12 - Comparison Between School Effectiveness Characteristics and Classroom Instruction Strategies in the United States and Nigeria - Adewuyi, David Aderemi (Africa Development, 2002)
One incontrovertible, if unsettling, discovery in School Effectiveness Research (SER) is that an accumulation of evidence on the characteristics of effective instruction has not answered the perplexing question of why certain characteristics work in on school and not in others. One suggestion by many researchers to deal with this nagging problem is the contextualisation of SER such that local school and classroom cultures are considered in the design, implementation, and interpretation of studies. Studying the nuances of local cultures might illuminate the relationships between school level effectiveness characteristics and the classroom level instructional strategies employed b effective teachers to enhance students' academic achievement This article discusses some Nigerian language examination-oriented instructional strategies' employed in effective language education classrooms. The strategies are compared and contrasted with Tikunoffs (1987) dimensions of effective instruction in die United States. Conceptual and policy assumptions that breed differences of approach in the two domains are highlighted; and implications of the strategies for school improvement programmes in the Third World are discussed.
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Intestinal parasitic infections among school children in a rural community, Southwest Nigeria - Adeyeba, Oluwaseyi Adegboyega; Akinlabi, AM (Nigerian Journal of Parasitology, 2002)
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Intestinal helminthiasis among malnourished school age children in peri-urban area of Ibadan, Nigeria - Adeyeba, Oluwaseyi Adegboyega; Tijani, Bukola Deborah (African Journal of Clinical and Experimental Microbiology, 2002)
This study was carried out between November and December 1999 in a peri urban area of Ibadan in Lagelu Local Government Area to determine the prevalence rate of intestinal helminth infection among malnourished school children. Stool samples and finger prick blood samples were respectively collected from pupils in form 3 to form 6 for analysis. The relationship between infection and their nutritional status was determined using such parameters as weight, height, age, sex, arm to head circumference. The haematocrit value and worm density in subjects were determined to rate level of infectivity in the individual. The study shows that there are three common intestinal worms in the area Ascaris lumbricoides has the highest prevalence rate of 40.7% followed by Tribchuris trichiura (4.8%) and hookworm (4.4%). Age and sex gender made no significant difference in the distribution of infection (P >0.05). however, there was a significant effect on weight and height by worm burden (P
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Contribution of low birth -Weight and very low birth weight infants to perinatal mortality at the University of Nigeria Teaching Hospital, Enugu - Nigeria - Adimora, GN (DOAJ (DOAJ: Directory of Open Access Journals), 2002)
Objective: To determine the association between low and very low birth weight infants and perinatal mortality at the University of Nigeria Teaching Hospital, Enugu. Methods: A retrospective study of the hospital records in the labour ward and the Newborn Special Care Unit (N.B.S.C.U), of the UNTH was carried out for the years 1992 1997. The babies enlisted in the study were those that weighed under 2.5kg, subdivided into the low birth weight (LBW) infants, weighing 1.5-2. 49kg; and very low birth weight (VLBW) infants, weighing 0.5- 1.499kg. The birth weights among these age groups were then compared with the general figures for all the births. Figures obtained were analysed by simple statistical methods. Results: A total of 6376 babies were delivered in the UNTH during the period under study. Out of this number 784 (12.296%), weighed below 2.5kg. Of this number 283 were VLBW and 501 LBW. The perinatal mortality rate (PMR), for the LBW ranged from 294.8 per 1000 to 397 per 1000, the highest mortality rate being recorded for the year 1995. The annual PMR for the VLBW ranged between 516.6 per 1000 to 878.7 per 1000, the highest mortality rate being recorded for the year 1997. Although the 784 total number obtained for the LBW and VLBW babies was only 12.29% of the total births in the hospital, the mortality rate among this age group is very high especially in the VLBW infants (717.3/1000) Conclusion: The contribution of LBW and VLBW babies to the PMR in UNTH is high. When considered separately, the PMR among them is extremely high. Delivery, monitoring and treatment procedures of pre-term infants need to be improved. Key Words: Birth Weight, Perinatal Mortality, UNTH. [Jnl College of Medicine Vol.7(2) 2002: 124-127]
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Does Women's Education Matter in Childbearing Decision Making? A CAse Study from Urban Ghana. - Adomako, A. A. (2002)
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Emergent Approaches towards Sign Bilingualism in Deaf Education in Kenya - Adoyo, Peter Oracha (Journal of African Studies, 2002)
Deaf education in Kenya has faced a downward trend in recent decades. Findings over the years (KSDC 47 1979, Ndurumo 1993 Okombo 1994, Adoyo 1995 show that the deaf have consistently trailed behind their hearing counterparts in academic performances. All inquiries have pointed to teachers’ lack of competence in the language of instruction as the major obstacle to their academic development. This paper discusses language accessibility for deaf children to enhance sign bilingualism and curriculum content understanding in the Kenyan deaf classroom. It hig hlights the changes in the teaching methodologies that have taken place without much success. The paper then argues in favour of the changes that recognise deaf children’s use of natural language - Kenyan Sign la nguage (KSL) within the sign bilingualism framework as the language of instruction. And lastly, the paper proposes high KSL competence for the deaf educator and suggests some steps toward sign bilingualism implementation in the way forward.
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Summary: Risk factors associated with preterm delivery in the Teaching Hospital of Lomé, Togo. - Africa, Sub-Saharan (2002)
Objective - To determine the premature birth rate and the risk factors of preterm delivery linked to local conditions of life. Method - It is a prospective study including all births before 37 amenorrhoea weeks. All social, medical and behavioural factors linked to preterm deliveries have been analysed for and compared with those of the medical literature. Results - Out of 1672 alive births, we identified 186 (11.1%) cases of prematurity and 30.1% of lethality. The main risk factors of preterm delivery were history of adverse pregnancy outcome (17.2%), history of induced abortion (11.3%), maternal age under 20 (26.3%), under 20 year old primipara (38.7%), inadequate antenatal care (66.6%), low level of education (38.7%) and mother suffering of overwork (29%). Other associated factors such as premature membrane rupture, mala ria, urinary infections, gravidic toxaemia, genital infections and above all “unmarried-under 20 year old-primipara with low level of education and low socio-economical status”, were significantly lin ked to preterm delivery. Conclusion - The risk factors thus identified correspond with the well-known factors. But many fac tors significantly linked to preterm delivery were local features whose importance could be reduced through better means of perinatal care and prevention. Resume : Objectifs - Determiner le taux de naissances prematurees sur les naissances vivantes et les facteurs et circonstances de risque de prematurite lies aux conditions de vie locale. Methodes ‐ Il s’agit d’une etude prospective portant sur toutes les naissances avant 37 semaines d’amenorrhee. Tous les facteurs medicaux, comportementaux et socio-demographiques des meres et les circonstances de risque de prematurite ont ete analyses et compares a la litterature. Resultats - Sur 1672 naissances vivantes, 186 cas de prematurite (11,1 %) ont ete identifies, avec une letalite de 30,1%. Les facteurs lies a la prematurite etaient: les antecedents obstetricaux patho logiques (17,2 %) et d’interruption volontaire de la grossesse (11,3%), la primipare de moins de 20 ans (38,7 %), l’âge maternel de moins de 20 ans (26,3 %), une surveillance prenatale insuffisante (66,6 %), le bas niveau d’etudes (38,7 %) et l’activite physique excessive (29 %). Certains facteurs intriques, tels que la rupture prematuree des membranes, le paludisme, l’infection urinaire et sur tout l’etat de “primipare de moins de 20 ans, non mariee, de bas niveau d’etudes et sans revenu” etaient significativement lies a la prematurite. D’autres facteurs tres lies a la prematurite tels que le faible revenu (30,6%), les syndromes vasculo-renaux (9,1 %), le paludisme (22,5 %), l’infection cer vico-vaginale (25,2 %) et les menaces d’accouchement premature (33,8 %) ont ete deceles. Conclusion - Aux facteurs de risque bien connus sont associes de nombreux autres facteurs lies a un environnement social defavorable qu’un systeme de soins perinatals et d’actions preventives spe cifiques peut reduire a court terme.
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Gender Difference and Academic Achievement in Music Among Form Four Students in Kenya 1991-1995 - Agak, Hellen Atieno Odwar (Bulletin of the Council for Research in Music Education, 2002)
The purpose of this study was to compare academic achievement in the three variables of Music Practical Music Theory and Average Music Mark between boys and girls at the Kenya Certificate of Secondary Education (KCSE) level between 1991 and 1995 in order to establish whether or not there is any gender difference. To achieve this, the means of boys and girls in the three variables were compared. Differences in achievement in Music Practical, Music Theory and Average Music Mark between boys and girls were determined using t-tests. A total of 11,626 learners (4,831 boys and 6,795 girls) of about 18 years of age participated in the study. KCSE Music marks (1991-1995) that formed the instrument of the study were taken from the Kenya National Examination Council (KNEC). It was established that girls had statistically significantly higher means compared to boys in the Music Practical and Average Music Mark. No statistically significant difference was found between the means of girls and boys in Music Theory. Girls had significantly higher means in urban and urban single-sex schools. Findings from other
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A survey of the relationship between training and Development programmes and job satisfaction in microfinance institutions in Nairobi, Kenya - Agala-Mulwa, Jacqline (2002)
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Education in Ghana - Agbodeka, Francis (Ghana Studies, 2002)
Throughout the ages, communities all over the world have subscribed to one form of education or another. The goals of education relate to training the “whole person” so that the individual concerned could become a useful member of his society and contribute meaningfully to nation-building and
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Education in Ghana: Yesterday and Today - Agbodeka, Francis (Ghana Studies, 2002)
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Towards an effective teacher appraisal system in junior secondary schools in Ghana - Agezo, Clement Kwadzo (2002)
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The impact of economic environment on primary school attendance: a case study of Elmina in the central region of Ghana - Agezo, Clement Kwadzo; Christian, Garth (Journal of Educational Management, 2002)
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Ground water nitrate pollution in Tadla (Morocco) - Aghzar, N.; Berdai, H.; Bellouti, Aziz; Soudi, Brahim (2002)
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Instructional technology and universal basic education in Nigeria - Agwubike, E.O. (Papers in Education and Development, 2002)
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POST -DROUGHT RECOVERY STRATEGIES AMONG THE PASTORAL HOUSEHOLDS IN THE HORN OF AFRICA: A REVIEW - Ahmed, Abdel Ghaffar M.; Azeze, Alemayehu; Babiker, Mustafa; Tsegaye, Diress (2002)
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Community-based livestock improvement: a case study of FARM-Africa's goat improvement project in Meru, Kenya. Paper presented at the 28th Tanzania Society of Animal Production, Scientific Conference, Tanesco Training Institute, Morogoro, Tanzania , 7-9 August 2001. - Ahuya, C.O.; Okeyo, A.M.; Hendy, C. R. C. (2002)
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11 - Alternative Modes of Financing Higher Education in Nigeria and the Implications for University Governance - Aina, Olabisi I. (Africa Development, 2002)
The problems of under-funding and over-reliance on government funds remain a clog in the wheel for university governance in Nigeria. The inadequate funding of the universities has had profound effects on teaching and research, while universities in Nigeria have been forced to embark on income generating projects in order to source alternative funds. Using data from a recent study, this essay explores different alternative modes of financing higher education in Nigeria, and the implications for university governance. Four Nigerian universities were surveyed, while field data were collected using the questionnaire survey method, in-depth interview, direct observation of facilities and infrastructures, and focus group discussions (FGDs). The study found that Nigerian universities are now opening up to new innovations in the area of sourcing non- governmental funds. The process has serious implications for the quality of teaching and research, while commercial ventures being generated are fraught with problems of management, including issues of accountability, profitability, and sustainability. The paper prescribes ways of overcoming some of the governance problems confronting the university system in Nigeria, as it grapples with economic realities, and the achievement of its original mission statement - teaching and research, and the building of human minds.
