly found in sub-Saharan Africa; This article describes the responses to a selfabout 1:4182 indigenous Zimbabweans show this report questionnaire covering health, social form of albinism (Lund, 1996), compared with and educational aspects completed by 138 1:37 000 in the US.Those with OCA2 in southern schoolchildren with albinism living in rural Africa have pale, white to chalky coloured skin, areas of Zimbabwe.They reported persistent sandy to yellow hair and light brown or blue eyes, skin and a myriad of eye problems.Relationa dramatic contrast to the normal dark colouration.ships between siblings appeared good, although Most children with albinism are born to normally problems of antagonism, avoidance and fear pigmented parents, who each carry one mutant were encountered among strangers.Knowledge(non-working) form of the gene for OCA2.As the about albinism was patchy; pupils were keen parents also have one working copy of the gene, to be better informed.This research highlights they produce normal pigment.Affected children have inherited two non-working copies, one from the need for widespread dissemination of each parent, so cannot synthesize pigment.The accurate information about the genetics and chances that two normally pigmented carrier parhealth management of albinism to counter the ents will have a baby with albinism are 1:4 for many myths and misconceptions surrounding each pregnancy. this condition. A management programme toThe lack of protective skin pigment leads to an promote the health and education of these increase in skin ailments from a young age, with children in southern Africa is proposed.In photoageing, lesions and non-melanoma skin canconclusion, this study indicated that pupils cers common in the tropics (Luande et al., 1985; with albinism could participate in mainstream Kromberg et al., 1989; Aquaron, 1990).Lack of education, with appropriate intervention to melanin also results in abnormalities of the visual help them manage the problems associated pathway, leading to lifelong ocular problems that with their low vision and sensitive skins.are always associated with albinism, including photophobia (disabling sensitivity to bright light and glare), nystagmus (involuntary eye move-Biosciences, School of Natural and Environmental ments), lack of stereopsis (lack of binocular vision),
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Health and psychosocial problems of school adolescents in Jimma Zone, South West Ethiopia - Mariam, A. G. (Ethiopian Journal of Health Development, 2001)
Background: Currently, both at national and regional levels, there is very little data-based information available on adolescents' health to guide planners, decision makers and service providers to successfully organize and/or provide adolescent health service. Therefore the present study was to assess the health, social, and psychological concerns and problems among adolescents in Jimma Zone. Method: The study was conducted in the year 1998. The study employed a cross sectional school based survey on a sample of 1840 students, selected proportionally to size from a source population of 11048 in eight Junior and senior high schools. A pre-tested self-administered questionnaire was used to collect data and analyzed using SPSS/PC soft ware. Result: Eight hundred fifty six (48.0%) and 752(42.0%) reported to have had one or more emotional concern and currently experiencing emotional problems respectively. One thousand five hundred eighty seven (89.0%) and 1327(75.0%) reported one or more health problem concerns such as skin, dental, STD. Having a health problem showed a statistically significant association (P
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Age and Gender Differences in the Self-Concept of South African Students - Marjoribanks, Kevin; Mboya, Mzobanzi M. (The Journal of Social Psychology, 2001)
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Education, Ethnicity, Gender, and Social Transformation in Israel and South Africa - Mickelson, Roslyn Arlin; Nkomo, Mokubung; Smith, Stephen Samuel (Comparative education review, 2001)
Previous articleNext article No AccessFocus on Gender in Comparative EducationEducation, Ethnicity, Gender, and Social Transformation in Israel and South AfricaRoslyn Arlin Mickelson, Mokubung Nkomo, and Stephen Samuel SmithRoslyn Arlin Mickelson Search for more articles by this author , Mokubung Nkomo Search for more articles by this author , and Stephen Samuel Smith Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 1February 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447643 Views: 182Total views on this site Citations: 15Citations are reported from Crossref © February 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Syeda Mubashira Batool, Zhimin Liu, Qaiser Abbas Exploring the relationships between socio-economic indicators and student enrollment in higher education institutions of Pakistan, PLOS ONE 16, no.1212 (Dec 2021): e0261577.https://doi.org/10.1371/journal.pone.0261577Aviv Cohen, Ori Eyal Cross-sector Alliances for Democratic Civic Education: Do They Serve the Common Good?, Peabody Journal of Education 96, no.33 (Jul 2021): 319–329.https://doi.org/10.1080/0161956X.2021.1943237C. C. Wolhuter, G. Peckham, J.L. van der Walt, F.J. Potgieter The Research Output of Female Academics at a South African University: Progress with Gender Equity?, Africa Education Review 10, no.11 (Feb 2013): 148–166.https://doi.org/10.1080/18146627.2013.786882CC Wolhuter, P Higgs, LG Higgs, IM Ntshoe Key challenges facing the South African academic profession at the interfaces of management, interaction with the international academic community and service for society, Africa Education Review 6, no.22 (Oct 2009): 269–282.https://doi.org/10.1080/18146620903274761Tidings P. Ndhlovu, Anita Spring South African Women in Business and Management: Transformation in Progress, Journal of African Business 10, no.11 (Mar 2009): 31–49.https://doi.org/10.1080/15228910802701338Debbie Iancu-Haddad, Izhar Oplatka Mentoring Novice Teachers: Motives, Process, and Outcomes from the Mentor's Point of View, The New Educator 5, no.11 (Mar 2009): 45–65.https://doi.org/10.1080/1547688X.2009.10399563Francisca Aladejana From War to Peace: An Analysis of Peace Efforts in the Ife/Modakeke Community of Nigeria, (Jan 2007): 173–184.https://doi.org/10.1057/9780230603585_13Bruce H. Rankin, Işik A. Aytaç Gender Inequality in Schooling: The Case of Turkey, Sociology of Education 79, no.11 (Jun 2016): 25–43.https://doi.org/10.1177/003804070607900102Jane Hemsley‐Brown, Izhar Oplatka Bridging the research‐practice gap: barriers and facilitators to research use among school principals from England and Israel, International Journal of Public Sector Management 18, no.55 (Aug 2005): 424–446.https://doi.org/10.1108/09513550510608886Emily Hannum, Claudia Buchmann Global Educational Expansion and Socio-Economic Development: An Assessment of Findings from the Social Sciences, World Development 33, no.33 (Mar 2005): 333–354.https://doi.org/10.1016/j.worlddev.2004.10.001Gregory P. Fairbrother * Comparison to what end? Maximizing the potential of comparative education research, Comparative Education 41, no.11 (Feb 2005): 5–24.https://doi.org/10.1080/03050060500073215 N'Dri Assié‐Lumumba and Margaret Sutton Global Trends in Comparative Research on Gender and Education Assié‐Lumumba and Sutton, Comparative Education Review 48, no.44 (Jul 2015): 345–352.https://doi.org/10.1086/423396Adalberto Aguirre, Rubén Martinez The Postcolonial University, Safundi 4, no.33 (Oct 2003): 1–25.https://doi.org/10.1080/17533170300104301Kalanit Segal-Levit Transforming the Culture of Scientific Education in Israel, (Jan 2003): 219–238.https://doi.org/10.1057/9781403980359_11 Izhar Oplatka The Emergence of Educational Marketing: Lessons from the Experiences of Israeli Principals Oplatka, Comparative Education Review 46, no.22 (Jul 2015): 211–233.https://doi.org/10.1086/340477
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The Relationship between El Niño and Drought over Botswana - Nicholson, Sharon E.; Leposo, Dorcas; Grist, Jeremy P. (Journal of Climate, 2001)
Numerous studies have shown that drought occurs in Botswana in association with most Pacific ENSO episodes. Using composite analysis, an attempt is made to identify characteristic differences between those episodes during which drought occurs and those in which it does not. The evolution of the Southern Oscillation index (SOI) and of SSTs in key sectors of the Atlantic, Pacific, and Indian Oceans during ENSO episodes between 1946 and 1992 is examined. The most pronounced contrast is in SSTs in the Atlantic and Indian Oceans. For the “dry Botswana” composite, SST anomalies are predominantly positive throughout the latter half of the episode, when drought tends to occur. For the “wet Botswana” composite, SST anomalies are overwhelmingly negative in the Atlantic and generally negative or near normal in the Indian Ocean. Differences are also apparent in the seasonal evolution of the SOI and Pacific SSTs. In the Pacific there is weaker and less consistent warming in the wet Botswana composite than in the dry Botswana composite, especially in the central and western Pacific. Also, the SOI is less negative and the low index period is less persistent in the wet Botswana composite. Because the SOI measures atmospheric, rather than oceanic, response, this may imply a weaker atmospheric response and weaker atmosphere–ocean coupling during the Pacific ENSO episodes that do not evoke drought in Botswana. This, rather than specific patterns of SSTs, appears to be the critical factor. The Pacific ENSO events that produce drought tend to be the Type 1 events identified in earlier studies: those with strong central Pacific warming that persists well into the boreal winter. This is the key to the development of midlatitude teleconnections. SSTs alone are of limited value in forecasting drought occurrence in Botswana. However, the statistical associations between ENSO and rainfall have some forecast potential. In all six rainfall regions examined, the probability of a wet season is very low at any time during the second half of an ENSO episode, but it is particularly low for the April–June (AMJ) season (i.e., AMJ of the post-ENSO year). During that season the likelihood of rainfall being more than one-half of a standard deviation below average is about 70% or better in all regions.
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The negotiation of sexual relationships among school pupils in south-western Uganda - Nyanzi, Stella; Pool, Robert; Kinsman, John (AIDS Care, 2001)
The objective of the study was to explore how school-going adolescents in south-western Uganda negotiate sexual relationships. Qualitative data were obtained from 15 boys and 15 girls (14-18 years old), during a series of role plays, focus group discussions and one-to-one interviews. A questionnaire was administered to 80 pupils (12-20 years old) from the same school. Most of the pupils were sexually active. Sexual relationships between boys and girls were mediated by peers. Boys initiated relationships. Exchange played an important role in the negotiation of sexual relationships. Money or gifts were given and received in exchange for sexual favours and to strengthen the relationship. To maximize gains, some adolescents had sexual relationships with adults. Sexual relationships were characterized by ambiguity. Love is intertwined with sexual desire, money and prestige. Girls have to be explicit enough to get a good deal; if they are too explicit they will be stigmatized as 'loose' but if they are not interested in money they may be suspected of wanting to spread HIV. Boys try to persuade girls that they have money, but do not want to emphasize this too much. In sexual negotiations a boy must persuade a girl that although he is modern and sophisticated (i.e. experienced) he does not chase after every girl; the girl does not want to come over as an unsophisticated virgin, but does not want to give the impression that she is loose either. There is a tension between the traditional ideal of female chastity and submissiveness and the modern image of sexual freedom. Multiple partnerships were highly valued as a sign of sophistication. Condoms were not considered important. Interventions aimed at reducing the spread of HIV do not seem to be having an effect on the behaviour of this group of adolescents. On the contrary, risky attitudes and behaviour are part of an adolescent ideal of modernity and sophistication. New approaches are needed to persuade this group of the need for change. Shifting the source of interventions from adults to the adolescents themselves, encouraging girls to try other means of earning money and debunking the idea that having many partners is sophisticated may be productive alternatives.