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The Impact of Adult Mortality on Primary School Enrollment in Northwestern Tanzania. Africa Region Human Development Working Paper Series. - Ainsworth, Martha; Beegle, Kathleen; Koda, Godlike (2002)
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A five year appraisal of caesarean section in a northern Nigeria university teaching hospital - Aisien, AO; Lawson, JO; Adebayo, AA (Nigerian Postgraduate Medical Journal, 2002)
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Land-based Sources of Pollution in the Niger Delta, Nigeria - Ajao, E.A.; Anurigwo, Sam (AMBIO: A Journal of the Human Environment, 2002)
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ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES SCHOOL OF INFORMATION STUDIES FOR AFRICA Application of Case-based Reasoning for Amharic Legal Precedent Retrieval: A Case Study with the Ethiopian Labor Law - Akana, Ethiopia Tadesse (2002)
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Some linguistic problems of Yoruba learners in Nigeria - Akande, Akinmade T.; Babalola, Emmanuel Taiwo (ES: Revista de filología inglesa, 2002)
Most studies on why second language learners have difficulties acquiring English have focussed on sociolinguistic problems with the use of extraneous factors like environment, educational level, social background, occupation, etc. as yardsticks. But, only a few works have examined the language itself with a view to discovering whether the language has compounded the problem due to its unique characteristics and peculiar nature. In this paper, efforts are made to explore the English language with a view to highlighting some of its unique features that may make its acquisition somehow difficult for Yoruba learners of English in Nigeria. This may be as a result of significant differences of English from the major Nigerian indigenous languages, most especially the Yoruba language. Major language teaching theories were reviewed in order to situate them properly in the teaching of English in a second language environment (ES LE) like Nigeria.
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Some linguistic problems of Yoruba learners in Nigeria - Akande, Akinmade T.; Babalola, Emmanuel Taiwo (ES: Revista de filología inglesa, 2002)
Most studies on why second language learners have difficulties acquiring English have focussed on sociolinguistic problems with the use of extraneous factors like environment, educational level, social background, occupation, etc. as yardsticks. But, only a few works have examined the language itself with a view to discovering whether the language has compounded the problem due to its unique characteristics and peculiar nature. In this paper, efforts are made to explore the English language with a view to highlighting some of its unique features that may make its acquisition somehow difficult for Yoruba learners of English in Nigeria. This may be as a result of significant differences of English from the major Nigerian indigenous languages, most especially the Yoruba language. Major language teaching theories were reviewed in order to situate them properly in the teaching of English in a second language environment (ES LE) like Nigeria.
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An investigation of symptomatic Malaria parasitaemia and anaemia in nursery and primary School children in Buea District Cameroon - Akenji, T.K. Nkuo; Ajame, E.A.; Achidi, Eric A. (The Central African journal of medicine, 2002)
To investigate the prevalence of asymptomatic malaria parasitaemia and anemia in nursery and primary school children and correlate parasite density with haemoglobin levels.Cross sectional study.Samples were collected from children attending the Saint Theresa's bilingual school and the Government Primary school, Buea, South West Province, Cameroon.297 nursery and primary school children two to 11 years old selected based on parental consent. MAIN OUTOME MEASURES: Relationship between asymptomatic malaria and anaemia.The prevalence of asymptomatic malaria in children was 30.3%. Parasite prevalence and density was independent of age and sex (p > 0.05). The mean haemoglobin level for parasitaemic children was 11.9 g/dl (+/- SD1.1) compared with 12.1 g/dl (+/- 1.2) for non-parasitaemic children. The difference was not significant (t = 1.918, p > 0.05). Anaemia when present was mild. No correlation was found between malaria parasite density and haemoglobin levels (r = -0.065; p > 0.05).Asymptomatic malaria was accompanied by low grade parasitaemia, which did not seem to have a significant effect on haemoglobin levels.
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Education Financing and Budgetary Reforms in Africa: The Swaziland Case Study - Akinkugbe, Oluyele and Kunene Vusi (2002)
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Unit costs in the Swaziland education system - Akinkugbe, Oluyele and Kunene Vusi (UNISWA Research Journal, 2002)
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Drought, livestock and livelihoods: lessons from the 1999-2001 emergency response in the pastoral sector in Kenya - Aklilu, Yakob; Wekesa, Mike (2002)
districts of Kenya, where the drought's effects were most severe. The first chapter describes the severity and impact of the drought, introduces some of the response activities that were implemented, and underscores the livestock sector's importance to Kenya's economy. The second chapter describes in more detail the range of livestock-related interventions that were implemented, and discusses their broader socio-economic impact. In chapter three, the costs and benefits of the various interventions are laid out. The paper concludes with the key lessons of the intervention, and offers recommendations and suggestions to guide future work.
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Social Economic status of secondary schools interscholastic athletes in Nairobi province, Kenya. - Akpata, D. O.; Gitonga, E.R. (2002)
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Teaching of Arabic Grammer Between Lecturing and Discussion Methods Department of Arabic Students in the Colleges Art and Education of the Islamic University in Gaza - Al-Shakhsheer, Mahmoud; Zaqoot, Mohammad (An-Najah University Journal for Research - B (Humanities), 2002)
This study aimed to investigate the efficiency of lecturing and discussion methods in the teaching of Arabic syntax to Arabic majors in the faculties of Arts and Education at the Islamic University in Gaza. The reseachers used, for this purpose, a multiple choice achievement test. The sample of the study comprised 80 women and men students. they were divided into two groups, each consisting of 40 students. They were tuaght by lecturing and discussion methods. The study had three null hypotheses. After testing the hypotheses, it was found out that there were no statistically significant differences at (? = 0.05) between the averages of the lecturing method group and the discussion method group. However, it was found out that there were statistically significant differences between the student’s grade average in the achievement test in the following sections: memorization 7.6, comprehension 6.97, application 6.19 at (? = 0.05). There was interaction between the lecturing and discussion styles and the three levels of knowledge in the teaching syntax.The hypotheses were tested by using the analysis of variance and Tukey method. هدفت الدراسة إلى التحقق من فعالية طريقتي المحاضرة والمناقشة في تدريس النحو العربي لدى طلبة اللغة العربية بكليتي الآداب والتربية في الجامعة الإسلامية بغزة، واستخدم الباحثان لهذا الغرض اختباراً تحصيلياً من نمط الاختيار من متعدد. وتكونت عينة الدراسة من (80) طالباً وطالبة مقسمة إلى مجموعتين كل مجموعة منهما مكونة من (40) طالباً وطالبة، لتدريسهم بطريقة المحاضرة أو المناقشة، وشملت الدراسة ثلاث فرضيات صفرية وكانت النتائج كما يلي: عدم وجود فروق ذات دلالة إحصائية على المستوى (?= 0.05) بين متوسطات مجموعة المحاضرة ومجموعة المناقشة، ووجود فروق ذات دلالة إحصائية بين متوسط علامات الطلبة على الاختبار التحصيلي في مستويات: التذكر (7.6) وفي الاستيعاب (6.96) وفي التطبيق (6.19) عند مستوى الدلالة (?= 0.05)، ووجود تفاعل بين طريقتي المحاضرة والمناقشة وبين مستويات المعرفة الثلاث المذكورة في تدريس النحو. وتم اختبار الفرضيات باستخدام المعالجة الإحصائية في إجراء تحليل التباين وطريقة توكي للمقارنة بين متوسطات درجات الطلبة.
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The status of inclusive education in Oyo State, Nigeria - Alade, Eunice B.; Eni-Olurunda, T. (2002)
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Praxis II and African American Teacher Candidates (or, Is Everything Black Bad?) - Albers, Peggy (English Education, 2002)
Investigates the Praxis II, the standardized teacher examination required for teacher certification in Georgia. Considers why African American teacher candidates were less successful than their white colleagues in passing this exit exam for teacher licensure. Concludes that assessment must account for the cultural realities that teacher candidates bring to teacher testing.
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Corporate Accountability in South Africa: The petrochemical industry and air pollution - Albertyn, Chris; Watkins, Gillian; O’Connor, Rory S. (2002)
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Innovation and Inertia: South African Education after Apartheid - Alexander, Neville (2002)
The transition from apartheid to democracy has occurred in the context of the hegemony of neoliberal economic thinking and the practical implementation of structural adjustment programmes with their implication of what are supposed to be short-term austerity budgets. At the structural level of the hardware of the post-apartheid dispensation, the impact of the global economic realities has been immediate, sharp and brutal. The statistics are eloquent proof of this. Their significance in the present context is that they represent the most fundamental constraint on any systemic innovation, especially in the light of the lack of a well-trained, self-reliant and innovative corps of educators.
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African American Education: Race, Community, Inequality, and Achievement a Tribute to Edgar G. Epps - Allen, Walter R.; Spencer, Margaret Beale; O’Connor, Carla (2002)
Editor's welcome. Acknowledgements. Foreword (E.W. Gordon). Introduction (W.R. Allen et al.). Elementary and Secondary School Experiences. Who will socialize African American students in contemporary public schools? (D.S. Pollard). African American female students: their stories about academic achievement (L.M. Pickens). Zero tolerance policies and African American students (R.D. Henderson, R.R. Verdugo). College Experiences. Another shade of brown: the integration of white students into all-black colleges and universities in the South, 1954-1960 (V.P. Franklin). Identity and Achievement: black ideology and the SAT in African American college students (J. Fleming). Expectations of campus racial climate and social adjustment among African American students (S.S. Smith, M.R. Moore). Examining the perceptions of minority undergraduate students participating in a university-based research program (H.T. Frierson, Jr., R.A. Zulli). The social utility scholarship: views of some African American scholars (A.A. Young, Jr.). Family and Socialization Experiences. Research evidence on seven key hypotheses about student achievement (R. Clark). The socialization of academic achievement and racial consciousness in a black community-based youth organization (T.R. Rone). Education for African Americans in the information age (C.B. Leggon). Time out of bound: high school completion and work preparation among urban, poor, unwed African American nonresident fathers (W.E. Johnson, Jr.) Health, Employment and Community Experiences. Structural racism and community health: a theory-driven model for identity intervention (M.B. Spencer et al.). Examining the career development behavior of inner city, special needs minority youth through the Philadelphia Start-on-Success Scholars Internship Model Demonstration Program (C.W. Ashford, J.Y. Youngblood II). Male contraceptive use: a preliminary examination of factors that influence African American males' condom use (R. Dixon-Reeves). Black attitudes toward church integration (C.H. Thornton, Jr.). Toward cultural pluralism and economic justice (B.R. Hare). Afterword (E.G. Epps). About the contributors.
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Report of a Education Support Mission to SEITT at University of Zimbabwe - Almekinders, M.P.; Ottevanger, Wout (2002)
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Trends and strategies in the tide of transformation of higher education in Tanzania - Alphonce, N. (Papers in Education and Development, 2002)
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The constitutional right to freedom of expression: an exploration of its relevance to the South African school community - Alston, Kenningale Stewart (2002)
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Benchmarking in the globalised world and its impact on South African higher education - Alt, Heinrich (South African journal of higher education, 2002)
Increasing globalisation of higher education and the consequent extension of "competition" beyond regional and national boundaries will make it inevitable for South African higher education institutions to look at practice in other countries to inform their decisions. In order to understand the potential impact of international benchmarking on South African institutions, it is important to explore the future role of benchmarking on the international level. In this regard, examples of transnational benchmarking activities will be considered. As a result of the involvement of South African institutions in its projects, this will include the activities of the International Benchmarking Club (CHEMS). The conception of benchmarking as well as the factors that influence the potential take-up of benchmarking in higher education systems will furthermore be clarified. It is also important to take into account the systemic factors that encourage/inhibit benchmarking. South African Journal of Higher Education Vol.16(1) 2002: 9-14
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Undergraduates'opinions about the status of student support services at the ambrose alli university Ekpoma-Nigeria - Aluede, R.O.A.; Uadia, Andrew; Ogie, Víctor; Aluede, Oyaziwo (Revista Española de Orientación y Psicopedagogía, 2002)
espanolLa percepcion de los estudiantes acerca de los servicios de apoyo en la Universidad de Ambrosi Alli de Nigeria se recogio a traves de un cuestionario elaborado a tal efecto, aplicado a 500 estudiantes. La mayoria de los encuestados reconocieron que la presencia de los servicios de apoyo era altamente inadecuada. El estudio recomienda, por tanto la mejora de los servicios de apoyo para que los estudiantes puedan beneficiarse de forma holistica de la orientacion universitaria. Antes de presentar la metodologia y los resultados de este estudio, se describe brevemente la situacion de las universidades nigerianas y se realiza una fundamentacion teorica sobre los servicios de apoyo al alumnado. EnglishUndergraduates perception of the status of student support services at the Ambrose Alli University, Ekpoma Nigeria, was surveyed with the aid of a questionnaire entitled Student Support Services Questionnaire. Information was elicited from 500 students based on sex, residency and level of study. The study found that majority of the students perceived the presence of student support services in the university as grossly inadequate. The study therefore, recommended that Admission, Registration, Health, Hostel and other support services should be improved to enable students to benefit holistically from university education.
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Developing technology competences among Egyptian college of education students - Aly, Magdy Mahdy (2002)
Colleges of education in Egypt are implementing initiatives to promote new and more effective teaching methods grounded in information technology and the improvement of teaching skills of undergraduate students in professional education programmes. The goals for participating faculty members are to integrate information technology competencies into not only the content of the courses that they teach, but also into their instructional methods of teaching. An initiative grounded in existing coursework, extant resources, and prior experience is described in this article. The effort provides a comprehensive, practical model for addressing the growing need for altering instructional methods to accommodate technology innovations for school personnel in meaningful ways.
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Does Women's Education Matter in Childbearing Decision Making? A Case Study From Urban Ghana - Ampofo, Akosua Adomako (Ghana Studies, 2002)
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Teaching and Learning in Ghana: Historical and Contemporary Perspectives - Ampofo, Akosua Adomako (Ghana Studies, 2002)
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Mastery of euclidean plan geometry concepts among standard seven primary school pupils: a case of Kakamega Municipallity (Kenya). - Amwayi, Olive Shitanda (2002)
A thesis submitted in partial fulfilment of the requirements for the degree of Master of education.
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ATTITUDES TOWARDS SCIENCE OF SOUTH AFRICAN NORTHERN SOTHO-SPEAKING PUPILS - An, Lily Cher (Psychological Reports, 2002)
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Values and Consistency: An Analysis of Cross-Cultural Influence Among University of Zimbabwe Students - Anderson, Melissa L. (2002)
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Improving schools through teacher development : case studies of the Aga Khan Foundation projects in East Africa - Anderson, Sandra (2002)
Acknowledgements Preface Chapter 1 The Double Mirrors of School Improvement: The Aga Khan Foundation in East Africa Stephen E. Anderson Chapter 2 Evolution in School Improvement with the Aga Khan Foundation, from 1984 to 2000 Jeremy Greenland Chapter 3 Building Professional Community at Mzizima Secondary School, Tanzania Stephen E. Anderson and Suleman Sumra Chapter 4 Conflict Between National Curriculum Standards and Efforts to Improve Teaching Joanne Capper, Shelom Nderitu and Paul Ogula Chapter 5 Supporting Child-Centered Teaching under Universal Primary Education in Kampala, Uganda Iram Siraj-Blatchford, Matthew Odada and Martin Omagor Chapter 6 Decentralized Partnerships for School-Based Teacher Development in Mombasa, Kenya Stephen E. Anderson and Shelom Nderitu Chapter 7 Incentive Grants, Management Training, and Teacher Change in Dar-es-Salaam, Tanzania Geoff Welford and Herme Mosha Chapter 8 Curriculum Materials and In-Service Training for English-Medium Instruction in Zanzibar Ann Brumfit and H. R. H. Hikmany Chapter 9 The Aga Khan Foundation Experience Compared with Emerging Alternatives to Formal Schooling Joseph P. Farrell Chapter 10 The Aga Khan Foundation School Improvement Initiative: An International Change Perspective David Hopkins Notes References Contributors Index
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A Sociocultural Analysis of Innovative Learning : Somali Refugees' Construction of Societal Knowledge - Andersson, Ingrid; Andersson, S. A. (2002)
A Sociocultural Analysis of Innovative Learning : Somali Refugees' Construction of Societal Knowledge
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Mastery of Science Process Skills and Their Effective Use in the Teaching of Science: An Educology of Science Education in the Nigerian Context. - Ango, Mary L. (2002)
Educology is knowledge about education, and the educology of science education is knowledge about the process of teaching and studying science in some setting, e.g. in schools, colleges and universities. Part of scientific expertise is having the process skills associated with scientific inquiry. Expertise in science process skills is a basic and integral part of having effective science teaching skills. Such expertise obviously is not innate. One is not born with it. To become expert, one must receive guidance in the ways of scientific inquiry, and one must conduct extensive guided appropriate practice in the use of the skills of scientific inquiry. The development of skills in scientific inquiry requires that students of science be provided with appropriate and adequate guidance in their study of science. This guidance is to be found in the instructional programs provided by schools, colleges and universities. Competent, adequate and appropriate guidance must meet a number of conditions. These include guidance in practical work which enhances the quality of a teacher’s International Journal of Educology, 2002, Vol 16, No 1 12 learning. As Ausubel notes, practical work creates a “discovery-reception continuum” as opposed to a “meaningful rote learning” experience. In short, practical work enhances the quality and extent of scientific understanding achieved by students. Experiences for school students in their guided study of science should include experiences which promote process skills, such as measuring, observing, classifying and predicting. These skills are critical for the development of a worthwhile and fruitful understanding by students of scientific concepts and propositions. These experiences are also critical for achieving expertise in the meaningful use of scientific procedures for problem solving and for applying scientific understanding to one’s own life. The Nigerian context is one in which science teaching in primary and secondary schools all too often emphasizes rote learning without sufficient meanings and connections being made by students with their ordinary lives. Students often come away from science classes with a memorized set of definitions, but without a scientific attitude, without any appreciable expertise in scientific process skills and without any substantial ability to relate scientific concepts to their day-to-day lives. This state of affairs needs rectifying, and an obvious place to start is with the education of the teachers themselves (1) in science and (2) in the educology of science education.
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The success story of private basic schools in Ghana: the case of three schools in Cape Coast - Ankomah, Y.A. (Journal of Educational Management, 2002)
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Job satisfaction of teachers in private basic schools: a study in the Accra metropolis of Ghana - Ankomah, Yaw A.; Amoako-Essien, M. (Journal of Educational Management, 2002)
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Climate change, energy-related activities and the likely social impacts on women in Africa - Annecke, Wendy (International Journal of Global Environmental Issues, 2002)
This paper attempts to draw the links between climate change, energy-use, gender relations and the subsequent impacts on the every-day lives of poor women in Africa. The approach is one of broad-brush strokes in an attempt to provide an overview of the breadth and complexity of factors to consider in such an analysis. It is anticipated that climate change will result in aridification, decreased runoff, increased air temperatures and increased extreme weather conditions such as floods, droughts and high winds. Water resources, agriculture, human health, forestry, rangelands, biodiversity, fishing, forestry and tourism are all sectors that women are engaged in and that will be affected. Gender, the socially constructed relationships between men and women, plays a part in vulnerability. The paper highlights the difference in energy use in developed and developing countries and between men and women and goes on to explore the impact of energy use on climate change. The most vulnerable energy sub-sector is biomass fuels, which are used by the largest and most vulnerable category of consumers - poor women. The paper examines women's susceptibility to changes in the sectors mentioned and concludes with some recommendations on preparations which should be made towards sustainability.
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Mass Education and Communication in Ghana - Ansu-Kyeremeh, Kwasi (Ghana Studies, 2002)
Current assessment of literacy—defined as capacity to read, write and calculate by UNESCO as cited in [World Bank (1999][1]: 1)—among the Ghanaian population indicates one person out of two is not literate. This paper examines the implications of the process of globalization for literacy
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Mass Education and Communication in Ghana: A Globalization Perspective - Ansu-Kyeremeh, Kwasi (Ghana Studies, 2002)
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Gender Impact of HIV-AIDS/STIs: Some Implications for Adult Education Practitioners in West Africa - Appiah-Donyina, E. (Adult Education and Development, 2002)
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Danish assistance to vocational education and training: South Africa country report - As, planners (2002)
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Promoting Sustainable Extension Approaches: Farmer Field School (FFS) and its role in sustainable agricultural development in Africa - Asiabaka, CC (International Journal of Agriculture and Rural Development, 2002)
This paper discusses the concept of Farmer Field School and its role in a multidisciplinary research agenda for sustainable agriculture in Africa. The FFS as a group learning approach builds knowledge and capacity among farmers to enable them diagnose their problems, identify solutions and develop plans and implement them with or without support from outside. The paper suggests that a multi-disciplinary research agenda that will not only aim at technology development but will also seek ways of stakeholder participation in technology development, validation and dissemination. It concludes that this approach will not only increase agricultural productivity, it will also lead to sustainable agriculture in Africa. [IJARD Vol.3 2002: 46-53]
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The dynamics of rural female education and employment in the globalisation era: the South African experience - Aslan, Hatice (African Development Perspectives Yearbook, 2002)
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An Evaluation of the First and Second Phases of Cost Sharing in Higher Education in Tanzania - Assad, Mussa Juma; Omari, I.M. (2002)
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Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges - Atchoarena, David; Delluc, André (2002)
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Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education. - Atchoarena, David; Delluc, André (2002)
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Improving micro-planning in education through a geographical information system : studies on Ethiopia and Palestine - Attfield, Ian (2002)
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Impact of water pollution by Hg, Cd and Pb on nutritional status of children in the North West of Morocco - Attrassi, B.; Ashayeri, Hassan; Sobhi, Y.; Doukkali, A.; Bounakhla, Moussa (2002)
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Participation and power Villagers in rural Lesotho are developing learning skills by helping themselves. - Attwood, Gillian (Africa insight, 2002)
The notion of participation is central to many progressive and radical approaches to research and development. According to Stringer, Active participation is the key to feelings of ownership that motivate people to invest their time and energy to help shape the nature and quality of their community lives.1 Participation is also central to REFLECT, an approach to adult literacy and development which fuses the theory of Paulo Freire and the practice of Participatory Rural Appraisal (PRA). Learners are referred to as participants, and Participatory Rural Appraisal is a key tenet of the approach. PRA is seen as a means to enable participation, especially of the illiterate, poor and marginalised. PRA practitioners.. start from the lives of communities themselves, ... from the recognition that poor communities have a wealth of local technical and social knowledge .... What is needed are techniques to enable non-literate people to articulate their knowledge - as building on this knowledge and the reality of the poor must be the starting point of any effective development programme.2
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Rice breeding for drought resistance in West Africa - Audebert, Alain; Jones, M. P.; Ndjiondjop, Marie-Noëlle; Gridley, H. E.; Abamu, F.J. (2002)
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SIG Corner: African-American Students Special Interest Group -- Teaching Foreign Languages to the African-American Student - Austin, Theresa Y.; Lewis, Linda M. (Foreign Language Annals, 2002)
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Investigating the World of Adult Education in Africa - Avoseh, Mejai B. M. (2002)
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Adding Net Value: The Nature of Online Education at a South African Residential Institution - Axmann, Mandi; Fourie, Wiida; Papo, William Duncan (Educational Media International, 2002)
Online learning is usually implemented as a component of distance learning, although this technology also has definite advantages for residential educational institutions. When addressing issues such as computer literacy, improved communication skills, problem-based learning, inclusion of real-life issues and exposing students to the working world, the online environment holds tremendous potential. The first year journalism students at the Technikon Pretoria, South Africa, were incorporated in a carefully designed online course with assignments and activities to supplement and enrich their learning experience. This paper will report on the strategy that was implemented and will offer some suggestions when teaching a residential course online. Ajoutant la valeur du Net: la nature d'une éducation on-line dans une institution d'Afrique du Sud d'enseignement résidentiel. L'éducation on-line est généralement mise en m uvre comme une composante de l'enseignement À distance bien que cette technologie ait des avantages certaines pour les institutions donnant une éducation résidentielle. Lorsque l'on considère les problèmes comme l'aptitude À se servir de l'ordinateur, des aptitudes améliorés en communication, des apprentissages fondés sur l'étude de problèmes, l'inclusion de problèmes de la vie réelle et l'exposition des étudiants au monde du travail, l'environnement on-line offre un potentiel énorme. Les étudiants de la première année de journalisme au Technikon Pretoria, en Afrique du Sud ont été impliqués dans un cours on-line soigneusement planifié avec des devoirs et des activités qui complètent et enrichissent leur expérience d'apprentissage. Cet article fait rapport des stratégies qui ont été mise en m uvre et propose des suggestions pour un cours on-line en enseignement résidentiel. Der Vorteil des (Net) Netzwert: Online Ausbildung an einer Bildungseinrichtung in einer Wohngegend Süd Afrikas. Online lernen beschränkt sich am allgemeinen auf den Fernunterricht, obwohl diese Technologie Vorteile für Bildungseinrichtungen in einigen Wohngebieten bietet. Wenn es um Fragen geht wie: Computerfertigkeiten, Kommunikationsfähigkeiten zu verbessern, lernen auf der Basis von Problemlösungen, die Einbeziehung von Themen aus dem wirklichen Leben und die Schüler auf die Arbeitswelt vorzubereiten, bietet das online Umfeld ein enormes Potential. Die Studenten des Erstsemester für Journalistik am Technikon Pretoria, Süd-Afrika, wurden mit einem wohl geplanten online Kurs inklusive Aufgabenstellung konfrontiert, um ihre Lernerfahrungen auszubauen. Dieser Artikel berichtet über die angewandte Strategie und macht Unterrichtsvorschläge unter Einbeziehung von online Kursen in Wohngebieten.