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The negotiation of sexual relationships among school pupils in south-western Uganda - Nyanzi, Stella; Pool, Robert; Kinsman, John (AIDS Care, 2001)
The objective of the study was to explore how school-going adolescents in south-western Uganda negotiate sexual relationships. Qualitative data were obtained from 15 boys and 15 girls (14-18 years old), during a series of role plays, focus group discussions and one-to-one interviews. A questionnaire was administered to 80 pupils (12-20 years old) from the same school. Most of the pupils were sexually active. Sexual relationships between boys and girls were mediated by peers. Boys initiated relationships. Exchange played an important role in the negotiation of sexual relationships. Money or gifts were given and received in exchange for sexual favours and to strengthen the relationship. To maximize gains, some adolescents had sexual relationships with adults. Sexual relationships were characterized by ambiguity. Love is intertwined with sexual desire, money and prestige. Girls have to be explicit enough to get a good deal; if they are too explicit they will be stigmatized as 'loose' but if they are not interested in money they may be suspected of wanting to spread HIV. Boys try to persuade girls that they have money, but do not want to emphasize this too much. In sexual negotiations a boy must persuade a girl that although he is modern and sophisticated (i.e. experienced) he does not chase after every girl; the girl does not want to come over as an unsophisticated virgin, but does not want to give the impression that she is loose either. There is a tension between the traditional ideal of female chastity and submissiveness and the modern image of sexual freedom. Multiple partnerships were highly valued as a sign of sophistication. Condoms were not considered important. Interventions aimed at reducing the spread of HIV do not seem to be having an effect on the behaviour of this group of adolescents. On the contrary, risky attitudes and behaviour are part of an adolescent ideal of modernity and sophistication. New approaches are needed to persuade this group of the need for change. Shifting the source of interventions from adults to the adolescents themselves, encouraging girls to try other means of earning money and debunking the idea that having many partners is sophisticated may be productive alternatives.
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The negotiation of sexual relationships among school pupils in south-western Uganda - Nyanzi, Stella; Pool, Robert; Kinsman, John (AIDS Care, 2001)
The objective of the study was to explore how school-going adolescents in south-western Uganda negotiate sexual relationships. Qualitative data were obtained from 15 boys and 15 girls (14-18 years old), during a series of role plays, focus group discussions and one-to-one interviews. A questionnaire was administered to 80 pupils (12-20 years old) from the same school. Most of the pupils were sexually active. Sexual relationships between boys and girls were mediated by peers. Boys initiated relationships. Exchange played an important role in the negotiation of sexual relationships. Money or gifts were given and received in exchange for sexual favours and to strengthen the relationship. To maximize gains, some adolescents had sexual relationships with adults. Sexual relationships were characterized by ambiguity. Love is intertwined with sexual desire, money and prestige. Girls have to be explicit enough to get a good deal; if they are too explicit they will be stigmatized as 'loose' but if they are not interested in money they may be suspected of wanting to spread HIV. Boys try to persuade girls that they have money, but do not want to emphasize this too much. In sexual negotiations a boy must persuade a girl that although he is modern and sophisticated (i.e. experienced) he does not chase after every girl; the girl does not want to come over as an unsophisticated virgin, but does not want to give the impression that she is loose either. There is a tension between the traditional ideal of female chastity and submissiveness and the modern image of sexual freedom. Multiple partnerships were highly valued as a sign of sophistication. Condoms were not considered important. Interventions aimed at reducing the spread of HIV do not seem to be having an effect on the behaviour of this group of adolescents. On the contrary, risky attitudes and behaviour are part of an adolescent ideal of modernity and sophistication. New approaches are needed to persuade this group of the need for change. Shifting the source of interventions from adults to the adolescents themselves, encouraging girls to try other means of earning money and debunking the idea that having many partners is sophisticated may be productive alternatives.
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The negotiation of sexual relationships among school pupils in south-western Uganda - Nyanzi, Stella; Pool, Robert; Kinsman, John (AIDS Care, 2001)
The objective of the study was to explore how school-going adolescents in south-western Uganda negotiate sexual relationships. Qualitative data were obtained from 15 boys and 15 girls (14-18 years old), during a series of role plays, focus group discussions and one-to-one interviews. A questionnaire was administered to 80 pupils (12-20 years old) from the same school. Most of the pupils were sexually active. Sexual relationships between boys and girls were mediated by peers. Boys initiated relationships. Exchange played an important role in the negotiation of sexual relationships. Money or gifts were given and received in exchange for sexual favours and to strengthen the relationship. To maximize gains, some adolescents had sexual relationships with adults. Sexual relationships were characterized by ambiguity. Love is intertwined with sexual desire, money and prestige. Girls have to be explicit enough to get a good deal; if they are too explicit they will be stigmatized as 'loose' but if they are not interested in money they may be suspected of wanting to spread HIV. Boys try to persuade girls that they have money, but do not want to emphasize this too much. In sexual negotiations a boy must persuade a girl that although he is modern and sophisticated (i.e. experienced) he does not chase after every girl; the girl does not want to come over as an unsophisticated virgin, but does not want to give the impression that she is loose either. There is a tension between the traditional ideal of female chastity and submissiveness and the modern image of sexual freedom. Multiple partnerships were highly valued as a sign of sophistication. Condoms were not considered important. Interventions aimed at reducing the spread of HIV do not seem to be having an effect on the behaviour of this group of adolescents. On the contrary, risky attitudes and behaviour are part of an adolescent ideal of modernity and sophistication. New approaches are needed to persuade this group of the need for change. Shifting the source of interventions from adults to the adolescents themselves, encouraging girls to try other means of earning money and debunking the idea that having many partners is sophisticated may be productive alternatives.
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Ectopic Pregnancies at the Ahmadu Bello University Teaching Hospital, Kaduna, Northern Nigeria - Onwuhafua, PI; Onwuhafua, A.; Adesiyun, Gbadebo A.; Adze, J. (Tropical journal of obstetrics and gynaecology, 2001)
Background: Ectopic pregnancy continues to be a major surgical emergency in gynaecology. Objective: To determine the incidence, clinical pattern, surgical management, morbidity and mortality from ectopic pregnancy in a Nigerian tertiary health care center. Study Design, Setting and Subjects: The case files of 149 patients who had ectopic pregnancy between 1990 and 1997 at a University Teaching Hospital, were reviewed for biological, social and clinical data. Results: The frequency of ectopic pregnancy was 1 in 71 deliveries (1.4%). Being married, in the age group 25-29 years, nulliparous and never practiced contraception were found to be risk factors. Abdominal pain (87.2%) and abnormal vaginal bleeding (57.4%) were the commonest symptoms, while circulatory collapse occurred in 10.7% of patients. Diagnostic differentials ranged from acute pelvic inflammatory disease (PID) and threatened abortion to ruptured uterus. Nearly all (96%) of the gestational sacs were ruptured before presentation. In 97 (67%) of the patients, there was macroscopic evidence of PID. More than 90% of the pregnancies were tubal, with 88% of these being located in the ampulla. Abdominal pregnancy occurred in 4 patients. Unilateral partial salpingectomy was done in 104(69.79%) patients, and 2 live mature fetuses were delivered at laparotomy. One maternal death occurred among the patients. Conclusion: The frequency of ectopic pregnancy is still high in this environment. Early presentation, high index of suspicion and use of modern diagnostic techniques will improve overall clinical outcome in patients. Promotion of family planning, early treatment of PID and good quality obstetric care could be important preventive intervention measures. (Tropical Journal of Obstetrics and Gynaecology: 2001, 18(2): 82-86)
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Corpus applications for the African languages, with special reference to research, teaching, learning and software - Prinsloo, D.J.; Schryver, Gilles‐Maurice de (Southern African Linguistics and Applied Language Studies, 2001)
The point of departure of the present article is the realisation that more and more serious contemporary linguistic applications are based on electronic corpora. If African linguistics is to take its rightful place in the new millennium, the active compilation, querying and application of corpora should therefore become an absolute priority. In order to illustrate the feasibility of corpus applications for the African languages at present, the article first considers 'fundamental linguistic research' in the fields of phonetics and question particles. It is shown how that research was boosted as a result of the utilisation of corpora. In a second section 'language teaching and learning' is given due attention by means of the corpus-aided compilation of pronunciation guides and textbooks, and the teaching of morpho-syntactic and contrastive structures. Finally, in the field of 'language software', a series of first-generation spellcheckers based on corpora is reviewed. All applications are exemplified with reference to one or more of the following African languages: Cilubà, Sepedi, isiXhosa, isiZulu, and Setswana.
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Celebrating Bidialectalism: Reconceptualizing the Role of Language and Culture in the Acquisition of Literacy and Literary Skills among African American and Other Ethnically Diverse Students. - Rickford, Angela E. (2001)
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Epidemiology and etiology of reported cases of child physical abuse in Zimbabwean primary schools☆ - Shumba, Almon (Child Abuse & Neglect, 2001)
There were two objectives: First, to determine the nature and extent of physical abuse perpetrated on primary school pupils by their teachers; second, to determine why some teachers physically abuse their primary school pupils in Zimbabwe.Epidemiological data of reported physical abuse by teachers in Zimbabwe between January 1990 and December 1997 were analyzed using information in their files.The study found that 78.9% of the perpetrators were male while 21.1% were female; 92.1% of the perpetrators were trained teachers while 7.9% were untrained; 58.7% of the victims were male while 41.3% were female; 91.4% of the cases were reported by the pupils themselves and 8.7% by the school head; 73.9% of these cases were reported to the Ministry of Education and 26.1% to the police. In this study, 80.4% of the victims were beaten, whipped or hit by their perpetrators; 10.9% were clapped or slapped; 4.3% were punched with fists; 2.2% each were kicked and pinched, respectively.The findings indicate that teachers perpetuate various forms of physical abuse and that this form of abuse is now on the increase. The findings indicate that some perpetrators use corporal punishment on female pupils against the stipulated Public Service (Disciplinary) Regulations. What is clear is that the Public Service (Disciplinary) Regulations seem not to be deterrent enough because the majority of the perpetrators are merely fined or reprimanded while only a very small percentage is discharged from the teaching service.
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Book ReviewsWestern Education and Political Domination in Africa: A Study in Critical and Dialogical Pedagogy. By Magnus O. Bassey Westport, Conn.: Bergin & Garvey, 1999. 184 pp. $59.95 (cloth). ISBN 0‐89789‐622‐X. - Spreen, Carol Anne (Comparative Education Review, 2001)
Previous articleNext article No AccessBook Reviews Western Education and Political Domination in Africa: A Study in Critical and Dialogical Pedagogy. By Magnus O. Bassey Westport, Conn.: Bergin & Garvey, 1999. 184 pp. $59.95 (cloth). ISBN 0‐89789‐622‐X.Carol Anne SpreenCarol Anne SpreenDoctoral Candidate Teachers College, Columbia University Search for more articles by this author Doctoral Candidate Teachers College, Columbia UniversityPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 1February 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447653 Views: 20Total views on this site Citations: 1Citations are reported from Crossref Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports the following articles citing this article:Ronald E Hall Universal Bleaching Syndrome as Vaginal Pathology, (Jan 2022): 85–95.https://doi.org/10.1007/978-3-030-84335-9_6
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Approaches to Learning and Achievement in Specific School Subjects of Black African Students - Watkins, David; Mboya, Mzobanzi M.; Sachs, John (IFE Psychologia: An International Journal, 2001)
This research investigated the power of measures of approaches to learning, locus of control, and demographic factors to predict the academic achievement of 234 Black South African secondary school subjects. It was found that while these variables were fairly able to predict success in English, they were unable to predict success in Biology or Xhosa. Structural equation modeling was used to further explore the English findings but more emic, indigenous variables may be needed to explain success in the other subjects. IFE PsychologIA Vol 9, No 2 September 2001, pp. 143-151
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Presentation and health care seeking behavior of patients with cervical cancer seen at Moi teaching and referral Hospital, Eldoret, Kenya - Were, Edwin; Buziba, Nathan (East African Medical Journal, 2001)
To determine the clinicopathological characteristics and health care seeking behaviour of cervical cancer patients seen at Moi Teaching and Referral Hospital (MTRH).Prospective cross-sectional study.Gynaecology Unit, Moi Teaching and Referral Hospital (MTRH), Eldoret, Kenya.Forty-two consecutive cervical cancer patients seen at MTRH gynaecology unit between May 1998 and November 1999.The mean age of the patients was 49.4 years (95% CI 45.4 to 53.3 years) range 24 to 80 years. All had been married and 42.9% had been in polygamous unions. Slightly more than seventy six per cent had had five or more confirmed pregnancies. Contraceptive everuse was 22%. The mean duration of clinical symptoms on presentation at MTRH was 8.2 months (95% CI 6.5 to 9.8 months) range 1 to 24 months. Female relatives and husbands were the first to be told about the symptoms by 90.3% of the patients and husbands alone by 48.8% of the patients. More than ninety per cent of patients sought health for the first time at a facility manned by trained health worker, with 39% visiting a dispensary or health centre first. More than 95% of patients had tumour stage 2 and above. Histopathologically, 80.9% of the tumours were squamous cell carcinoma, 11.9% were adenocarcinoma while the rest were anaplastic.Patients with cervical cancer present late for treatment at MTRH. They are most likely to have discussed their illness with their female relatives and husbands and to have first visited peripheral facilities manned by trained healthcare workers. Interventions to improve health care seeking behaviour among cervical cancer patients need to include education of husbands in addition to increasing awareness of the disease among private medical practitioners and health workers at dispensary and health centre level.