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COUNSELLING AND PROVISION OF CONTRACEPTIVE TO SCHOOL-AGE CHILDREN BY PARENTS AS CORRELATES OF SEX EDUCATION STRATEGIES IN IBADAN, NIGERIA - Ayangunna, J A (2002)
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Factors affecting students' performance in Kenya Certificateof Secondary Education examination in public secondary schools in Maseno Division. - Ayoo, Sophia J (2002)
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Assessment of Patients' Post-Operative Pain by Nurses in a Nigerian Teaching Hospital - Ayoola, A. B.; Olorunshola, D. A.; Oyeleye, B. A.; Oladimeji, B. Y. (2002)
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Technical and vocational education in South Africa from the 1920s - Badroodien, N.M.A. (2002)
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Teachers' perception of inclusive education in Uganda: the case of rural schools - Baguwemu, Ali; Nabirye, A. (2002)
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Study to Detect Impacts of Pollution on Fishery Biology of Tilapias in Lake Manzalah, Egypt - Bakhoum, Shnoudy A.; Abdallah, Mohamed Abou-Elwafa (Journal of the Faculty of Marine Science (Jeddah), 2002)
The effect of pollution on fishery biology of tilapias was investigated on specimens caught seasonally by trammel nets from two differently polluted localities in Lake Manzalah during 2000. The less polluted one lies southwest (region A) and the other highly polluted lies in southeast (region B) of the Lake. Significant differences in fish abundance by weight (F = 7.153, p < 0.05) and by number (F = 11.299, p < 0.05) were observed between the two regions. Abundance by species revealed that Oreochromis aureus, Sarotherodon galilaeus and Tilapia zillii were significantly differed in number and S. galilaeus in weight among tilapias in areas of study. Size composition revealed regional differences in the case of O. aureus (F = 23.155, p < 0.01) and S. galilaeus (F = 36.793, p < 0.01). Individuals of age group 1 dominated the catch of all species in areas of study except for O. aureus whose individuals of age group 2 dominated its catch in region B. The overall ratio of males to females was 1:1.26 for Oreochromis niloticus, 1:1.11 for O. aureus, 1:1.03 for S. galilaeus and 1:0.72 for T. zillii. Chi-square test (X2) revealed that the percentage of females is significantly higher than males in region B for all tilapia species except T. zillii comparing with the sex ratio for region A fishes. The mean values of condition factor of O. niloticus and S. galilaeus were higher in region A than region B. In addition, the natural mortality coefficient for O. niloticus inhabiting in region B was comparatively higher than that for region A. تناولت هذه الدراسة تأثير التلوث على بيولوجية أسماك البلطي في بحيرة المنزلة حيث جمع عينات موسمية تم صيدها بواسطة الشباك ثلاثية الطبقات من منطقتين مختلفتين من حيث درجة التلوث وذلك من خلال عام 2000م وتقع المنطقه (أ) الأقل تلوثا في الجزء الجنوبي الغربي من البحيرة أما المنطقة الأكثر تلوثا(ب) فتقع في الجزء الجنوبي الشرقي بالقرب من مصبات مياه الصرف . كما تم تحليل النتائج إحصائيا للوقوف على مدى فاعلية التباين الذي تم التوصل إليه . وقد أثبت الدراسة أن مصادر التلوث في البحيرة تؤثر تأثير معنويا على التركيب الكمي للمصيد من حيث الوفرة الوزنية (F=7.153,p<0.05) والوفرة العددية (F=11.299,p<0.05) حيث سجل التباين العددي للأنواع اختلافأ في الأنواع الحساني (oreochromis aureus) والجليلى (Sarotherodon galilaeus) والأخضر (Tilapia zillii) . كمالوحظ التباين الوزني فقط لنوع الجليلي في منطقتي الدراسية . اثبت الدراسة أن مصادر التلوث في البحيرة تؤثر تأثيرا معنويا وبما لايدع مجالا للشك على باقي الصفات البيولوجية لمصائد أسماك البلطي كما يلي – التركيب الديمو جرافي ، حيث أظهر البلطي الحساني والجليلي اختلافا معنويا في التركيب الحجمي لكل منهما ، كما سادت أفراد المجموعه العمرية الألى المصيد الكل الأنواع في منطقتى الدراسة ماعدا البلطي الحساني الذي سادت فيه أفراد المجموعه العمرية الثانية في منطقة (ب) ، كما أثبتت الدراسة السيادة المعنوية لنسبة الأناث لكل الأنواع في المنطقة (ب) مقارنة بالمنطقة (أ) فيما عدا البلطي الأخضر . كما لوحظ ارتفاع معامل الحالة للنوعين النيلي (Oreochromis niloticus) والجليلي في المنطقة (أ) .- معامل النفوق الطبيعي للبلطي النيلي كان مرتفعا في المنطقة (ب) مقارنة بالمنطقة (أ).
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Report of a training workshop in rattan harvesting, processing and transformation for Living Earth (Cameroon) - Balinga, M.B. (2002)
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Would African Americans Have Been Better off without Brown v. Board of Education? - Balkin, Jack M. (The Journal of blacks in higher education, 2002)
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The meaning of literacy for first-year African-American college students - Banks, Joy (2002)
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The writing of and teaching strategies for students from the Horn of Africa - Barber, Karen (2002)
Students from the Horn of Africa studying in the Adult Migrant English Program (AMEP) at Central TAFE who enter the program with a 1- to 1+ ISLPR 1 (International Second Language Proficiency Ratings) in writing are often prevented from pursuing their educational and vocational goals because of their inability to pass compulsory writing competencies in Certificates II and III in Spoken and Written English (CSWE). The Horn of Africa students can often have considerable fluency in their spoken English, which is not mirrored in their writing. From the teachers’ perspective, it has seemed as if there is little discernible improvement in their writing upon completion of their 510 hours of English entitlement in the CSWE. This study describes the writing of CSWE II and III students from Somalia, Eritrea, Ethiopia and Sudan, describes what they were able and not able to do in their writing, and explores possible reasons for their difficulty with writing and learning writing. The study also describes some strategies that are being used in the classroom to address the writing and learning needs of these students, and identifies strategies that appeared to be the most useful. Background In the AMEP at Central TAFE, (a college of technical and further education), a significant proportion of students now come from the Horn of Africa. That is, they come from Sudan, Ethiopia, Eritrea and Somalia. Students enter the CSWE (Certificates in Spoken and Written English) courses with a minimum ISLPR speaking level of 1+ and a maximum writing level of 1+, with 1+ being approximately equivalent to a lower intermediate level. In fact, Horn of Africa students’ levels in listening and speaking are usually higher than this and can range from 1+ to 3. Many of the Horn of Africa students have entry level listening and speaking levels of 2 and 2+, which are approximately equivalent to intermediate/upper intermediate levels. Their reading levels range from ISLPR 1 to 3 while their writing levels range from 0+ to 1+. Generally speaking, students in the AMEP with an entry ISLPR of 1- to 1 in writing study the CSWE II, which is considered to be an elementary level course. Students with an entry ISLPR of 1+ in writing study the CSWE III, which is a lower intermediate level course. (The students’ ISLPR levels in
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The Political Economy of Brain Drain at Institutions of Higher Learning in Conflict Countries: Case of the University of Liberia - Barclay, Anthony (African Issues, 2002)
According to endogenous growth theories, human capital is a major determinant of economic growth and development. Human capital refers to the educational qualifications, skills, and experience that individuals possess. Educational institutions, in general, and universities, in particular, are most instrumental in developing and enhancing the quality of human capital through capacity building involving training, research, information dissemination, and knowledge management. These institutions should be not only firmly established and maintained but also continuously empowered to meet the current and evolving needs of their countries.
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The Political Economy of Brain Drain at Institutions of Higher Learning in Conflict Countries: Case of the University of Liberia - Barclay, Anthony (African Issues, 2002)
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Language equity and assessment in South African education - Barry, Denise (Journal for Language Teaching, 2002)
This paper argues that language and assessment are closely linked and that the Language-in-Education policy and other additive bilingual initiatives have failed to address educational equity in South African schools. Despite the aspirations of politicians to move towards a policy of multiculturalism through the additive approach to bilingualism in education, it is the opinion of this study, that this policy essentially remains a symbolic gesture. (Journal for Language Teching: 2002 36(1-2): 105-117)
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Students Become Curricular Guinea Pigs. - Bartlètt, Thomas (The Chronicle of higher education, 2002)
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Proceedings of the Masvingo Final Stakeholders Workshop on Vlei Weed Management Alvord Training Centre, Makoholi, Masvingo, Zimbabwe, August 2002. - Barton, Angela Calabrese (2002)
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Technology and Collaboration: A Qualitative Study in one Secondary School in Botswana - Batane, Tshepo (EdMedia: World Conference on Educational Media and Technology, 2002)
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A question of marginalization coloured identities and education in the Western Cape, South Africa - Battersby, Jane (2002)
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The January 2002 eruption - Human health and vulnerability in the Nyiragongo Volcano eruption and humanitarian crisis at Goma, Democratic Republic of Congo - Baxter, Peter; Allard, P.; Ancia, A.; Komorowski, Jean‐Christophe; Woods, Auveen Elizabeth; Halbwachs, Michel (2002)
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“Going Pro”: the deferential effects of high aspirations for a professional sports career on African-American student athletes and White student athletes - Beamon, Krystal; Bell, Patricia (Race and Society, 2002)
Social scientists have long noted the effects of the images of the African-American male brought forth in popular culture. In fact, popular culture and organized sports have been credited as major contributors to many of the social problems that exist among African-American males. Those social problems are characterized in the oppositional relationship that has formed between athletic and academic achievement, and the high aspirations and expectations that African-American student athletes hold concerning professional sports. This study seeks to examine this phenomenon by identifying socializing agents and influences in the lives of this group that may propel them into holding these beliefs. In addition, the academic and behavioral affects of holding these beliefs will be examined. Several independent and dependent variables were studied. The data was collected from a Division I football team through the use of a survey designed by the researchers. Several interesting findings were yielded concerning the effects of parental emphasis of sports during the socialization process and the high rates of African-American football players who held beliefs in a professional sports careers when compared to their White teammates. Additionally, those beliefs were found to affect academic achievement and behavior.
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ABSTRACT: The Relationship of the Cameroon Volcanic Line (CVL) and the Associated Disasters in the Recent Years - Bechem, Thomas Nkafu; Ayamb, Jacques (AAPG Bulletin, 2002)
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Climate change related to erosion and desertification: 2. Africa. - Beckedahl, Heinz; Sidle, Roy C. (2002)
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The decline in primary school enrolment in Kenya - Bedi, Arjun S.; Kimalu, Paul; Manda, Damiano Kulundu; Nafula, Nancy (RePEc: Research Papers in Economics, 2002)
Since independence in 1963, Kenya has invested substantial resources in the education sector. For almost twenty-five years, these investments and other government policies led to impressive gains in educational access at all levels. However, since the mid- to late 1980s there appears to have been an erosion in educational participation and a reversal of the gains achieved in previous decades. Motivated by this trend, this paper uses temporal, cross-section and pseudo-panel data to assess the plausibility of various factors that may be responsible for the decline in primary school educational enrolment. In particular, we consider the role of school fees, school inputs and curriculum, school availability, the expected benefits of education and the spread of HIVsAIDS. We also try to identify the most effective policy interventions that may be used to prevent further declines in primary school enrolment rates. Copyright 2004, Oxford University Press. (This abstract was borrowed from another version of this item.)