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Ethiopia: from bottom to top in higher education – gender role problems - Worku, Yelfign (International Journal of Sociology and Social Policy, 2001)
Discusses the cultural differences which begin from birth in Ethiopia. Cites modern education as a new phenomenon stating that female education lags behind its counterpart. Shows how this has an impact on the participation and performance of women later in life, in their access to decision‐making positions and their participation in their country’s development. Outlines recent developments and highlights future needs.
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Teaching with Historic Places -- African American Lesson Plans - Campbell-Page, Theresa (2001)
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Directory to donor assistance for African higher education - Diagne, Mactar (2001)
Over the past decade, donor assistance to higher education in Africa has been characterized by considerable fluctuation in the funding policies of individual donor agencies. These changes occur as donor agencies adjust their programs in response to strategic reviews, to shifting political mandates, and to new circumstances within the region. As a result, university and ministry of education leaders, find it difficult to obtain clear, and comparative information, on the range of donor priorities, and possibilities for assistance in the field of higher education. Likewise, donor representatives are not always certain where they might look for useful donor partnerships in the emerging context of collaborative sector-wide approaches to education assistance. This Directory provides useful information on development assistance for higher education in Sub-Saharan Africa, based on a survey questionnaire, and supplemental background information. Each donor agency is represented, outlining its statement, and a description on the types of assistance provided per donor agency. Channels of provision, and thematic assistance are included, as well as geographical restrictions if any, general procedures for requesting assistance, and contact persons for support/submission of requests.
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Education and Health in Sub-Saharan Africa - Johanson, Richard K.; Mattimore, Angel; Adams, Arvil V.; Bach-Baouab, Anwar; Bellew, Rosemary; Berk, David; Burnett, Nicholas; Decaillet, Francois May; Dove, Linda A.; Frediksen, Birger; Hamilton, Donald I.; Jones, Bruce D.; et al. (2001)
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Madagascar - a developmental approach to community-based school management - Viens, Daniel (World Bank Other Operational Studies, 2001)
Over the past seven years, the Government of Madagascar has focused on involving communities in controlling their own primary schools. With the support of the World Bank, the Ministry of Education has developed and implemented principles, strategies, and procedures that move towards this objective. Implementation is addressed in the framework of the involvement of village communities not only in the rehabilitation, construction, and maintenance of primary schools, but also in their management and supervision. Collaboration between the Government and the Bank was based on five key guiding principles: a) the use of existing structures; b) needs are determined at the school level; c) a 'systemic' view or perspective; d) a working contract; and e) a holistic approach to problem-solving and management. The evaluation of school contracts was carried out by the ministry through the services of the district office staff. On the basis of the evaluation, at the end of each school year the ministry prepares a critical review of the strategy effectiveness as well as a program to update and improve it, in order to improve the year's program and approach.
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The role of practical work in science teaching in Namibia - Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; !Gaoseb, Noah; Kasanda, Choshi D. (2001)
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The role of practical work in science teaching in Namibia - Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; !Gaoseb, Noah; Kasanda, Choshi D. (2001)
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Mud Volcanoes revealed and sampled on the Western Moroccan Continental Margin - Gardner, J. M. (Geophysical Research Letters, 2001)
We surveyed and sampled two active and 3 inactive mud volcanoes on the Atlantic continental margin of Morocco. The active mud volcanoes (named Yuma and Ginsburg) are each about 4 km in diameter, rise between 150–250 meters above the seafloor and are the first active methane‐related mud volcanoes to be identified in this region. The inactive volcanoes range in diameter from 1–3 km, with relief between 50 and 80 meters. Gravity cores from the crest of the active mud volcanoes yielded methane hydrates and mud breccia deposits. Chemosynthetic communities of Pogonophora worms and the bivalve Solemya were found on the surface of the active mud volcanoes. Sediment cores from the inactive volcanoes contained hemipelagic sediments, rich in foraminifera and ahermatypic coral debris, overlying mud breccia
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MuItireligious Education in South Africa: Problems and prospects in a pluralistic society - Schoeman, Sonja (HTS teologiese studies (Print), 2001)
HTS Teologiese Studies/Theological Studies is an acclaimed journal with broad coverage that promotes multidisciplinary, religious, and biblical aspects of studies in the international theological arena. The journal’s publication criteria are based on high ethical standards and the rigor of the methodology and conclusions reported.
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Confirmatory factor analysis of the career decision-making self-efficacy scale among South African university students - Mb, Watson; Brand, Handré J.; Stead, GB; Ellis, Rebecca (Sa Journal of Industrial Psychology, 2001)
There is a need for South African researchers to explore the potential utility of career decision-making self-efficacy in understanding the career behaviour of tertiary students. Given the lack of standardised measures for this construct, the responses of 364 South African university students to the Career Decision-Making Self-Efficacy Scale : Short Form (CDMSE-SF) were analysed using item statistics, Cronbachs alpha and confirmatory factor analysis to determine whether items supported the theorized subscales.

Opsomming
Dit is noodsaaklik vir Suid-Afrikaanse navorsers om die potensiele bruikbaarheid van loopbaanbesluitnemmgself-doeltreffendheid ("career decision-making self-efficacy") te ondersoek in n poging om die tersiere studente beter te begryp. Gegewe die gebrek aan gestandaardiseerde meetinstrumente vir hierdie konstruk, is response van 364 Suid-Afrikaanse universiteitstudente op die Career Decision-Making Self-Efficacy Scale: Short Form (CDMSE-SF) met behulp van itemontleding, Cronbach se alpha en bevestigende faktorontleding ontleed, om te bepaal of die vraelys-items die teoretiese subskale ondersteun.
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4th Annual UNESCO School and IUPAC Conference on Macromolecules and Materials Science, 7–11 April 2001, Stellenbosch, South Africa (Chemistry international (Print), 2001)
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African novels in the classroom (Choice Reviews Online, 2001)
Hay, Margaret Jean, ed. African Novels in the Classroom. Boulder, Colorado: Lynne Rienner, 2000. $55.00 hc. $29.95 sc. iv + 314 pp. African Novels in the Classroom, edited by Margaret Jean Hay, is an important addition to the existing pedagogical works on the teaching of African literature such as Thomas Hale and Richard Priebe's The Teaching of African Literature (1989) and Elizabeth Gunner's A Handbook for Teaching African Literature (1984). It is also an appropriate follow-up to Misty Bastian and Jane Parpart's Great Ideas for Teaching about Africa (1999). Hale and Priebe's study focuses on students and the problematics of teaching African literature. Bastian and Parpart's edition is, inversely, primarily concerned with the integration of technology and African arts in the discipline and in the undergraduate curriculum, methods of teaching controversial issues, and the objective representation of Africa. Hay's African Novels, likewise, scrutinizes the various ways novels can mirror and humanize the history of Africa even though literature does not provide literal and historical truth (9). Its significance in the field resides in its examination of pedagogical issues. It explores the reasons why [instructors] choose certain novel, what corollary readings they assign, what background information they present in lecture (1). The collection skillfully delineates the themes of the novels, student assignments, study or discussion questions, and student engagement and responses to the literature. Hay's collection of essays on the teaching of African novels is indeed an excellent handbook for teachers who are considering integrating African texts into their courses as well as accomplished Africanist scholars. All instructors of African Literature will find useful pedagogical information on what motivates instructors' choices of texts, teaching methodologies in our contemporary classrooms, and student responses to the sundry texts discussed in the study. The collection-encompassing 24 chapters on prominent Anglophone and Francophone novelists-covers well the diverse issues, writings, and countries of the continent. The authors also attempt to transmit the African world to Western students through Africans' perspectives and to personalize history. Richard Rathbone's chapter on Peter Abrahams's A Wreath for Udomo, for example, does an excellent job of demonstrating how Abrahams's novel constitutes a major component in the processes of historical recovery of cultural identities (8). In this essay he demonstrates how A Wreath for Udomo gives students better understanding of the nationalist movement of Kwame Nkrumah and the socio-political atmosphere of the era. Martin A. Klein also details in his chapter on Chinua Achebe's Things Fall Apart how African literature is port of entry to history. Emmanual Akeamong in Ai Kwei Armah's The Beautiful Ones Are Not Yet Born also affirms the power of literature to lend human dimension to history. Other chapters in this book, such as Janice Spleth's Driss Chraibi's Mother Comes of Age and Beverly Mack's Lindsey Collen's The Rape of Sita, discuss the difficulties of teaching certain literary texts and provide, like the majority of chapters in the book, insightful thematic studies of the African novels and secondary teaching resources. …
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Atop the Central African Volcano (2001)
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Chemical Education in Eritrea (Chemistry international, 2001)
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Reducing HIV infection among youth: What can schools do? Key baseline findings from Mexico, South Africa, and Thailand (2001)
Although many program planners see schools as a convenient location for HIV-prevention programs, there is controversy about whether school programs can ever be strong enough to go beyond improving knowledge and attitudes to increasing the adoption of safe sexual behaviors. Evaluations of school programs in Mexico, South Africa, and Thailand focus on this question: Can school HIV programs change behavior? In each country, local organizations have worked with educators on teacher training and course design to ensure high-quality school interventions. Researchers surveyed students’ knowledge, attitudes, norms, and reported behavior before the intervention, immediately after the intervention, and again several months later to measure retention of program effects. In all three sites comparable control groups are compared to the intervention group. The mean age and age ranges for the three study groups are: 16 years and 13–23 for the Mexican study group; 15 years and 8 months and ages 12–21 for the South African study group; and 20 years and ages 17–31 for the Thai study group. This report is a summary of key baseline findings from these studies.
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Effect of background knowledge and text structure on Egyptian and Danish secondary school students' reading comprehension - Abdalla, Mahmoud I. (2001)
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THE KUWAIT UNIVERSITY ANXIETY SCALE: RELIABILITY AND CRITERION-RELATED VALIDITY IN SYRIAN COLLEGE STUDENTS - Abdel‐Khalek, Ahmed M. (Psychological reports, 2001)
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Using Computers in the Programming of Qualifying Teachers of Arabic in the Faculties of Education in Egypt. - Abdelrahman, Abdelrahman Kamel (EdMedia: World Conference on Educational Media and Technology, 2001)
In Egypt, teachers of Arabic do not study the computer in the syllabus of their preparation in Faculties of Education. Moreover, they do not use it in studying any of the syllabi until they graduate as teachers. This issue seems to have been lost between the extreme simplification of technicians from one side, and the sharp overlook of linguistics from the other side. The issue is inevitably difficult and interrelated so that simple solutions or tricks will not do. It is also so important and vital for the information society where the labor of information, its industries, and services will prevail. Behind this research is an invitation to modernize the outlook of the Arabic language as a whole. It is a demand that corresponds to the duality of the computer and the English language and many other languages, such as Russian, French, and German. Such a demand requires a full revision of all sides of the linguistic system where the mechanic system imposes on the topic, it handles a degree of accuracy and completion without which it cannot be subjected to the logic or the machine. Use of the computer in preparing the teacher of Arabic is based on showing the relationship of Arabic to a computer. This requires subjection of accurate science handling. The attempt at adjusting the linguistic theorizing of Arabic and handling it mechanically is the aspect that helps to reveal the position of super theoretical knowledge on the side of scientific maturity of applied sciences. This research is an attempt at showing the duality of culture that prevails over Arab societies. Such a duality is one of the main reasons for the deformity of culture and scientific view, and the deformity of the intellectual and educational product. (AEF) Reproductions supplied by EDRS are the best that can be made from the original docwment.
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Teacher Incentives in the Middle East and North Africa Region: The Shortcomings. - Abdo, Huda A. (Mediterranean Journal of Educational Studies, 2001)
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Screening for Eye Disease in Nigeria School Children - Abubakar, Sani; Ajaiyeoba, AI (Nigerian Journal of Ophthalmology (Mumbai), 2001)
The study aimed to establish the validity of simple screening test conducted by readily available non-ophthalmic personnel (such as teachers rather than ophthalmologists who may be regarded as the gold standard) to detect cases of common eye problems in school children. Trained school teachers conducted screening using a simple pen torch eye examination to recognise common eye conditions like red eyes, squint, corneal scar and Bitot's spots. A total of 1585 students from a government owned public primary school (mixed boys and girls) and a private secondary (boys only) school located in Kaduna metropolis were screened by the teachers. The trained schoolteachers were able to attain a sensitivity of 59.1% and specificity of 85.1% for the sample eye examination. After just one day training, the trained schoolteachers were able to achieve reasonably high levels of specificity and modest levels of sensitivity in carrying out simple eye examination. Trained teachers can reduce the workload of ophthalmic personnel by as much as a factor of twenty. They can also play a vital role in promoting ocular health of school children especially in developing countries where there is little or no provision for school health services in schools attended by those from a poor background. Nigerian Journal of Ophthalmology Vol. 9, No.1 (August 2001): pp6-9KEY WORDS: screening, Eye diseases, school children
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Vision Screening in Nigeria School Children - Abubakar, Sani; Ajaiyeoba, AI (Nigerian journal of ophthalmology, 2001)
The study was conducted to establish the ability of simple screening tests conducted by readily available non-ophthalmic personnel (such as teachers rather than ophthalmologists, the gold standard) to detect cases of reduced visual acuity in school children. Trained schoolteachers assessed the ability of pupils to read the E-chart at the 6/12 line. A total of 1618 students comprising 525 pupils from one government owned public primary school (mixed boys and girls) and 1093 from another private secondary school (boys only) school located in the metropolis were screened by the teachers. The trained schoolteachers were able to attain a sensitivity of 78.3% and specificity of 92.1% for the visual acuity testing. The trained schoolteachers were able to achieve reasonably high levels of specificity and modest levels of sensitivity in carrying out screening using visual acuity testing. Schoolteachers can reduce the workload of ophthalmic personnel who at the moment are few and are overworked. They can also play a vital role in vision testing exercises in school children especially in developing countries where there is little or no provision for school health services in school attended by those from a poor background.KEY WORDS: Vision screening, school childrenNigerian Journal of Ophthalmology Vol. 9, No.1 (August 2001): pp 1-5
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Gender Training and Trainers in Ghana - Acquaye-Baddoo, Naa-Aku; Tsikata, Dzodzi (2001)
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The Development of Yoruba Textbooks for Secondary Education in Nigeria - Adebajo, Sola (The Journal of cultural studies, 2001)
The relegation of the indigenous cultures of the colonial state was of major significance in the depersonalization of the colonized psyche. Whatever was connected with the colonial African was considered heathenish and undeserving of consideration. So it was that the language of colonial Africa assumed a `vernacular' status not to be taught or spoken by even its rightful owners. However, there were some quite heroic attempts, both blatant and surreptitious, to sustain the indigenous languages. Of assistance here was the inherent resilience of the languages themselves. In this historical excursion, this paper traces the long, tortuous route of the development and propagation of Yoruba as a language (to be taught and spoken) from the colonial era down to the present, by way of a drawing of the inventory of books published in Yoruba for secondary education. (The Journal of Cultural Studies: 2001 3(2): 612-621)
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"Life more abundant": colonial transition, the Yoruba intelligentsia and the politics of education and social welfare reforms in Nigeria, 1940-1970 - Adejumobi, Saheed A. (2001)
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LEAVING AGAINST MEDICAL ADVICE IN PAEDIATRIC UNIT OF AMINU KANO TEACHING HOSPITAL, KANO, NIGERIA - Adeleke, SI; Asani, MO; Belonwu, RO; Muhktar, YM (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
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The effective teacher as perceived by social studies undergraduates in Botswana - Adeyemi, Michael Bamidele (2001)
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Financing public universities in Kenya: a model based on rationalised student unit costs and staffing - Aduol, Francis O. (2001)
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Learning To Compete: Education, Training & Enterprise in Ghana, Kenya & South Africa. Education Research Paper. - Afenyadu, Dela; King, Kenneth; McGrath, Simon; Oketch, Henry; Rogerson, Christian M.; Visser, Kobus (2001)
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"Creating Virtual Learning Communities in Africa: Issues and Challenges" - Africa, Identifiers; Bakar, Rahim; Owens, Harold; Christensen, Rhonda; Khine, Swe; Ouyang, Ronghua; Yao, James; Chiluiza, M. (2001)
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Gender and African education, a critical analysis of the literature - Agyepong, Rosina (2001)
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Functional libraries for purposeful education in Ghana: the need for a school library policy - Ahwoi, E.; Entsua-Mensah, Clement (Ghana Library Journal, 2001)
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British influence on the education of librarians in Anglophone Africa - Aina, L.O.; Serema, Batlang Comma (African Research & Documentation, 2001)
Librarianship is a relatively new profession in Africa. It is certainly less than 100 years old. Most of the countries in Africa, having being colonised by the British and the French, imported librarianship into the continent wholesale from their colonial masters. For Anglophone Africans, their first contact with librarianship was when British officials set up libraries in the various colonies. To a large, extent, librarianship, can be said to be alien to the culture of Anglophone Africans. However, the role of a library in the development of a nation was quickly, recognised by the peoples of Anglophone Africa and libraries were warmly received when they were established. As early as 1908, a medical library was established in the then Gold Coast, now Ghana, and a geology library was set up in Nigeria in 1919 (Akinyotu, 1972). According to Ogunsheye (1970) the Tom Jones library in Nigeria was founded between 1910 and 1920.
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Perceptions of sexual coercion: learning from young people in Ibadan, Nigeria - Ajuwon, Ademola J.; Akin‐Jimoh, Iwalola; Olley, Benjamin O.; Akintola, Olagoke (Reproductive Health Matters, 2001)
This study explored the problem of sexual coercion from the perspectives of 77 young people aged 14-21 in Ibadan, Nigeria, the behaviours they perceive to be sexually coercive and the contexts in which these occur through four narrative workshops. Participants were drawn from two secondary schools and 15 apprentice workshops. All four groups identified similar coercive behaviours and developed narratives of the events that typically lead up to them. Behaviours included rape, unwanted touching, incest, assault, verbal abuse, threats, unwanted kissing; forced exposure to pornographic films, use of drugs for sedation and traditional charms for seduction, and insistence on abortion if unwanted pregnancy occurs. Men were typically the perpetrators and young women the victims. Perpetrators included acquaintances, boyfriends, neighbours, parents and relatives. All the narratives revealed the inability of young people to communicate effectively with each other and resolve differences. The results suggest the need for life-skills training that facilitates communication, seeks to redress gender power imbalances, teaches alternatives to coercion as a means of resolving conflict over sexual relations and respect for sexual and reproductive rights, and provides victims with information on appropriate services, support and referral.
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Education, Economic Development, and Return to Democratic Politics in Nigeria - Aka, Philip C. (The Journal of Third World Studies, 2001)
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Code-switching in Lesotho secondary and high schools: lessons and its effects on teaching and learning - Akindele, Dele; Letsoela, M. (2001)
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A needs assessment for the establishment of an educational technology programme at the tertiary education level in Botswana - Akinyemi, Adeola Folasade; Ngwako, Abraham D.; Nleya, Paul T. (Mosenodi, 2001)
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Cultural Identity in Education: The Place of Music in the Learning Process. In Higher Education in Africa - Akuno, EA (2001)
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Classroom Discipline Modes Practices as Perceived by Elementary and Secondary School Teachers and Students in Palestine - Al-Hilo, Ghassan (An-Najah University Journal for Research - B (Humanities), 2001)
The aim of this study was to investigate perceptions of teachers and students towards classroom discipline modes in Palestine. It also aimed at investigating effects of variables of students’ gender, educational stage, and major, other variables related to teachers were also examined, and include: gender, scientific degree, and educational stage on these modes. To achieve these aims, the study conducted on a sample of (566) students and (206) teachers. The results of this study, reveals that the method of preventive counseling mode was seen by both teachers and students as the dominant method in schools, whereas, the method of autocratic punishing mode was appear clearly in elementary stage male schools. In addition, the study shows that (M.A) teachers used the method of autocratic punishing mode more frequently than other teachers. Furthermore, significant differences at (α = 0.05) was found in major variable in favor of literary students, while no significant differences were found at ( α = 0.05) in teachers’ perceptions towards classroom discipline modes in accordance with educational stage variable. In general, the results of the study indicates that teachers were more efficient than students in explaining the classroom discipline modes that practiced in schools. هدفت الدراسة إلى التعرف على تصورات معلمي المدارس الأساسية والثانوية وطلبتها نحو أنماط الضبط الصفي في فلسطين، بالإضافة التعرف إلى أثر متغيرات الجنس، والمرحلة الدراسية، والتخصص للطالب، ومتغيرات الجنس، والشهادة العلمية، والمرحلة الدراسية التي يدرس فيها المعلم على هذه الأنماط. ولتحقيق ذلك أجريت الدراسة على عينة قوامها (566) طالباً وطالبة، و(206) معلماً ومعلمة. وقد أظهرت نتائج الدراسة أن نمط الأسلوب الوقائي الإرشادي كان الأسلوب السائد في المدارس من وجهة نظر كل المعلمين والطلبة، كما وأظهرت النتائج أن نمط الأسلوب العقابي التسلطي يظهر بوضوح في مدارس الذكور، وخاصة مدارس المرحلة الأساسية، ولدى المعلمين الذين يحملون درجة الماجستير، بالإضافة إلى ذلك أظهرت نتائج الدراسة أن طلبة التخصص الأدبي كانوا يحبذون نمط الأسلوب الوقائي الإرشادي, ولم تظهر الدراسة فروقاً ذات دلالة إحصائية عند مستوى (α = 0.05) في تصورات المعلمين نحو أنماط الضبط الصفي تبعاً لمتغير المرحلة الدراسية لديهم. وبشكل عام بينت نتائج الدراسة أن المعلمين هم الأكفأ في تفسير أنماط الضبط الصفي التي تستخدم بالمدارس مقارنة بالطلبة.