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A failure of care : a story of a South African speech & hearing therapy student. - Beecham, Ruth (2002)
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Instructional computing in Kenyan pre-schools and primary schools - Begi, Nyakwara (2002)
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Towards effective environmental education in Ethiopia: problems and prospects in responding to the environment—poverty challenge - Bekalo, Samuel; Bangay, Colin (International Journal of Educational Development, 2002)
Whether talking to local farmers or studying academic papers there is general agreement that environmental degradation is impacting upon agricultural productivity in Ethiopia. In a country, where around 90% of the population are dependent on agriculture for subsistence requirements and a similar fraction of the country's export income is generated from the agriculture sector, environmental degradation with subsequent decline in agricultural productivity has serious repercussions on household and national economies alike. This paper argues that given the intimate relationship between environmental degradation and poverty, environmental education has an important role to play in any poverty alleviation strategy. The paper explores the history of environmental education in Ethiopia and concludes that the formal sector, which has thus far formed the main point of delivery, is not well suited to delivering a meaningful programme that can elicit progress towards more sustainable land-use practices. The authors argue that non formal and participatory programme delivered through existing local organizations can have a ‘wider broadcast’, a more immediate impact and are better able to absorb and utilize local knowledge.
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Democratisation of South African LIS Education: Some Causes and Effects - Bell, Fiona (Libri, 2002)
In South Africa during the 1980s and 1990s socially conscious librarians took steps to transform librarianship. This inevitably led to the democratisation of library and information science (LIS) education. This process was inextricably linked to the social, political and economic events in the country as it prepared for its first democratic elections in 1994. From the traditional approach to library and information work prevalent in the apartheid era emerged an alternative approach. This new approach recognised strong links between libraries and the struggle for democracy and rejected the idea of librarianship as a neutral activity. Various leading librarians in South Africa began to criticise the prevailing model of education for librarianship and to redefine its educational goals and objectives. The need for more appropriate training as well as rapid technological changes necessitated curriculum revision. A newly emerging clientele and the appearance of resource centres and community libraries also called for alternative training for information workers. By 1994, in spite of plans, policy-making and recognition of the need for change in the education for librarians, problems of fragmentation, a lack of articulation of programmes and little differentiation and specialisation persisted in LIS education and training. Although there have been further policy initiatives and gains resulting in legislation in the 1990s, the democratisation process of LIS education in 2001 is far from complete.
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Gas hydrate and mud volcanoes on the southwest African continental margin off South Africa - Ben‐Avraham, Zvi; Smith, George W.; Reshef, Moshe; Jungslager, E. H. A. (Geology, 2002)
Research Article| October 01, 2002 Gas hydrate and mud volcanoes on the southwest African continental margin off South Africa Zvi Ben-Avraham; Zvi Ben-Avraham 1Department of Geophysics and Planetary Sciences, Tel Aviv University, Tel Aviv 69978, Israel, and Department of Geological Sciences, University of Cape Town, Rondebosch 7700, South Africa Search for other works by this author on: GSW Google Scholar George Smith; George Smith 2Department of Geological Sciences, University of Cape Town, Rondebosch 7700, South Africa Search for other works by this author on: GSW Google Scholar Moshe Reshef; Moshe Reshef 3Department of Geophysics and Planetary Sciences, Tel Aviv University, Tel Aviv 69978, Israel Search for other works by this author on: GSW Google Scholar Eric Jungslager Eric Jungslager 4Petroleum Agency SA, 151 Frans Conradie Drive, Parow 7500, South Africa Search for other works by this author on: GSW Google Scholar Geology (2002) 30 (10): 927–930. https://doi.org/10.1130/0091-7613(2002)030<0927:GHAMVO>2.0.CO;2 Article history received: 07 Mar 2002 rev-recd: 13 Jun 2002 accepted: 21 Jun 2002 first online: 02 Jun 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Zvi Ben-Avraham, George Smith, Moshe Reshef, Eric Jungslager; Gas hydrate and mud volcanoes on the southwest African continental margin off South Africa. Geology 2002;; 30 (10): 927–930. doi: https://doi.org/10.1130/0091-7613(2002)030<0927:GHAMVO>2.0.CO;2 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGeology Search Advanced Search Abstract Widespread occurrence of bottom-simulating reflectors (BSRs) has been detected in multichannel seismic profiles on the upper continental slope in the southern periphery of the Orange River delta, probably indicating the presence of large quantities of gas hydrate in this area. This report is the first to show the presence of BSRs on seismic records on the southwest African continental margin south of the Walvis Ridge. Another remarkable feature in the area is the occurrence of a large number of mud volcanoes. The distribution of the BSRs and the location of the mud volcanoes are controlled by the locations of active faults. The gas hydrate in this region may consist of a mixture of microbial and thermogenic gas, whereas much of the gas flowing through the mud volcanoes probably originated from deep-seated Aptian source shales. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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Tele-Learning Programmes: Dynamic Opportunities on the Doorstep of Nurses in South Africa: Phase 2 - Bester, Mary Estelle (2002)
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The role of religion and spirituality in social work practice : guidelines for currricula development at South African schools of social work. - Bhagwan, Raisuyah (2002)
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The impact of multi-skilling training on the paintshop production environment and its employees at Volkswagen South Africa (VWSA) - Bhika, Chandrika (2002)
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Good governance in education and training in Mauritius - Bhowon, Rajayswar (International Vocational Education and Training Association (IVETA) Conference, 2002)
This paper is taken from the eighth group session on Wednesday 24 July 2002 at the International Vocational Education and Training Organisation (IVETA) Conference. The author provides socio-economic background information about Mauritius and outlines the nation’s training and education situation in context. Education fundamentally contributes to a country’s progress towards competitive participation in a globalised knowledge society. Major changes in the country’s education system are needed to adapt to challenges of the future. This paper provides an outline of current and future directions for the education and training sector in Mauritius.
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[Emergency medical training: the future of emergency care in Africa?]. - Binam, F.; Malongte, P; Béyiha, G; J, Ze Minkande; Takongmo, S.; Bengono, G (PubMed, 2002)
The main goal of emergency medicine training is to teach the wide range of sciences and skills necessary to recognize and stabilize emergency situations. Emergency medicine training has proven highly effective in developed countries especially with regard to organization of survival medicine. This type of training is especially important in sub-Saharan Africa where there is a severe shortage of intensive care specialists and an almost total lack of other personnel qualified to manage life-threatening trauma and disease. Starting with the 1998 Nsam fire disaster in Yaounde, a number of situations have confirmed the seriously deficient state of resources for handling emergencies in Cameroon. In view of this situation a two-year study program in emergency medicine was proposed and introduced at the School of Medicine and Biomedical Sciences of the University of Yaounde I during the 2000/2001 academic year. The curriculum includes eight 40-hour didactic course modules and 800 hours of hands-on work in local hospitals and in France. Students undergo regular assessment of their scientific knowledge and practical competencies after each module. As additional prerequisites for the diploma, they must be certified in first aid and rescue and present a research paper. Despite the lack of faculty and teaching materials, this program is expected to increase the number of emergency medical care providers and improve access to high-quality emergency care services.
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The Outbreak and Control of Ebola Viral Haemorrhagic Fever in a Ugandan Medical School - Bitekyerezo, Medard; Kyobutungi, Catherine; Kizza, Ruth; Mugeni, James; Munyarugero, Emmanuel; Tirwomwe, Francis; Twongyeirwe, Eunice; Muhindo, George; Nakibuuka, Victoria; John, Laurence; Ruiz, Ana Lucía Santa Cruz; Frame, Karen; et al. (Tropical Doctor, 2002)
Uganda has just experienced the largest outbreak of Ebola haemorrhagic fever (EHF) ever recorded. Mbarara University Teaching Hospital (MUTH) is responsible for training approximately one-third of Uganda's doctors. Mbarara is located in SouthWest Uganda, 614 km from Gulu, the main epicentre of the outbreak. On 23 October a patient was admitted to the medical ward of MUTH with an acute fever. He soon exhibited haemorrhagic symptoms and died. He was later confirmed to have suffered Ebola. Three more patients subsequently contracted the disease. All died. There were no further cases in Mbarara. No members of staff or medical student was infected. We give details of the clinical features of those patients who contracted the disease, the setting up of an Ebola isolation unit, the case surveillance and the search for the source of the outbreak. The implications for similar institutions in East Africa are discussed.
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South African legislation on limiting private and foreign higher education: protecting the public or ignoring globalization? - Bitzer, Eli (South African journal of higher education, 2002)
In October 2000 legislation was passed by the National Assembly to amend the Higher Education Act (Act 101 of 1997). A number of the amendments were aimed at limiting the operations of private and foreign higher education institutions in South Africa. Good arguments exist for the legislation as accepted, but questions are also being raised as to whether the amended Act might represent some form of protectionism, allowing certain local higher education institutions to continue with weak programmes and practices instead of allowing open competition to challenge and eliminate weaknesses. Questions are also being asked about depriving students of opportunities and choices in an increasingly globalised economy.The article introduces a link to the concept of globalisation by indicating how global financial markets impact on developing countries. It then explores the globalisation phenomenon as it impacts on education in general and higher education in particular. Against a backdrop of the factors leading to closer regulation of private and foreign higher education, the article discusses its implications and points towards certain alternative avenues that might protect "consumers" of higher education on the one hand but also promote healthy competition and co-operation for improved quality in higher education in South Africa. South African Journal of Higher Education Vol.16(1) 2002: 22-28
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10. Cribiore (Raffaella), Gymnastics of the Mind. Greek Education in Hellenistic and Roman Egypt - Blanchard, Alain (Revue des Études Grecques, 2002)
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STATISTICS TEACHING ENHANCED BY TEAMWORK - A MULTICULTURAL EXPERIENCE IN SOUTH AFRICA ® - Blignaut, Rénette (2002)
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Medical Audit: A Nigerian Teaching Hospital's Preliminary Experience - Bojuwoye, BJ (Nigerian Journal of Health and Biomedical Sciences, 2002)
The definition, historical background, aims dimensions and the characteristics of medical audit as well as the indices to be measured in a medical audit exercise are highlighted. The preliminary experience of the University of Ilorin Teaching Hospital (UITH) in the planning, implementation and monitoring of a viable medical audit programme is reviewed. The steps involved included among others: (a) Planning for medical audit including creation of awareness among the stakeholders on the concept of, need for, and the expected benefits of a medical audit programme for the hospital and its patients and the constitution of a medical audit committee for the hospital. (b) The modus operandi of the medical audit exercise. (c) The health care deficiencies encountered at various clinical service points and support areas of the hospital; and (d) The solutions which were proffered and implemented were highlighted. Relevant recommendations are made in respect of strategies needed to ensure continuous quality improvement in health care delivery through adoption of medical audit in the public and private health institutions nationwide. Key words: Medical Audit: Nigerian Teaching Hospital Preliminary Experience. [Nig. Jnl Health & Biomedical Sciences Vol.1(1) 2002: 6-12]
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Education et formation a Madagascar : vers une politique nouvelle pour la croissance economique et la reduction de la pauvrete - Bolo, Paule; Levine, Nancy E. (2002)
The prospects for educational development are excellent in Madagascar, in light of the increasingly favorable, policy environment for the sector. Public spending for education, relative to the gross domestic product declined in the 90s, coinciding with a five-fold rise in the country's interest payment for external debt. As the debt service burden began to ease in the late 90s, public spending on education began to recover, and can be expected to grow. A key challenge however, is to transform the sector's public spending into educational outcomes that would make significant contributions to poverty reduction. The report identifies challenges at all levels of formal education, where a medium term goal is to achieve universal access to basic education, and of reasonable quality, while closely linking expansion of other levels, and types of education and training, to labor market demand. In primary education, challenges remain to raise educational enrollment rates and reduce grade repetition; including the rationalization of teacher allocation, and provision of learning materials. At the secondary level, policy issues should expand enrollment at a moderate pace, focusing on quality improvements. As for vocational and technical education, the provision of training should be rationalized, to reduce costs, aligning training to labor demand; similarly, for higher education.