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Gender differences in the popularity of mathematics among Namibian secondary school learners - Alausa, A.Y. (2001)
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Gender differences in the Namibian students' perception of their mathematics classroom environment - Alausa, Yesir Adeleke (Zimbabwe Journal of Educational Research, 2001)
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Somali women in London : education and gender relations - Ali, Emua (2001)
This thesis explores the impact of education levels on the social changes experienced by Somali women migrants to Britain, in particular attitudes towards changes in gender relations. The original hypothesis was that the higher the level of education the greater the degree of empowerment, other research and policy having linked education to women's autonomy and emancipation. Somali women in general have low levels of education and most did not speak English upon arrival in Britain. A sample of 50 Somali women aged from 16 to over 50 with a variety of education levels ranging from no formal education to higher education levels was selected and studied using a variety of qualitative methods. These included participant observation within the community by attending social events; group interviews; and indepth interviews conducted in Somali and English using a semi-structured questionnaire. During the study the following areas were explored: gender equality, education, employment, marriage, divorce, health, housing, immigration, social security, religion, culture, and the family. Somalis are Muslims and their lifestyle is influenced by Islam especially in the areas of gender relations, marriage and divorce. The study found that contrary to the original hypothesis, Somali women with higher education levels had a mo re conservative approach to gender equality and women's empowerment than less educated women. All the women believed education could provide a route to skilled employment and empowerment. The educated women gave more credence to the Somali community's perceptions of their behaviour and followed religious precepts on gender relations rather than the pursuit of their own empowerment and autonomy. Women with less education felt able to file for divorce if their husbands were not living up to their part of the marriage contract. The key finding was that economic independencer ather than level of educationw as the main key to women's empowerment.
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On the use of the group process approach for helping to update the training programmes in the Central African forestry schools. - Allogho, J. Bile; Nguinguiri, Jean Claude (2001)
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Training, recruitment and deployment of health workers in Uganda, 1995 to 2000 - Amandua, Jacinto; Wambete, B.N. (Uganda Health Bulletin (Kampala, Uganda: 1995), 2001)
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English in a Kenyan university: How Kenyan students negotiate their cultural upbringing and the university's western -oriented education in writing - Amenya, Hulda A (2001)
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Training for rural development: the case of agricultural family schools in Cameroon - Amungwa, Fonteh Athanasius; Baye, Francis Menjo (The Nigerian journal of economic and social studies, 2001)
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Globalisation and the Crisis of Higher Education in the South: Case Studies of South Africa and Nigeria - Amuwo, Kunle (Africa insight, 2001)
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Literacy profiles of African American ale student-athletes - Angstrom, Anne Lewis (2001)
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TRAINING OF TRAINERS WORKSHOP ON INTEGRATED RURAL ACCESSIBILITY PLANNING IN UGANDA - Annex, Triangle (2001)
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The Vocational School Fallacy Revised - Technical Secondary Schoold in Egypt - Antoninis, Manos (2001)
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Returns to education and experience in Ghana, 1987-1999. Evidence from four rounds of the Ghana Living Standards Survey - Appiah-Kubi, K.; Nsowah-Nuamah, N. N. N.; Boom, G.J.M. van den (2001)
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Education, incomes and poverty in Uganda in the 1990s - Appleton, Simon (2001)
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Exploring the application of technology in education: a web-based module at the University of Cape Town, South Africa - Arif, Azza A. (Botswana Journal of Technology, 2001)
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Distance education: A case study of availability of learning resources to students at the Zimbabwe Open University - Arome, Gladys (2001)
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Editorials Ten years of a community-oriented medical school in Malawi - As, Muula; Malunga, BW (Malawi Medical Journal, 2001)
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Strategies for Financing University Education in Nigeria - Asagwara, K. C. Prince (Education and Society, 2001)
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The Politics of Multicultural Education and Africentric Reformism in South Africa - Asumah, Seth N. (Journal of African Studies, 2001)
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New Challenges for Teacher Education and Pre-Service Training Based on the Assessment of Learning Primary-Level Science in Mozambique. - Asunta, Tuula (Science education international, 2001)
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Perceived constraints and benefits of leisure among Libyans school adolescents and their relation to participant in leisure activities / Atani, Abdul Kader Ahmed M. - Atani, Abdul Kader Ahmed M. (2001)
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Lifelong Learning Policies in Low Development Contexts: An African Perspective - Atchoarena, David; Hite, Steven J. (2001)
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Quality and relevance with regard to teacher education and development in Namibia - Auala, RK (2001)
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The Relationship Between Nigerian High School Seniors' Performance in Theory and Practical Biology - Awoderu, B.J. Bilesanmi (IFE Psychologia: An International Journal, 2001)
This study investigated the relationship and extent of correlation between Students' Performance in Theory and Practical aspects of Biology. The subjects were three hundred and sixty SS Two students who responded to two reliable and valid tests, that is BTT and BPT and five hypotheses were raised. Also, the effect of gender and school location were investigated, the results show that there was a low but positive relationship in the students' performance in BTT and BPT. While students' performance in BTT showed no significant gender and location differences, significant differences were established for students' performance based on gender and location in BPT. Based on the findings, some suggestions were made. IFE PsychologIA Vol 9, No1 2001, pp. 134-140
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Causes of Student Failure: A Cross-cultural Comparative Study of Turkish, South African and Romanian Students - Aysan, Ferda; Băban, Adriana; Savage, G.; Vijver, Fons J. R. van de (2001)
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Education reforms: lessons from private rates of return analysis in Nigeria - Aziakpono, Meshach (Lesotho Social Sciences Review, 2001)
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FOOD AND NUTRITION POLICIES IN AFRICA: CAPACITY CHALLENGES AND TRAINING OPTIONS - Babu, Suresh Chandra (African Journal of Food, Agriculture, Nutrition and Development, 2001)
In spite of the continued efforts of nutritionists to address nutrition problems in sub-Saharan Africa, the levels of undernutrition remain high. This paper is an attempt to provide an overview of the challenges that face nutrition planners and policymakers in implementing and evaluating nutrition policies and program interventions. Presenting a conceptual framework for analyzing the causes of nutritional outcomes, it reviews past experiences in implementing various nutrition policies and program interventions in sub-Saharan Africa. Identifying capacity gaps for designing nutrition policies and programs, it outlines strategies for increasing the nutrition policy capacity in Africa. It is argued that unless the profile of nutritionists is elevated through appropriate capacity strengthening, their role in influencing nutrition policies and programs and hence nutritional outcomes will remain low in Africa. (Af. J. Food and Nutritional Sciences: 2001 1 (1):19-28)
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Drought Monitoring Systems: Indicators, Interventions And Impacts On Livestock Production And In The Kenya Arid And Semi Arid Lands: A Case For Baringo And Samburu Districts. - Badamana, Sm.; Okeyo, A.M.; Shaabawi, S.; Mahboub, M (2001)
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Perspectives on employment of persons with disability (PWD) in Uganda - Baguwemu, A.A.; Busuulwa, A.; Kamya, John (2001)
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The Role of Task Variability and Home Contextual Factors in the Academic Performance and Task Motivation of African American Elementary School Children. - Bailey, Caryn T.; Boykin, A. Wade (Journal of Negro Education, 2001)
The Role of Task Variability and Home Contextual Factors in the Academic Performance and Task Motivation of African American Elementary School Children* This study aimed to increase the generalizability of findings from previous research (Boykin, 1978, 1982; Tuck & Boykin, 1989) on the theoretical concept verve (receptiveness to variability) to academic settings by examining the effects of task variability on academic task performance and task motivation. Seventy-two low-income African American third and fourth grade students completed four types of academic tasks (i.e., spelling, vocabulary, mathematics, and picture-sequencing) in both a low and a high variability context. The students were also assessed for task motivation in the two variability contexts. Results revealed that academic task performance and task motivation were superior when tasks were presented with greater variability. Home contextual factors that may inform students' preferences, motivation, and achievement outcomes were also examined. Our nation is still plagued by the persistent low achievement of too many of its public school children, particularly minority children from low-income urban school districts. African American children, in particular, are not yet reaching their full academic potential and tend to perform at significantly lower levels than their European American counterparts (Donahue, Voelkl, Campbell, & Mazzeo, 1999; National Center for Education Statistics, 1995). To address this persistent concern, a growing number of researchers have focused on specific cultural and contextual factors that may facilitate children's cognitive performance (Boykin & Allen, 2000; Gallimore & Tharp, 1999; Gordon, 1997; Hale, 2001; Hilliard, 1992; Ladson-Billings, 1994, 1995; Lee, 2001; Rogoff, 1990). It has been argued that African American children may be educationally placed at risk because, currently, little consideration is given to the integrity of their cultural capital and adaptive assets in traditional educational contexts. Building on children's cultural integrity to enhance educational outcomes is central to the promotion of a Talent Development approach to schooling (Boykin, 2000; Madhere & MacIver, 1996). This approach seeks to supplant the traditionally dominant approach to schooling that is exemplified instead by a talent sorting function. Rather than sorting or weeding children out, often because of cultural inclinations that are deemed to be at odds with mainstream cultural schooling practices, the Talent Development approach seeks to engender enabling schooling contexts so that pervasive numbers of children from diverse backgrounds can succeed by meeting high academic standards. Research that seeks to build on child cultural assets has sought to identify cultural practices, funds of knowledge, artifacts, or themes that can be blended into formal schooling practices to enhance academic outcomes (Boykin & Bailey, 2000a; Gonzalez, Andrade, Civil, & Moll, 2001; Ladson-Billings, 2001; Lee, 2001; Tharp, Estrada, Stoll-Dalton, & Yamuchi, 2000). The logic of the argument is that practice, knowledge, and experience in proximal out-of-school contexts can be vehicles for successful performance in academically relevant settings. In this regard, some have sought to identify candidates for cultural themes that have an enduring and pervasive presence in African American communities. Toward this end, systematic empirical efforts have documented the cultural significance of African American children's responsiveness to relatively high levels of physical stimulation and the influence of such responsiveness on these children's learning preference and cognitive outcomes (Boykin, 1982; Franklin, 1992; Hale-Benson, 1986; Morgan, 1980). It is postulated that physical stimulation is characterized by the elements of variability, density, and intensity. The households of many African Americans have variously been described as high-energy, fast-paced, socially oriented, and otherwise affording high physical stimulation levels (Boykin, 1982). …
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The PhD degree : an investigation into doctoral education in South Africa and international PhD reform initiatives - Bailey, Tracy Swinton (2001)
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Enhancing Female Education in the Northern States of Nigeria - Balogun, Shola (2001)
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Coping with accommodation stress by female students in Nigerian Universities - Bamgbose, Olujimi (2001)
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The Challenges of Financing Higher Education in Sub-Saharan Africa - Banya, Kingsley (World Studies in Education, 2001)
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African American Children's Literature that Helps Students Find Themselves: Selection Guidelines for Grade K-3. - Barksdale, Mary Alice; Hefflin, Bena R. (The Reading Teacher, 2001)
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Libraries information and society: an inaugural lecture delivered on 19th November, 1998 at the Auditorium of the School of Administration, University of Ghana, Legon, by Anaba A. Alemna Accra, Ghana Universities Press, 2000. 41 pp. ISBN 9964302703. £5.95. Distributed by African Books Collective. - Barringer, Terry (African Research & Documentation, 2001)
Libraries information and society: an inaugural lecture delivered on 19th November, 1998 at the Auditorium of the School of Administration, University of Ghana, Legon, by Anaba A. Alemna Accra, Ghana Universities Press, 2000. 41 pp. ISBN 9964302703. £5.95. Distributed by African Books Collective. - Volume 86
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An evaluation of teacher appraisal in Botswana secondary schools - Bartlètt, Thomas (Mosenodi, 2001)
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Livestock marketing and drought mitigation in northern Kenya. - Barton, David G.; Morton, John M. (2001)
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Promoting Growth in Sub-Saharan Africa: Learning What Works - Basu, Anupam; Calamitsis, Anthony; Ghura, Dhaneshwar (2001)
AbstractL'Afrique est le continent le plus pauvre du monde. Toutefois, malgré toutes les mauvaises nouvelles, on perçoit une lueur d'espoir. Cette brochure se penche sur les leçons à tirer des pays d'Afrique subsaharienne connaissant de meilleurs résultats économiques et suggère les principaux éléments d'un cadre de politique économique qui pourrait promouvoir une croissance soutenue et la réduction de la pauvreté dans toute la région.
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Promoting Growth in Sub-Saharan Africa: Learning What Works: Learning What Works - Basu, Anupam; Calamitsis, Evangelos; Ghura, Dhaneshwar (2001)
AbstractAfrica is the world’s poorest continent, but amid all the bad news, there is hope for change. This pamphlet examines the lessons to be learned from some of the more successful economies south of the Sahara, and discusses a policy framework to promote sustainable economic growth and reduce poverty across the region.
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13. Applying linguistic knowledge of African American English to help students learn and teachers teach - Baugh, John (2001)
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Teachers’ Perspectives on Outcomes-Based Education in South Africa - Baxen, Jean (International Journal of Educational Reform, 2001)
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A BIBLICAL ANALYSIS OF EDUCATION IN PAPUA NEW GUINEA - Bazzynu, Robin (2001)
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Do Trade Unions Matter? Education Policy Approaches Towards Consolidation: Conflicting Interests between Market and Equity in South Africa - Beck, Christina L.; Spreen, Carol Anne; Vally, Salim (2001)
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Secondary pre-service teacher education in Ethiopia: its impact on teachers' competence and confidence to teach practical work in science - Bekalo, Samuel; Welford, A. G. (The Ethiopian Journal of Education, 2001)
The government of Ethiopia has espoused a practical problem-solving approach to teaching and learning science. The challenge facing the Ministry of Education is how to implement its objectives in a country which has been described as among the poorest in the world. The study reported here focuses on teacher education. It gives a description of science studentteachers' experience of pre-service education and the factors affecting their professional development with regard to practical work. It examines the structure of teacher education programmes, the content of the teacher-training curriculum and student-teachers' classroom practice in order to provide a fuller account of teacher education. The study advances this agenda further, revealing the practice of experienced teachers in schools. The conclusion uses the findings to propose ways in which the Ministry might implement changes to practice in initial teacher education to meet the objectives of the new reforms in Ethiopia.
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Surface water and ground water pollution problems in the Upper Awash river basin, Ethiopia - Bekele, Adane; Veli-Pekka, Salonen; Korkka-Niemi, Kirsti (2001)
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An inquiry into the emergence of transformative leadership in higher education in South Africa: A phenomenographic study - Bell, David I. (2001)
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Lexical inferencing behavior of Libyan EFL medical students while reading: The role of reading proficiency and the Arabic language. - Bengeleil, Nazmia Faraj. (2001)
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Location of public institutions of higher education in Ghana - Bening, R. Bagulo (2001)
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Francolin Illustrated School Dictionary for Southern Africa. Developed by The Dictionary Unit for South African English in consultation with The Molteno Project and READ Education Trust, Dorothea Mantzel and Bernd Schulz : book review - Benjamin, Michael (Lexikos, 2001)
It was a phone-in programme on a local radio station, dealing with the overcharging of tourists who use taxis. The deejay was completely upset, interrupting the CD she was playing. How could a trip which cost her R15 cost a tourist R300? Eventually a taxi operator called in to cut through all the nonsense.
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The impact of HIV/AIDS on primary and secondary education in Botswana: developing a comprehensive strategic response - Bennell, Paul; Chilisa, Bagele; Hyde, Karin A. L.; Makgothi, A.; Molobe, E.; Mpotokwane, L. (2001)
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Characterisation of meteorological and hydrological drought: the case of the Siliana catchment basin in Tunisia - Bergaoui, Mohamed; Alouini, A. (2001)
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Learning-In-Context. An Ethnographic Investigation of Mediated Learning. Experiences among Ethiopian Jews in Israel - Berhanu, Girma (2001)
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Athletic commodities: The African-American male student-athlete in higher education - Berry, Ruben Dean (2001)
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The self-definition of German studies and foreign language teaching (FLT) in French-speaking Africa - Bisschops, Ralph André (ITL – International Journal of Applied Linguistics, 2001)
Preview this article: Review of DIOP, El Hadj Ibrahima (2000) Das Selbstverständnis von Germanistikstudium und Deutschunterricht im frankophonen Afrika, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/itl.131-132.10bis-1.gif
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The Early Identification of Risk for Grade Retention Among African American Children at Risk for School Difficulty - Blair, Clancy (Applied Developmental Science, 2001)
This study examined risk factors that might assist in the early identification of children likely to experience school-related problems that lead to grade retention in a low-income sample of 220 African American children followed longitudinally. The hypothesis investigated was that risk associated with maternal smoking and alcohol use during pregnancy, small size for gestational age at birth, and preterm birth would be mediated through child cognitive and social readiness for school as indexed by measures of IQ and externalizing behavior at age 5. Measures of maternal receptive vocabulary and the home environment as well as type of day care enrollment prior to kindergarten were included as covariates. Contrary to hypothesized mediation, findings indicated that small size at birth, inadequate developmental stimulation in the home, low IQ (£ 75), high externalizing behavior, and enrollment in private or church center-based day care were independently associated with increased risk for grade retention. Children with low IQ facing an additional risk were more likely to be retained than were children at risk due to low IQ only, while care at home prior to kindergarten was associated with lower risk for retention. Overall findings indicate relative accuracy of identification among children at high risk prior to school entry. Prevention targeting social and emotional as well as cognitive aspects of the school adjustment process may prove to be an efficient way of targeting some proportion of prevention resources.
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Feasibility of a Nurse-Run Asthma Education Program for Urban African-Americans: A Pilot Study - Blixen, Carol; Hammel, Jeffrey; Murphy, D'lene; Ault, Vajiheh (Journal of Asthma, 2001)
The objective of the study was to assess the feasibility of implementing and evaluating a culturally appropriate in-patient asthma education program specifically targeted for African-Americans. A consecutive sample of 28 African-American patients ages 18-50 who were hospitalized for asthma were randomized to an intervention group, which received three one-on-one sessions on chronic asthma management, or a control group, which received the usual care. Data on symptom frequency, self-management behaviors, quality of life, depression, and health care resource use were collected at baseline and at 3 and 6 months. Although the time required to recruit our sample took longer than anticipated, 28 subjects agreed to be in the study (70% acceptance rate) and complete the baseline interview. We observed no statistically significant differences from baseline or changing trends in frequency of asthma symptoms, self-management behaviors, and health care resource use between the intervention and control groups at 3 and 6 months. However patients in the intervention group demonstrated a greater average increase in asthma-related quality of life and a greater average decrease in depression than the control group. Feasibility issues included shortened length of stay, which necessitated conducting all three self-management sessions together; multiple interruptions during the sessions, and retention issues at 3- and 6-month follow-ups. The lessons learned from this pilot study are invaluable in that they will enable us to make changes in our existing protocol to ensure the success of a larger clinical trial.
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The experience of African-American students at a predominantly white university - Block, Jeremy P. (2001)
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Storm Shelter: a rock art discovery in South Africa - Blundell, Geoffrey; Lewis‐Williams, David (2001)
Two circumstances of southern African San rock art research combine to deepen our understanding of what the images meant to the original makers and viewers — even though the last rock painters died a century or more ago. The two circumstances that mitigate pessimism are: first, notwithstanding the vast amount of energy that has been expended on searching the mountains and plains, new sites are still being found; and, second, rereadings of the nineteenth-century Bleek and Lloyd Collection of San folklore, together with insights deriving from the San who still live in the Kalahari Desert, point to easily missed connections between San beliefs and art. Here, we are principally concerned with the first of these two circumstances — finding ‘new’ sites — although discovery and understanding are inseparable: researchers can assess the significance of new discoveries only if they have a conceptual framework into which to fit them. To be sure, the discovery of a hitherto unknown southern African rock art site is not an unusual event. After all, some 15 000 sites are now on record (though by no means fully recorded and studied) and, possibly, another 15 000 await discovery. Despite such an embarrassment of riches, some researchers believe that all the really large and important sites have been found; in their view, it is only smaller, though none the less valuable, ones that still come to light.
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Storm Shelter: an important new rock art find in South Africa - Blundell, Geoffrey; Lewis‐Williams, David (2001)
Two circumstances of southern African San rock art research combine to deepen our understanding of what the images meant to the original makers and viewers — even though the last rock painters died a century or more ago. The two circum- stances that mitigate pessimism are: first, notwithstanding the vast amount of energy that has been expended on search- ing the mountains and plains, new sites are still being found; and, second, re- readings of the nineteenth-century Bleek and Lloyd Collection of San folklore, together with insights deriving from the San who still live in the Kalahari Desert, point to easily missed connections be- tween San beliefs and art. Here, we are principally concerned with the first of these two circumstances — finding 'new' sites — although discovery and under- standing are inseparable: researchers can assess the significance of new discoveries only if they have a conceptual framework into which to fit them.
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Storm Shelter : an important new rock art find in South Africa : research in action - Blundell, Geoffrey; Lewis‐Williams, David (South African Journal of Science, 2001)
A San rock art site discovered in the southern Drakensberg of South Africa is probably the most important find since the first decades of the twentieth century. The images in the site open up possibilities for a more detailed understanding of San religious experience and the history of the area.
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Performance of CIMMYT drought tolerant maize genotypes in the moisture deficit zone of Ethiopia - Bogale, Gezahegne; Nigussie, M.; Seboksa, Gelana (2001)
Fifteen drought tolerant maize genotypes developed by CIMMYT and one local variety, A511, were evaluated for two seasons at four drought stressed locations in 1997 and 1998. The study was undertaken to determine the adaptability and stability of the genotypes in the moisture deficit zones of Ethiopia. Except for anthesis silking interval (ASI), the combined analysis showed significant (P0.01) genotype, environment, genotype x environment and genotype x year effects on grain yield, plant height and number of ears per plant (EPP). Stability analysis indicated that Across 89DTP1 was superior in yield, but more responsive to better environments. Although nine genotypes were relatively stable, SPEC sub(8) and DTP1C sub(6) were fairly stable across environments and had better yield levels than the other entries. Besides, SPEC sub(8) had high number of EPP, a trait related to drought tolerance. Therefore SPEC sub(8) and DTP1C sub(6) could be valuable materials in breeding maize for low moisture stress tolerance.