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Education for Liberation or Domestication? Female Education in Colonial Swaziland - Booth, Margaret Zoller (2002)
The issue of female education under colonial powers and the impact that it had on the cultures of the colonized is gaining in importance among colonial historians, feminist scholars, and education specialists. While academic research addressing the British and French use of formal educational systems as a means to gain power, produce a semiskilled labor class, and spread European culture has flourished, only recent research has examined different colonial philosophies regarding the education of females as distinct from males. Colonial educational policy, curriculum design, and targeted enrollments worked together to provide a different educational experience for boys and girls in many parts of Africa, including Swaziland. Furthermore, the interaction of these formal educational policies, together with Swazi traditional, patriarchal practices, may have worked cooperatively to weaken what power and status Swazi women had previously enjoyed in society.
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Culture, disability, and the family : an exploratory study and empowerment perspective of African American parents of deaf and hard of hearing children - Borum, Valerie (2002)
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Contrasting Constructions of Students' Literacy-Related Experiences at a Historically Black South African University - Boughey, Christine Mary (2002)
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Conceptions of Health and Illness Held by Australian Aboriginal, Torres Strait Islander, and Papua New Guinea Health Science Students - Boulton‐Lewis, Gillian M.; Pillay, Hitendra; Wilss, Lynn; Lewis, David C. (Australian Journal of Primary Health, 2002)
Health is considered to be a fundamental human right and developing a better understanding of health is assumed to be a global social goal (Bloom, 1987). Yet many third-world countries and some sub-populations within developed countries do not enjoy a healthy existence. The research reported in this paper examined the conceptions of health and conceptions of illness for a group of Aboriginal, Torres Strait Islander, and Papua New Guinea university students studying health science courses. Results found three conceptions of health and three conceptions of illness that indicated these students held a mix of traditional/cultural and Western beliefs. These findings may contribute to overcoming the dissonance between traditional and Western beliefs about health and the development of health care courses that are more specific to how these students understand health. This may also serve to improve the educational status of Aboriginal and Torres Strait Islander people and potentially improve the health status within these communities.
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Education and Community in Africa: Looking Back to 1976 - Bray, TM (2002)
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Sources of enjoyment in sport reported by South African sports participants with visual impairments - Bressan, Elizabeth S.; Rossouw, Carolyn (S.A. journal for research in sport physical education and recreation, 2002)
The purpose of this study was to identify the sources of enjoyment in competitive sport experienced by individuals with visual impairments. Study participants were 20 sportsmen with visual impairments, all of whom had sufficient skill and experience to compete in South African national championships in goalball, swimming, or track and field. Each of these sportsmen was interviewed using a semi-structured qualitative interview with an open-ended response format. Verbatim transcripts of each interview were made. Two qualified researchers proceeded to apply the techniques of inductive content analysis to produce categories of meaning evident in the subjects' discussions about their sources of enjoyment in sport participation. Five general themes emerged from this analysis: (a) Perceptions of competence, (b) positive social experiences, (c) physical fitness, (d) mental aspects, and (f) emotional aspects. These themes are consistent with the sources of meaning identified through research on sportspersons without disabilities, which provides support for the growing recognition of the substantial similarities between sportspersons with disabilities and those without disabilities. (S. African J. for Research in Sport, Physical Ed. and Recreation: 2002 24 (1): 1-16)
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Science self-efficacy of African American middle school students: Relationship to motivation self-beliefs, achievement, gender, and gender orientation - Britner, Shari L. (2002)
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Language, democracy and education in Africa - Brock‐Utne, Birgit (2002)
This publication comprises two papers, both written during January and February 2002 when the author was a guest researcher at the Nordic Africa Institute (NAI). In the first paper, The Language Q ...
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Unique and Protective Contributions of Parenting and Classroom Processes to the Adjustment of African American Children Living in Single-Parent Families - Brody, Gene H.; Dorsey, Shannon; Forehand, Rex; Armistead, Lisa (Child Development, 2002)
The unique contributions that parenting processes (high levels of monitoring with a supportive, involved mother‐child relationship) and classroom processes (high levels of organization, rule clarity, and student involvement) make to children’s self‐regulation and adjustment were examined with a sample of 277 single‐parent African American families. A multi‐informant design involving mothers, teachers, and 7‐ to 15‐year‐old children was used. Structural equation modeling indicated that parenting and classroom processes contributed uniquely to children’s adjustment through the children’s development of self‐regulation. Additional analyses suggested that classroom processes can serve a protective‐stabilizing function when parenting processes are compromised, and vice versa. Further research is needed to examine processes in both family and school contexts that promote child competence and resilience.
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Distributive justice and information communication technologies in higher education in South Africa - Broekman, I; Enslin, Penny; Pendlebury, Shirley (South African journal of higher education, 2002)
The international communications network is both a feature of globalization and a condition of possibility for the process of globalization. Universities are willy-nilly part of the process. This poses a range of dilemmas for universities in Africa. In this article we focus on some dilemmas of distributive justice as indicated in the question: Should South African universities introduce or develop on-line learning for flexible mode delivery under circumstances in which some students do not have access to Information Communication Technologies (ICTs)? Walzer's account of distributive justice provides an illuminating set of concepts for understanding the issues embedded in this dilemma. The concepts of simple and complex equality, and the related concepts of dominance and monopoly, social goods and the criteria for their distribution are especially pertinent. They are deployed to develop some tentative recommendations on how South African universities should approach dilemmas of distributive justice in the use of ICTs. South African Journal of Higher Education Vol.16(1) 2002: 29-35
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Development of working relationships between indigenous and expatriate teachers in Botswana: a case study - Brown, Byron A.; Schulze, Salomé (Mosenodi, 2002)
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Development of working relationships between indigenous and expatriate teachers in Botswana : a case study - Brown, Sarah S.; Schulze, B. (Mosenodi, 2002)
The education reform efforts in Botswana have focused predominantly on teacher preparation, recruitment and compensation. Recruitment efforts have resulted in a significant number of expatriates working with indigenous teachers in many schools. However as the schools are currently upgraded and restructured, the quality of the working relationships forged between indigenous and expatriates teachers represents one vital aspect in the reform effort that has gone almost unattended This article presents the findings of an exploratory study of the development of working relationships between indigenous and expatriate teachers in Botswana. Using a qualitative approach including phenomenological interviews, observations and document analysis, along with a micro-political perspective, the study documents the ambiguity and uncertainty obligations interest and prerogatives - influenced by culture and the interplay of micro-politics - that indigenous and expatriate teachers bring to these relationships and the strategies that they use to shape these relationships in ways consistent with their own self-interest. The study raises important issues concerning the formation of working relationships across culture and micro-politics in schools.
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Cardiovascular Risk Factor Management For African-American Women: Early Prevention Of Disabilities From Chronic Heart Disease - Brown, Steven W.; Geiselman, Paula J.; Copeland, Amy L. (2002)
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REDUCING INDOOR AIR POLLUTION THROUGH PARTICIPATORY DEVELOPMENT IN RURAL KENYA - Bruce, Nigel; Bates, Elizabeth M.; Nguti, Rosemary; Gitonga, Stephen; Kithinji, Jacob; Doig, Alison (2002)
Objective: To evaluate effectiveness of smoke reduction interventions in rural homes. Methods: 24-hour kitchen respirable particles (kPM3.5), kitchen CO (kCO), and personal CO (pCO) for the cook were assessed before and after interventions in Kajiado (n=25) and West Kenya (n=25). Women participated in developing interventions, including improved stoves (12), enlarged windows (all) and eaves (27), and hoods (17). Results: Pollution/exposure levels were high: mean 24h kPM3.5 5,530 µg/m 3 (Kajiado), 1,710 µg/m 3 (West Kenya); 24h kCO 74.7 and 8.8 ppm respectively; 24h pCO 6.98 and 4.16 ppm respectively. Following interventions, there were marked reductions in all measures. For 15 homes receiving hoods, kPM3.5 was reduced 75% (p=0.001), kCO by 77% (p=0.001) and pCO by 35% (p=0.011). Enlarged eaves and windows reduced kPM3.5 by 62% (p=0.001) in West Kenya. Residents appreciated better lighting, ventilation and smoke reduction, although concerns about privacy required attention. Conclusion: This participatory approach achieved effective smoke reduction, and promoted interest in further development (155).
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Racial Identity and Psychological Adjustment Among African American College Students - Bruno, Daphnie E. (2002)
Research has shown that African American college students who place an emphasis on their ethnic identity are more likely to experience more positive academic outcomes. Further, African Americans who experience minority status stress are better able to deal with psychological problems when they have a secure sense of ethnic identity. The present study examined the role of racial identity development and psychological well-being among African American college students. 50 Black college students were administered tests assessing racial identity, African self-consciousness, and psychological well-being. The aims of the study were, to examine the relationships between racial identity development, African self-consciousness, and psychological well-being among African American college students. The results revealed a significant negative correlation between the Preencounter stage of the racial identity scale and the individual's quality of social support and self-esteem. Further, the results revealed a significant
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GETTING AHEAD IN KENYA: SOCIAL CAPITAL, SHADOW EDUCATION, AND ACHIEVEMENT - Buchmann, Claudia (2002)
This study of Kenya addresses two questions: Do social and cultural capital matter for school achievement, net of family background factors? If so, what aspects matter most? The paper examines shadow education, which consists of tutoring and exam preparation classes, as a form of cultural capital utilized by some families to advance children's likelihood of educational success. With data for 506 households, it determines who is most likely to participate in shadow education and assesses the consequences of shadow education and other measures of family social and cultural capital for two educational outcomes: grade repetition and academic performance. Results indicate that boys and urban children are more likely to participate in shadow schooling which, in turn, is related to lower incidence of grade repetition and higher academic performance. Other measures of cultural capital, such as language spoken in the home and mother's reading habits, reduce the likelihood of grade repetition. Schooling and Social Capital in Diverse Cultures, Volume 13, pages 133-159. Copyright © 2002 by Elsevier Science Ltd. AH rights of reproduction in any form reserved. ISBN: 0-7623-0817-6
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Measuring institutional change : the application of two theoretical models to two South African higher education institutions - Bunting, Lisa (2002)
The purpose of this study is to compare and assess two theoretical models of higher education institutional change: the policy response and the adaptational model. The policy response model is essentially a measurement of policy impact, and through the application of an indicator framework allows the evaluation of the extent to which a higher education institution has applied a government policy directive. The adaptational model is based on the idea that institutional change can be explained in terms of the categorisation of the strategic choices an institution makes in order to adapt to and survive in a constantly changing environment. The application of the two models is demonstrated through case studies of two South African higher education institutions: the University of Port Elizabeth and Peninsula Technikon. Data sources for these studies include institutional documents, interviews and the formal record submissions of the two institutions to the national Department of Education. The transformation goals of the 1997 White Paper on higher education transformation are used to construct a set of indicators against which the policy responses of each institution could be measured. The set of data is then used· to construct an analysis of strategic choice in terms of the adaptational model of change. The findings of the study show that the policy response and adaptational models each contribute in a different way towards an understanding of transformative change in higher education institutions. The conclusion drawn is that the measurement of policy response is the most immediately useful and robust, and that although the analysis of adaptation in terms of strategic choice can be used as an enriching tool, it cannot stand on its own.