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Historical Development of Western Education in Swaziland. - Booth, Margaret Zoller (2001)
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The influence of teacher response on African American students' codeswitching - Bowler, Celeste Minor (2001)
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Training Psychologists to Work With African American Families - Boyd-Franklin, Nancy (2001)
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The Effects of Movement Expressiveness in Story Content and Learning Context on the Analogical Reasoning Performance of African American Children. - Boykin, A. Wade; Cunningham, Rodney T. (Journal of Negro Education, 2001)
The Effects of Movement Expressiveness in Story Content and Learning Context on the Analogical Reasoning Performance of African American Children* This study examined the effects on performance of incorporating cultural factors into the presentation and content of task materials. Sixty-four low-income African American children listened to stories read under two different contextual conditions. One context allowed for high movement expression (HME) and the other context afforded children little movement opportunity (LME). Additionally, the story content contained either high movement examples (HMT) such as dancing, running, and jumping, or low movement themes (LMT) such as walking and standing. Children displayed better story knowledge under the HME than LME learning context, and with the HMT as opposed to the LMT story content. Highest performance was demonstrated when the HME context was coupled with the HMT story content. The results and educational implications are discussed in relation to future research questions. Over the years, the academic performance of children placed educationally at risk has spawned widespread discussion and scientific debate (Delpit, 1988; Hollins, King, & Hayman, 1994; Rossi, 1994). The educational perils of African American children are often at the center of these dialogues (Au & Mason, 1983; Boykin, 1983; Delpit, 1988; Erickson, 1987). African American children are overrepresented in special education cohorts and they continue to lag behind their White counterparts on several standardized tests of achievement (Biles, 1991). Within these discussions, recently a growing number of researchers have supported the position that low-income African American children can and will learn at high levels if certain cultural factors are incorporated in their learning and performance environments (Allen & Boykin, 1992; Boykin, 1994). This line of reasoning has been central to the Talent Development approach to schooling promoted at the Center for Research on the Education of Students Placed At-Risk (CRESPAR) (Boykin, 2000). The Talent Development approach argues that schools should be designed to place all children at academic promise rather than to classify, sort, and evaluate them inappropriately (Boykin, 1994). One way to demonstrate the Talent Development perspective is to enhance children's academic and cognitive performance by capitalizing on the culturally manifested assets children bring to the formal learning environment (Boutte, 1999; Boykin, 2000). Children can accrue such assets in the form of interests, emerging competencies, and behavioral displays through participation in their every day routines outside of school. These routines regularly occur in contexts for which certain cultural themes are salient (Boykin & Allen, 2000). It is argued that the presence of such themes in any learning environment will allow greater manifestation of such assets. In recent years, CRESPAR researchers have undertaken both basic and applied studies to test the Talent Development approach. One cultural theme identified by CRESPAR associates to be particularly salient in the lives of low-income African American children is called movement expressiveness (Allen & Boykin, 1992). Indeed, work of CRESPAR associates on movement expressiveness has provided conceptual and empirical substantiation for the claims of this approach (Allen, Cunningham, Mungai, & Boykin, 1996). Movement expressiveness denotes a preference for the interwoven mosaic of music, movement, and percussive dance. Movement expressiveness entails the employment of large and varied movement repertoires and a preference for polyrhythmic syncopation. Indeed, a community of scholars agree upon the significance of movement expressiveness in the cultural experiences of African American people (Abrahams & Szwed, 1984; Akbar, 1976; Richards, 1990; Thompson, 1984; Young, 1970, 1974), and empirical work has shown that incorporating polyrhythmic, syncopated music and opportunities for movement expression into learning contexts facilitates low-income African American children's performance on tasks (Allen & Boykin, 1991; Allen & Butler; 1996; Boykin & Allen, 1988). …
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Class Formation and Civil Society: The Politics of Education in Africa - Boyle, Patrick Michael (International Journal of African Historical Studies, 2001)
Part 1 Introduction. Part 2 The promise and deception of modern education in sub-Sahara Africa: colonial education - the civilizing mission, 1910-1960 independence education - for the grandeur of the whole nation, 1960-1980 austerity education - sauve qui peut, 1980-. Part 3 Social class, civil society, and political analysis in sub-Sahara Africa: elite theory and social class analysis political elites and ruling classes elite, classes, and civil society. Part 4 Schooling and social stratification in sub-Sahara Africa: social class analysis, civil society, and schools private schooling - class formation for emerging civil societies new political realities - passive social differentiation. Part 5 Cameroon - parents' organizations, private schools, and the development of educational privilege: schooling in Yaounde - growth, privilege, and fiscal crisis schools in Yaounde II - the geography of educational privilege signs of the times - parents' associations and private schools emergence of a class-based civil society. Part 6 Returning to class - the Congo and the social costs of a collapsed educational system: a vision of national education, 1954-1970 egalitarian rhetoric in an exploitative state, 1970-1980 attempting to salvage the national school system, 1980-1985 private education - social flight or development? 1985-. Part 7 Enhancing the status quo - Kenya and the consolidation of educational privilege: Nairobi and the establishment of formal schooling shifting the burden - fiscal austerity and new patterns of social stratification in the 1980s Nairobi in the 1990s - street kids, European academies, and the reinforcement of privilege the politics of passive social stratification. Part 8 Schooling for a new century - diversity for all, opportunity for the few: differentiating urban educational experiences schools, class formation, and civil society in Africa the prospects for formal schooling in Africa.
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English language proficiency of Namibian teachers/student teachers and basic education principals' and teachers perceptions of the use of English in Namibian schools - Bradley, Sharon (2001)
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Pathways to negotiate climate variability: land use and institutional change in the Kaya region, Burkina Faso. - Breusers, Mark (2001)
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Reading, literature and culture: A case study of middle school students' responses to African American fiction for children - Brooks, Wanda (2001)
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Physical activity level of students with disabilities in public and private universities in Kenya - a survey - Bukhala, Peter; Gathua, S. M. (2001)
A paper presented at the 1st East African regional conference on physical, education, sport, health recreation and dance hosted by Makerere University & Kyambogo University,13th - 16th December, 2001
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The Gender Gap in Education in Eritrea in 1991-98: A Missed Opportunity? - Bulı́ř, Aleš; Brixiová, Zuzana; Comenetz, Joshua (Social Science Research Network, 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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Teaching White Students Black History: The African-American Experience in the Classroom. - Burrell, Leon F.; Walsh, Robert L. (2001)
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A comparative study on primary school physical education in China and Botswana - Cai, Ni (Journal of Wuhan Institute of Physical Education, 2001)
A study on guiding principles of teaching,contents and structures etc.was made to compare primary school teaching in China and Botswana.The result proved that in Botswana physical teaching was more emphasized in developing students ability in social intercourses and in nurturing students interest in sports.The contents tallied with the physiological and psychological features of primary school students.Students ability of applying basic techniques and skills were stressed in P.E. classes.
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Promoting Growth in Sub-Saharan Africa: Learning What Works: Learning What Works - Calamitsis, Evangelos; Ghura, Dhaneshwar; Basu, Anupam (2001)
AbstractAfrica is the world’s poorest continent, but amid all the bad news, there is hope for change. This pamphlet examines the lessons to be learned from some of the more successful economies south of the Sahara, and discusses a policy framework to promote sustainable economic growth and reduce poverty across the region.
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Dynamic responses of African ecosystem carbon cycling to climate change - Cao, Mingkui; Zhang, Quanfa; Shugart, Herman H. (Climate Research, 2001)
CR Climate Research Contact the journal Facebook Twitter RSS Mailing List Subscribe to our mailing list via Mailchimp HomeLatest VolumeAbout the JournalEditorsSpecials CR 17:183-193 (2001) - doi:10.3354/cr017183 Dynamic responses of African ecosystem carbon cycling to climate change Mingkui Cao*, Quanfa Zhang, Hank H. Shugart Department of Environmental Science, University of Virginia, Charlotteesville, Virginia 22904-4123, USA *Present address: Department of Geography, University of Maryland, College Park, Maryland 20742, USA. E-mail: mkcao@glue.umd.edu ABSTRACT: Global climate change has been modifying ecosystem carbon cycling, which has produced feedbacks on climate by affecting the concentration of atmospheric CO2. The importance of biospheric CO2 uptake or release to climate change has generated great interest in quantifying the dynamic responses of terrestrial ecosystem carbon cycling to climate change. However, less attention has been given to Africa, although it accounts for about one-fifth of the global net primary production and is one of the regions that have the greatest climate change. Here we use a biogeochemical model to simulate the dynamic variations in the carbon fluxes and stocks of African ecosystems caused by changes in climate and atmospheric CO2 from 1901 and 1995. We estimate that climate change reduces plant production and soil carbon stocks and causes net CO2 release, but the fertilization effect of increasing atmospheric CO2 on photosynthesis reverses the reduction and leads to carbon accumulation in vegetation. Therefore, the combined effect of climate change and increasing atmospheric CO2 causes net CO2 uptake, particularly in central Africa. The mean rate of the carbon sequestration in the period 1981-1995 is calculated to be 0.34 Gt C yr-1. Nevertheless, Africa is not necessarily a significant carbon sink, because a large part of the carbon sequestration is offset by the carbon release arising from land use changes. KEY WORDS: Carbon cycle · Climate change · Africa Ecosystem modeling Full text in pdf format PreviousNextExport citation RSS - Facebook - Tweet - linkedIn Cited by Published in CR Vol. 17, No. 2. Online publication date: August 15, 2001 Print ISSN: 0936-577X; Online ISSN: 1616-1572 Copyright © 2001 Inter-Research.
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The Training of Industrial Physicists in Zimbabwe: a Success Story - Carelse, Xavier F. (Physica Scripta, 2001)
In 1992–93 the Department of Physics decided that there was a need for physicists to participate in the industrial development in Zimbabwe. The idea of a Master of Science in Applied Physics programme was conceived. Before designing the programme, a postal survey was conducted to discover the needs of industry particularly in relation to industrial processes. There was a 20% response to our survey with many indicating the area of specialisation required in Zimbabwe. Based on their response, the programme was drawn up and was launched in 1994. The programme has optional specialisations in Industrial Physics, Medical Physics, Laser and Plasma Physics and Environmental Physics. Most of the candidates choose the Industrial Physics option. The programme includes courses in Workshop Practice, Computer Applications Software, Theory of Devices, Computer Interfacing, Instrumentation Physics, Metrology (which includes Quality Control), Digital Signal Processing and Data Communications and Networks, Industrial Applications of Laser and Plasma Physics, Biomedical Instrumentation, and many others. Nearly 30 Zimbabweans and some foreign students have thus far graduated with this degree. On graduation, they have, with relative ease, found employment in industry. In two cases, graduates were appointed as Research Officers with firms who set up research divisions specially for them. Many are now teaching at universities and technical colleges throughout the country where they continue to promote an industrial approach to the teaching of physics.
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Divergence between Drosophila santomea and allopatric or sympatric populations of D. yakuba using paralogous amylase genes and migration scenarios along the Cameroon volcanic line - Cariou, Marie‐Louise; Silvain, Jean‐François; Daubin, Vincent; Lage, Jean-Luc Da; Lachaise, Daniel (2001)
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From teachers to educators: homogenising tendencies in contemporary South African educational reforms - Carrim, Nazir (International Journal of Educational Development, 2001)
This paper argues that the sociological literature concerning teachers' identities and their social locations have tended to concentrate primarily on only two aspects of teachers: teachers as workers; and, teachers as professionals. Whilst these are still relevant in considering the forces impacting upon teachers they are by no means sufficient. Teachers are more than just workers and professionals. They are raced, gendered, with different sexual orientations, religious beliefs, and so on, and their identities and consequently their daily, lived experiences on these levels also need attention. Locating the discussion within contemporary South African education and noting the shift in nomenclature from `the teacher' to `the educator', I point out that there is a consistent tendency in discursively projecting teachers in homogenised and generalised ways which cannot `speak' analytically to the situated realities of teachers. In this regard, I use two case examples of teachers in different contexts to point to the importance of incorporating theoretically a more complex and nuanced understanding of the constitutive elements that make up `the teacher/educator'.
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To Be Young, Gifted, and Black?: A Case Study of Positive Interventions within an Inner-City Classroom of African American Students - Cartledge, Gwendolyn; Sentelle, Julie; Loe, Scott A.; Lambert, Michael Charles; Reed, Evette Simmons (Journal of Negro Education, 2001)
This paper presents an 18-month intervention for African American inner city elementary students in a classroom. The case study describes the application of proactive and positive management strategies aimed at reducing noncompliant and disruptive behaviors and increasing academic productivity. The intervention involved positively phrased classroom behavioral expectations, social skills training, structured/systematic instruction, and preplanned positive and negative consequences for noncompliance. A university-based team served as coaches to help the classroom to implement strategies. Steps taken are detailed and descriptive data provided to indicate the potential returns of these procedures. The authors argue for the need of full-time management experts in underachieving schools populated by African American or culturally diverse pupils. OH MY! What a day. I'm writing just to debrief myself. There is no need to respond, just file for later. We had 3 teachers absent today with only one substitute for the younger class. There were 8 extra children from 2 different classes assigned to my room .... At this point their 'giftedness' isn't my main focus. However, this constant moving in and out of students, whether assigned, placed or just visiting, is extremely difficult to handle. I've tried to have 'hands on' enrichment type activities available. When it is just my class we are able to have more presentations and discussions, move a little more freely and work with partners or small groups. When we try to do any of this with extra students, my kids start showing off and are out of control in a heartbeat. As a result of this, I have made the enrichment materials off limits when we have extra students (not a popular decision). Dr. F_, in class Monday, addressed some of the problems I have encountered. My teaching style has definitely leaned toward the democratic, liberal approach-lots of discussion, group decisions, selfdirected learning environment, cooperative efforts. I came here knowing that this approach can work, however, I have been unable to bring the class to this point. Much of her lecture was helpful in my understanding of this situation. I don't have a clear picture of what behaviors I need to 'fight to the death' over and what behaviors I need to let slide. In other words, I'm having a hard time picking my battles. I went charging across the room to get someone's attention and sent her out of the room yelling and, what I call 'huffing and puffing'. When she came back, she was smiling and even hugged me good-bye at the end of the day. It's a strange thing but I love it here, I just want to be better at whatever it is I'm doing. The preceding narrative contains excerpts of an e-mail from an overwhelmed, nearly distraught teacher in an inner city elementary classroom in a major metropolitan area. Ms. F_, who was desperate for assistance in her classroom, sent this urgent request to the first author of this paper, who had been one of her former university professors. Through a series of e-mails she related her students' disruptive/aggressive behaviors, the limited instruction/learning that was taking place, and her fears for her own safety. Ms. F_ was a middle-aged White female with 29 years of teaching experience, 18 of which were in a Montessori program for children in grades 1-5. She held teaching certificates in special education K-12 for children with mental retardation, elementary education (grades 1-8), and primary Montessori. This year she assumed a teaching position within a 4'/5tt-grade classroom for students who were identified as gifted in one or more areas. She was pursuing certification in this area through coursework at The Ohio State University. The classroom consisted of 18 African American students: seven 4h graders (4 girls; 3 boys) and eleven 5th graders (6 girls; 5 boys). The teacher estimated that approximately one-half of the students met the state's guidelines for and talented, the remaining students were placed in her classroom based on recommendations from their previous year's teacher. …
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Black Students; Crime; Elementary Secondary Education; *Expulsion; Hispanic American Students; Racial Bias; Racial Differences; School Policy; *School Safety; Student Behavior; *Suspension; *Violence; *Zero Tolerance Policy African Americans; Victimization - Casey, Annie E. (2001)
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Teaching Africans to be French? France's "civilising mission" and the establishment of a public education system in French West Africa, 1903-30. - Chafer, Tony (Africa, 2001)
Au debut du XX eme siecle la mission civilisatrice fut l'ideologie officielle du vaste empire coloniale de la troisieme republique francaise. L'A. analyse un aspect de cette mission civilisatrice par une etude de la politique coloniale de l'education pendant les annees cles de formation de ce nouvel empire, a partir de l'instauration, en 1903, d'un systeme d'education nationale en Afrique occidentale francaise jusqu'a la crise economique de 1930. Il conclut que la contradiction innee entre la rethorique de la mission civilisatrice et sa realisation en termes de politique de l'education alimenta un sentiment anticoloniale parmi evolues et assimiles dans la periode entre les deux guerres et fut ensuite exploite avec succes par le mouvement nationaliste en Afrique occidentale francaise apres la deuxieme Guerre mondiale.
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Masculinities and resident male students at the University of Zimbabwe: gender and democracy issues - Chagonda, Tapiwa (2001)
A research paper analysing the masculinities and bravado exhibited by University of Zimbabwe male students in their vanity to display gender superiority.
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Afrikaner education under British South Africa Company rule - Challiss, Bob (Heritage of Zimbabwe, 2001)
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Earnings functions, labour market discrimination and quality of education in South Africa - Chamberlain, Doubell (RePEc: Research Papers in Economics, 2001)
Education is a key determinant of earnings, as several South African studies have confirmed. Years of schooling completed, however, provides an imperfect approximation of the effective level of education achieved, mainly due to variations in the quality of education received. This study addresses this issue by, for the first time in South Africa, incorporating quality of education in the modelling of earnings. Differences in quality of education are viewed as a form of pre-labour market discrimination. By decomposing the wage gap before and after controlling for educational quality, more accurate estimates of the true levels of labour market discrimination are obtained. The main hypothesis tested is that controlling for quality will reduce the component of the wage gap ascribed to labour market discrimination. The results show a systematic decrease in the labour market discrimination component with increased adjustments for quality of education. Almost half of the previous labour market discrimination can be explained by differences in quality, yet the proportion of racial wage differentials ascribed to labour market discrimination is still found to be significant. The clear implication is that current estimates of labour market discrimination are exaggerated and a more careful analysis of earnings is required to re-assess the levels of discrimination in the South African labour market.
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Astronomy Development in Morocco: a Challenge to Stimulate Science and Education - Chamcham, Khalil (Transactions of the International Astronomical Union, 2001)
Abstract From my experience in Morocco, I discuss the difficulties one can face while trying to set up projects in a country where astronomy is a forgotten science: everything has to be built from scratch and, at the same time, one is required to keep up the pace at the international level. But, on the other side, it is quite a relief to see the strong demand from students and the public. In these circumstances even professional astronomy cannot survive without feedback from the public and long-term investment in education at all levels.
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Astronomy development in Morocco: a challenge to stimulate science and education - Chamcham, Khalil (IAU General Assembly, 2001)
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CLIMATE CHANGE AND SUCROSE PRODUCTION IN MAURITIUS - Cheeroo-Nayamuth, F. B.; Nayamuth, R.; Hogarth, D. M. (International Society of Sugar Cane Technologists. Proceedings of the XXIV Congress, Brisbane, Australia, 17-21 September 2001. Volume 2., 2001)
The vulnerability of cane and sucrose production to climate change and three adaptation options that could be used in Mauritius (20.25S, 57.5E) were assessed using the Sugarcane module of the Agricultural Production Systems SIMulator (APSIM-Sugarcane). Long-term observed climate data for one location, identified as being representative of the island's productivity, were used to generate the baseline yields that were close to the 1954 to1996 recorded average. Climate change scenarios under a doubling of atmospheric carbon dioxide level were generated using long-term observed data either with outputs from General Circulation Models (increases in temperature with differences in rainfall and radiation patterns), or with nominal increments of 2°C and 4°C rise in temperature with 10% and 20% increase or decrease in rainfall. The direct effects of C02 fertilisation on the physiology of the crop were not accounted for. Under all scenarios, the model simulated a reduction in productivity that was attributed to lower water use efficiencies and higher respiratory demands. Irrigation was the best adaptation option evaluated as opposed to a change in cultivar or harvest date.
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Gender values, schooling, and transition to adulthood : a study of female and male pupils from two urban primary schools in Kenya - Chege, Fatuma N. (2001)
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Knowledge, attitudes and practices (KAP) on hearing impairment in Kenya - Chege, J.M. (2001)
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A Portable Drought Stress Monitoring System for Greenhouse New Guinea Impatiens Production - Chen, Yong Bo; Ling, Peter P. (2001 Sacramento, CA July 29-August 1,2001, 2001)
A field drought stress monitoring system was developed for New Guinea Impatiens production ingreenhouses. The system used an empirically determined crop water stress index (CWSI) for theassessment of the plants' water status based on a linear Lower Limit function. Instead of the linearfunction, the Lower Limit of the empirical CWSI function was found to be a group of quadraticfunctions of temperature history as well as of two other commonly accepted parameters:temperature difference between ambient air and plant canopy, and vapor pressure deficit. Thequadratic Lower Limit estimation is a better reflection of the evaporation potential that plants areexpiring than the linear estimation. The linear Lower Limit function will cause more pumpreaction theoretically.
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Organic pollution in a Niger Delta River receiving petrochemical effluents. - Chikere, BO; Okpokwasili, G. C. (Tropical Freshwater Biology, 2001)
The influence of season on the pollution status of Eleme River by organic effluents was investigated. The results indicated that the highest dissolved oxygen value 6.4 mg/L obtained was in the rainy month of April while the lowest 3.3 mg/L was in the dry month of February. Higher BOD values and oil and grease contents were observed in the rainy than dry months. Also the dry months of October, December and February gave higher river phenol contents than the rainy months of April, June and August. The effluent samples had dissolved oxygen, BOD, oil and grease and phenol contents that ranged from 3.5 - 4.5 mg/L, 2.2 -3.4 mg/L, 2.3 - 8.9 mg/L and 0.23 - 0.42 mg/L, respectively. Anova results indicated significant difference (P0.05) in the dissolved oxygen level of stations 2 and 4 on the river and also effluent and station 4. So also were the BOD of the effluent and that of stations 2,3 and 4 on the river. Significant differences at (P0.05) were also observed in the oil and grease contents of the effluent and that of the stations on the river. Though most of the parameters monitored fell within internationally permissible levels for water intended for domestic and industrial use, some did not. Observation of high concentration of these properties in the petrochemical effluent indicates its high pollution potentials. KEY WORDS: petrochemical effluents, organic pollution, potentials, biodiversity, productivity, aesthetics Tropical Freshwater Biology, 10 (2001) 19 -33
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Effects of different communication methods on the comprehension of stories by deaf students in Zimbabwe: implications for classroom communication and comprehension of content - Chimedza, Robert (2001)
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Zimbabwean Students' Conceptions of Selected Ecological Concepts - Chiromo, Alois S. (2001)
AbstractThe study was aimed at identifying the conceptions held by ‘O’ Level students who were studying the Zimbabwe Integrated Science syllabus in Mutare urban high schools. The study was conducted with 409 students. The conceptions were established by administering a multiple-choice test on ecological concepts followed by face-to-face interviews with 27 respondents.The study established that students held erroneous conceptions in varying degrees in the following aspects of ecology: food chains and webs, populations, inverted pyramid of numbers, nitrogen cycle, carbon cycle and energy flow in ecosystems. However, students had a clear understanding of the source of energy for plants and some food web dynamics.The results of this study suggest that students are likely to hold erroneous views of the topic under study. It is suggested in this study that teachers should endeavour to identify students' misconceptions on a given topic, and then use them as a basis for instruction. Curriculum developers should d...
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Reasons for the poor performance of students in A-level science examinations in Tanzania - Chonjo, P.N.; Welford, Geoffrey (Papers in Education and Development, 2001)
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Changing cultures and schools in South Africa - Christie, Pam (2001)
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Improving school quality in South Africa: A study of schools that have succeeded against the odds - Christie, Pam (Journal of Education, 2001)
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Reforming education structures in the postcolonial world: The case of South Africa - Christie, Pam (2001)
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THE CHALLENGES OF SCHOOL EDUCATION IN AN INFORMATION SOCIETY: A GLIMPSE ON AFRICA - Chukwunonso, Franklyn (2001)
Africa has always suffered from a shortage of university places. A new Internet-based scheme could be the answer (Gray, 2000). This is the next best thing to traditional classroom instruction (George, 2000). According to professor George Eshiwani, vice chancellor of Nairobi’s Kenyatta University, powered by modern technology, this new service will provide world-class education and training programmes to people across Africa.
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AIDS decimates African teachers. - Clark, Andrea Yoder (PubMed, 2001)
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