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Best Practice in Education Portals: Research Document Prepared for The Commonwealth of Learning and SchoolNet Africa - Butcher, Neil (2002)
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The economic and food security implications of population, climate change, and technology : a case study for Mali - Butt, Tanveer (2002)
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African American Reaction to Lafayette Parish School Desegregation Order: From Delight to Disenchantment. - Caldas, Stephen J.; Growe, Roslin; Bankston, Carl L. (Journal of Negro Education, 2002)
In May 2000, the Lafayette Parish School Board, in southwest Louisiana, was found in violation of a 1967 federal court order to desegregate, was ordered to close two predominantly African American elementary schools, and bus those children to five predominately White schools on the other side of this city of 100,000. Additionally, the judge ordered the transfer of 12 principals based on race and the construction of a new magnet school. The present study examines questionnaire responses from middle to upper middle-class African Americans at three different times: (a) just after the court decision, (b) 1-2 months after the decision was implemented, and (c) 5 months after the court order. This study also explores the gradual shift in the responses from Lafayette's African American community. The United States embarked on a massive social and educational experiment in the latter half of the 20th century when it began the process of racially desegregating its public school systems. Before 1954, virtually all Southern schools-including the district under study, Lafayette Parish, Louisiana-were racially segregated by law. Following the historic U.S. Supreme Court decision Brown v. Board of Education (1954), school desegregation underwent several phases, which we briefly outline in the following section. Black and White reaction to school desegregation varied considerably across the United States, depending upon the timing, demographics, circumstances, location of the integrating system, and actual details of the desegregation plan. In the early days, White reaction ranged from reticent to outright violent. Black reaction was initially more hopeful, but it too has not been monolithic, and has changed over time. This paper focuses on how a sampling of Black middle and upper middle-class residents reacted to a recent federal court order in May 2000 to more coercively desegregate schools in Lafayette Parish, Louisiana, 33 years after the first desegregation court order. We surveyed three groups of African Americans. One group was questioned almost immediately after the judge declared that the system needed to more fully desegregate. A second group was surveyed three months later, after the court order was implemented in the public school system. A third group was surveyed approximately five months later to determine their agreement with each of the five desegregation measures which the court had ordered to be implemented. We found that African American reaction grew decidedly more negative after these largely coercive measures were implemented. Black and White Reaction to School Desegregation The majority of the most violent reaction from the White community to school desegregation occurred in the first decades of this great national experience, and spread from southern school districts like Little Rock to northern school districts such as Boston. In the Louisiana school district of New Orleans, which was the first in the state to desegregate, White reaction in 1960 ranged from hurling eggs at Black students to a near total boycott by the White community of the public school system (Liver, 1996). In Lafayette Parish, Louisiana, initial reaction from the White community in the mid-1960s was much more subdued, with virtually none of the resistance demonstrated in New Orleans (Courville, 1978). Black reaction to school desegregation has typically been more hopeful. Efforts to racially desegregate schools often have been viewed as a long overdue effort to undo and reverse decades-indeed centuries-of racial discrimination against African Americans. Blacks often saw desegregation as opening opportunities to send their children to better funded schools and to educational milieus where their children could integrate with mainstream middle-class White students. Indeed, social science in the 1960s justified the integration of poor Blacks with middle-class Whites on the thesis that desegregation would raise the academic performance of African American students (Coleman et al. …
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Education and political transition in South Africa - Carim, N.; Enslin, Penny (2002)
This book deals with student perceptions of and attitudes towards democracy, and the way democracy is accounted for in the textbooks of four transition countries. Although the subject nations are very different otherwise, they share the trait of transition -- in the economic, political and social arenas. As many countries around the world have become liberal democracies in the last decade, there has been no investigation of education's role in this process. This book addresses that void by examining the state's role in spreading democratic themes and studying the presentation of democracy and human rights in various textbooks.
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College Students’ Degree Aspirations: A Theoretical Model and Literature Review With a Focus on African American and Latino Students - Carter, Deborah Faye (2002)
Quite a few comprehensive studies on undergraduate experiences and general models of degree attainment and attrition have highlighted the importance of measuring educational aspirations. Many researchers theorize that student educational aspirations have strong effects on (or strong relationships with) a variety of outcomes, particularly college choice, student retention, and graduate school enrollment (Astin, 1977; Tinto, 1993
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Epilepsy and developmental impairments following severe malaria in Kenyan children : a study of their prevalence, relationships, clues to pathogenesis and service requirements - Carter, Julie Ann (2002)
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Computers in Secondary Schools in Developing Countries: Costs and Other Issues (Including Original Data from South Africa and Zimbabwe). - Cawthera, Andy (2002)
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Problem hindering the effective teaching of science subjects in Kenyan schools - Changeiywo, Johnson M. (2002)
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The Return of God: The Introduction of Religious Instruction in Secular State Schools in Senegal - Charlier, Jean-Émile (Education et sociétés, 2002)
In October 2002, Senegal announced that it intended to reform the state educational program by introducing religious instruction classes and classes in native languages as well as including Qur’anic schools in the official educational system. These measures were intended to raise the country’s school enrollment rate in compliance with the recommendation of donors. A contemporary liberal philosophy, which respects user preferences, inevitably led to advocating religious instruction in schools. These reforms were not justified therefore in the name of a return to traditional values, but as a progressive action on the road to a modern state. They also meant a redefinition of state secular policy. This required only that the principal religions be treated equally with none favored. However, the facts show that it is very difficult for the state to hold to this neutrality, which is becoming mixed in with Mouridism, a brotherhood with increasing influence in Senegal.
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African American College Students in Predominantly White Institutions of Higher Education: Considerations of Race and Gender. - Chavous, Tabbye M. (2002)
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Speech at opening ceremony of 2002 Sino-African SHP training workshop - ChenShengshui; DirectorofHRC (2002)
I am honored to be with you this morning. You all came far away from Africa to Hangzhou! On behalf of all HRC staff, I'd like to extend my warm welcome to you for attending the 2002 Sino-African SHP Training Workshop.
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Career systems and the process of generalisation of mother tongue education in Cameroon - Chiatoh, Blasius Agha-ah (2002)
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Focus on the slow learner: the Zimbabwean scene - Chireshe, Regis; Mapfumo, John (2002)
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The Training Programme and Curriculum of Tom Mboya Labour College, Kisumu, Kenya: A Review and Modernization of the Current Curriculum - Chitere, Chitere; Preston, Opal E. (2002)
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Information and Communication Technologies in Rural Secondary Schools in Africa - Chiware, Elisha Rt (2002)
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Gender-equity challenges and opportunities in integrating technology in schools in Namibia; An interactive, multi-media case study for WorldTeach volunteers. - Clarke‐Midura, Jody; Patiño, Edwin Rene Yunga (2002)
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The Role of English in Individual and Societal Development: A View from African Classrooms - Cleghorn, Ailie; Rollnick, Marissa (TESOL Quarterly, 2002)
This article discusses sociocultural and other theoretical aspects of the language-in-education debate in the light of their practical implications for language policy and teacher education in linguistically diverse school settings. We draw on studies carried out in African classrooms where subjects such as science were being taught via English, an L2 for most learners. Studies indicate that code switching offers an economical resource for constructing meaning in classrooms where teachers and learners can use the same home or local language. Language use within the classroom is thus seen in terms of the need to communicate meaning with the goal of ensuring access to knowledge and thereby fostering individual development. We suggest that meaningful learning contexts are likely to increase the motivation to learn English, ultimately fostering societal development within the larger global context. The article concludes with a call for the TESOL field to identify the full potential of code switching and categorize its functions so that teachers may be helped to use it purposefully.
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Education Students’ Views Towards Science for Children: Canada, Zimbabwe, England Comparisons - Cleghorn, Ailie; Shumba, Overson; Peacock, Alan (World Studies in Education, 2002)
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Transformation in Higher Education. Global Pressures and Local Realities in South Africa - Cloete, Nico; Fehnel, Richard; Maassen, Peter; Moja, I.A.; Perold, Helene; Gibbon, Trish (2002)
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Educating an African Leadership: Achimota and the Teaching of African Culture in the Gold Coast - Coe, Cati (Africa Today, 2002)
Founded by the British colonial government in the Gold Coast in the 1920s, Achimota was an elite school that signaled the colonial government's commitment to the provision of education and the concomitant belief in the role of education in managing the future of the nation. This study explores the contradictions of the school, in which "African culture" was used to substitute for anglicized activities, lessons, and entertainments within the school's dominant Western frame, "African culture" had to be transformed and reified. The school's practices were the result of interaction between the differing expectations of colonial officials, "traditional experts" brought in to teach customs and arts, local intelligentsia, expatriate and African teachers, and the students themselves. Achimota therefore provides a lens on the nuances and tensions within the colonial enterprise in Africa.
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Reliance on existing wetlands for pollution control around the Witwatersrand gold/uranium mines of South Africa - Are they sufficient? - Coetzee, Henk; Wade, Peter; Winde, Frank (2002)
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The Impact of College Racial Composition on African American Students' Academic Self-Concept: A Replication and Extension - Cokley, Kevin (Journal of Negro Education, 2002)
The purpose of this study was to replicate and extend Cokley's (2000) study by comparing the academic self-concept of African American students in a historically Black college and university setting (HBCU) and a predominantly White college and university setting (PWCU). A total of 396 African American students completed the Academic Self-Concept Scale (Reynolds Ramirez, Magrina, & Allen, 1980) and a demographic questionnaire. Consistent with Cokley's (2000) study, grade point average was the best predictor of academic self-concept for students attending the PWCU while quality of student-faculty interaction was the best predictor of academic self-concept for students attending HBCUs. Implications for how student affairs professionals can assist African American students as well as faculty are discussed. As a new decade begins, student development researchers continue to be interested in understanding the characteristics of colleges and universities that impact the development of college students. Several characteristics of a college or university have drawn considerable attention by prominent student development researchers. These characteristics include: (a) the size of the college (i.e., student-teacher ratio), (b) whether the college is publicly or privately funded, (c) whether the college is a 2-year or 4-year institution, (d) the selectivity of the college as measured by grade point averages (GPA) and standardized test scores of incoming students, and (e) the predominant racial composition of the college. Of these five characteristics, the predominant racial composition of the college has been examined most often when investigating the influences on the psychosocial development of African American college students. For the purpose of this study, research that focuses on comparing institutions of differing racial composition on various indicators of psychosocial development will be referred to by the acronym CIRC (comparative institutional racial composition). For example, several studies have focused on how the racial or cultural identity of African American college students is impacted by attending a predominantly White college or university (PWCU) versus a historically Black college or university (HBCU). Allen (1985) found that African American students attending an HBCU possessed a higher cultural awareness and commitment. Similarly, Baldwin, Duncan, and Bell (1987) reported that African American students attending an HBCU demonstrated a higher African self-- consciousness than African American students attending a PWCU. To the contrary, in a replication of the Baldwin et al. study, Cheatham, Tomlinson, and Ward (1990) found that African American students attending a PWCU were higher in African self-consciousness than African American students attending an HBCU. Cheatham, Slaney, and Coleman (1990) found that there was no difference in racial identity between African American students attending HBCUs and PWCUs. In an attempt to explain these contradictory findings, Cokley (1999) conducted a study in which he found no differences in the importance of racial identity between African American students attending HBCUs and PWCUs, but did find significant differences in the types of racial ideology African American students developed in each environment. He found that African American students attending HBCUs endorsed a more Black Nationalist ideology than their counterparts at PWCUs, while African American students attending PWCUs endorsed more humanist and assimilationist ideologies compared to their counterparts at HBCUs. Why these CIRC studies generated conflicting results is not altogether clear and has not been explicitly addressed in the literature. Several factors are most likely responsible for this. The first and perhaps most obvious factor pertains to methodology. For example, it can be argued that the samples were different in some meaningful way-namely different college samples were used. …
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Racial discrimination and well -being among African American university students. - Cooke, Deanna Y. (2002)
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Brand Image of MBA Business Schools in South Africa as driver of customer-based brand equity - Coop, WF (2002)
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Veterinary and wildlife training in East Africa: a practical approach - Cooper, JE; Cooper, Margaret E. (2002)
Although the emphasis on the Courses and Workshops in East Africa is on wild (free-living) animals, there is considerable coverage of material relating to domestic animals and to the health and well being of humans. This is important because, as populations of Homo sapiens in East Africa grow, the interface between them, their domestic stock and wildlife becomes more blurred. Therefore, devising and teaching programmes and in promoting the use of appropriate field equipment, there is much merit in looking at what is already established in human medicine to if this might be adapted to work with animals. Interestingly, sometimes the flow is reversed, with developments in the veterinary field proving applicable and beneficial also to human beings. The opportunities for collaboration in this important area have never been greater. (8 pages)
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Volcanic passive margin of Namibia: A potential fields perspective - Corner, B.; Cartwright, Joseph Albert; Swart, Roger (2002)
Namibia is now regarded as one of the type areas for studying the development of a passive volcanic margin. Recent work has concentrated on interpreting seismic data, and little use has been made of existing magnetic or gravity data. New aeromagnetic data that were recently acquired offshore Namibia by NAMCOR have been merged with existing onshore and offshore aeromagnetic surveys, as well as with ship-borne data. In addition, satellite-derived offshore free air gravity data have been merged with onshore Bouguer gravity data. A number of new features pertinent to the evolution of the volcanic margin are apparent from the new combined data sets. The most striking is that the G, M2, and M4 magnetic anomalies are better defined and are seen to swing coastward toward northern Namibia and southern Angola, in contrast to studies by earlier researchers in which these anomalies were interpreted to swing away from the coast. This has important implications for the mechanism and rate of breakup, for the age of the volcanics, and for the age of sedimentation along the coastal margin. Some interpreted seismic lines have also been modeled with coincident magnetic and gravity profiles to test whether the interpretation of the entire package of seaward-dipping reflectors (SDR) as being basaltic flows is correct. The magnetic data indicate that at least part of this package is likely to be filled with sediment, while the gravity data are less conclusive in this respect due to unknown and hence ambiguous density contributions from deeper crustal levels. These SDR packages of interpreted basalts interbedded with sediments are seen as suboutcrops along the prominent edge gravity high, which correlates closely with both the hinge zone and the G magnetic anomaly. Westward (seaward) of the hinge zone the edge gravity anomaly loses amplitude over the underlying basalts. Bearing the sources of ambiguity in mind, forward modeling nevertheless shows that the gravity anomaly can be completely neutralized, in the first order, by the overlying low-density sedimentary pile, which thickens westward. This suboutcrop of the SDR package models well as the source of the dipolar G magnetic anomaly, and contributes significantly to the shelf edge gravity high. No field reversals were required to obtain a good fit in the forward modeling, although their presence cannot be discounted.
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Implementing the White Paper 6 - Towards Building an Inclusive Education and Training System. What is next for Educational Psychologists in South Africa? - Costa, Maria da Piedade Resende da; Muthukrishna, Nithi (2002)
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Editor's Note: African-American Student Graduation Rates - Cross, Theodore (Journal of Blacks in Higher Education, 2002)
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[Televised education: experience in Senegal]. - Ct, Toure (PubMed, 2002)
As a possible response to the shortage of qualified teachers in Africa, a promising pilot study using television is being carried out at the A. Le Dantec University Hospital in Dakar, Senegal. Trainees at the Dakar Medical School receive long-distance coaching mainly in video-assisted surgery from experts at several partner centers in Europe, namely: Rangueil Hospital in Toulouse, France, IRCAD in Strasbourg, France and Saint Peter's Hospital in Brussels, Belgium. Results support more widespread use of televised courses.
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Prevalence of HTLV1, HIV and BVH and their Association in Blood Donors at Tokoin Teaching Hospital of Lome (Togo) - Dagnra, Anoumou; Ségbéna, AY; Hounkpati, F.; Dogbeaze, F.; Vovor, A; Prince-David, Mireille (Journal of the Cameroon academy of sciences, 2002)
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Post-apartheid teacher education reform in Namibia : the struggle between common sense and good sense - Dahlström, Lars (2002)
This thesis is about teacher education reform. It is a narrative of attempted change in the area of teacher education in post-apartheid Namibia. The inquiry is based on critical and participatory p ...
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Perceptions of sexual harassment amongst university students : a case study of the South African Military Academy - Daniels, Peter Isaac (2002)
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The impact of the Internet on reference services in higher education libraries in South Africa - Darries, Fatima (2002)
Internet access has become an indicator of a country’s socio-economic status in the Information Society. Libraries of higher education institutions support the parent institutions’ objective to produce graduates able to function in this society. Consequently, the Web, the most popular part of the Internet, has become ubiquitous in reference services. This study investigates the impact of the Internet on reference services by exploring the following areas: user Internet access and training in the library, use and integration of the Internet as an information tool in reference services and the Internet training and knowledge of reference librarians. An electronic survey was done using the Web and e-mail to distribute the questionnaire. The questionnaire was divided into six sections, and consisted of multi-choice answers with an open-ended question at the end of each section inviting further comments. The target population was the heads of reference services at large libraries and the directors at smaller libraries of the 36 higher education institutions in South Africa. Their e-mail addresses were obtained from the library or parent institutions’ Web sites. A total of 90 potential respondents were e-mailed and 26 responded, representing 19 institutions and yielding a low response rate of 29%. Low response rates are however, typical of electronic surveys. A total of eight reference librarians at two institutions in the Western Cape were interviewed, representing both a historically disadvantaged institution (HDI) and a historically advantaged institution (HAI), and a technikon and university library. The interviews were structured and consisted of mostly open-ended questions. The interviews lasted about an hour and were tape-recorded. The results showed that all responding libraries have Internet access and all but one provided access to their users. On average, users have had Internet access for three and a half years. User Internet training tended to be on a one-to-one basis at the point-of-use. On average, reference librarians have had Internet access for five years. The majority of librarians have attended formal Internet training programmes. However, the librarians interviewed considered these to be introductory and gained the skills and knowledge by actual use and from colleagues. Librarians reported that the reference process took longer, that user search behaviour had changed and expectations had increased. While the majority of libraries had Web sites, only a small number of librarians had individual pages that they updated and maintained. The majority of libraries provided electronic reference via e-mail and the library Web site, but these are characterised by low usage. Finally, libraries tended to offer both end-user and intermediary searching to online databases. The study concluded, amongst others: that libraries lacked adequate computer facilities and consequently cannot provide optimal Internet access to students, and that librarians have integrated the Internet as an information tool but that libraries have not yet taken full advantage of what the Internet offers. The study recommends: that the bandwidth and number of student computer facilities be increased in libraries and that this problem be addressed at national government level, that libraries develop electronic reference as a core service, and that librarians increase their Internet and online instruction efforts by using e-mail, Web tutorials and virtual classrooms to reach more students.
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Democracy in Textbooks and Student Minds: Educational Transitions in Bosnia-Herzegovina, Yugoslavia, Mozambique, and South Africa - Daun, Holger; Enslin, Penny; Kolouh-Westin, Lidija; Plut, Dušan (2002)
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Senegal: Long Islamic or Western education makes a difference - Daun, Holger; Sane, A. (2002)
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Development of a curriculum and training of supervision teams in borehole construction in Malawi - Davies, Jeremy; Cobbing, Jude; Robins, Nick; Kululanga, Grant; Mandowa, W.; Hankin, Philip (2002)
The Government of Malawi through the Ministry of Water Development is committed to ensuring that people have convenient access to potable water. However, the water sector has suffered a number of weaknesses that include: • Lack of sustainability in most of the water supply and water borne sanitation infrastructure. • Poor service coverage • Declining, and in some cases, poor quality of key water sources. • A large number of boreholes are not fully functional because of poor siting, installation and workmanship. A demand responsive approach to borehole construction and maintenance, whereby user communities apply for facilities and establish maintenance infrastructures, is in operation. To facilitate this process, the Ministry of Water Development recognises the need to built capacity of various stakeholders through training. As part of this initiative, the Water and Sanitation Programme, Africa Region (World Bank) has funded the Ministry of Water Development to undertake a first phase of the required training. This included curriculum development and a pilot training course for technicians in borehole siting and construction supervision. The British Geological Survey was the lead consultant in this project, together with the University of Malawi and GITEC.
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Teaching English in Francophone Senegal. - Davis, Kay Mathews (ESL Magazine, 2002)
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The decision of African American students to complete high school: An application of the theory of planned behavior. - Davis, Larry E.; Ajzen, Icek; Saunders, John; Williams, Trina (Journal of educational psychology, 2002)
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Teacher Competency in Handling Children with Special Needs in the regularSchools In Ghana. A Study of Primary School Teachers in Hohoe District - Deku, Prosper (IFE Psychologia: An International Journal, 2002)
In recent years the concept of effective teaching has become increasingly topical both in regular and special educational circles. As regular schools continue to open their doors to all children including children with disabilities, regular class teachers have had to become significantly more involved in providing an effective educational service for all students. The purpose of this study therefore is to assess the competency level of regular teachers in handling children with special needs in the regular classrooms. A descriptive survey design was adopted. In all 236 teachers made up of 121 males and 115 females in the primary schools in the Hohoe district of Ghana were the subjects for the study. A self-designed Teacher Competency Scale with split-half reliability coefficient of 0.88 was used. The data was analysed using Point-biserial correlation and the t-test. The study showed that there is a significant positive relationship between preservice course in the education of children with special needs and teacher competence. However, no significant difference was found between male and female competency. IFE Psychologia (2002) 10(1), 126-134
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High resolution sedimentologic and stratigraphic investigation of a storm-dominated carbonate ramp, Hoogland Platform (ca. 549 Ma), Nama Group, Namibia - DiBenedetto, Steven P. (2002)
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Cool schools for hot suburbs : models for affordable and environmentally responsive schools in Nairobi, Kenya - Dierkx, RJ Rene (African Symposium: An On-Line African Educational Research Journal, 2002)
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Vision on teacher education in Kenya: The teaching practice perspective - Digolo, Patrick Obonyo Ochieng. (2002)
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Objectives Achievement of the Schools Agriculture Program in Swaziland: Implications for Future Curriculum Reforms - Dlamini, B.M.; Keregero, Keregero J. B. (Journal of international agricultural and extension education, 2002)
A descriptive survey study, employing triangulation procedures, was conducted to determine the extent to which the modern agriculture program in Swaziland secondary schools has achieved its objectives, and whether statistically significant differences existed among respondent’s perceptions. The study revealed that the program has facilitated the demonstration and practice of business aspects of farming and created awareness of career opportunities in farming and its associated technologies. The program has laid a foundation for further academic studies in agriculture, and provided a basis for understanding the role and methods of extension agencies. Statistically significant differences in program rating were observed between the perceptions of teachers and students, and by place of regular residence (rural, peri- urban and urban). The study further found that the statistically significant differences were small, and of no practical value. Thus, demographic characteristics of respondents were eliminated as confounding the results of this study.
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Making White: Constructing Race in a South African High School - Dolby, Nadine (Curriculum Inquiry, 2002)
As a social and cultural phenomenon, race is continually remade within changing circumstances and is constructed and located, in part, in institutions’ pedagogical practices and discourses. In this article I examine how the administration of a multiracial, working-class high school in Durban, South Africa produces “white” in an era of political and social transition.As the population of Fernwood High School (a pseudonym) shifts from majority white working class to black working class, the school administration strives to reposition the school as “white,” despite its predominantly black student population. This whiteness is not only a carryover from the apartheid era, but is actively produced within a new set of circumstances. Using the discourses and practices of sports and standards, the school administration attempts to create a whiteness that separates the school from the newly democratic nation-state of South Africa. Despite students’ and some staff’s general complacency and outright resistance, rugby and athletics are heralded as critical nodes of the school’s “white” identity, connecting the school to other, local white schools, and disconnecting it from black schools. Dress standards function in a similar manner, creating an imagined equivalence between Fernwood and other white schools in Durban (and elite schools around the world), and disassociating Fernwood from black schools in South Africa and the “third world” writ large. This pedagogy of whiteness forms the core of the administration’s relationship with Fernwood students, and maps how race is remade within a changing national context.
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Analysis of Students Dissertations in Agricultural Education at the University of Swaziland - Dube, Musa M. A.; Zwane, Nomsa (UNISWA research journal of agriculture, science and technology, 2002)
The purpose of the study was to analyze students’ dissertations in agricultural Education (AE) at the University of Swaziland (UNISWA), Faculty of Agriculture that were completed between 1995 and 2000. Through the use of on-line public access catalogue [OPAC] and the card catalogues, one hundred and twelve [112] students’ dissertations were identified and analyzed. The analysis criteria included the following methodology components: research design, target population, instrument, data analysis, and determination of whether statistics was used to analyze data. The findings of the study revealed that the students used different research designs with descriptive research being used the most (68%) followed by correlational design (19%) and the least used designs were the ex post facto, quasi experimental and historical; a majority of the target audience were teachers, UNISWA students, head teachers, and pupils; a questionnaire was the most popular data collecting device (73%), nominal group technique, special data collecting form, Delphi technique or modified Delphi technique, interviews and Florida Taxonomy of Cognitive Behaviour were least used to gather data. It was recommended that students should be encouraged to use other research designs, vary their target population, and use varied data collecting tools. Finally, that courses that are related to research and taught to students should service students’ research projects 1 Department of Agricultural Education and Extension, Faculty of Agriculture, University of Swaziland, P/B Luyengo, Luyengo, Swaziland
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Professionals' perceptions of hearing-impairment and the rehabilitation of deaf children in rural areas of Binga District, Zimbabwe - Dube, Servious; Sullivan, Kimberly; Wirz, Sheila (2002)
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Promoting Equality and Access in Higher Education: A Comparative Study of State Sponsored Preferential Policies in Great Britain, India and South Africa - DuBose, Lanaia C. (2002)
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Using Technology Tools to Revitalize Mathematics Teaching: Perspectives from the United States and Namibia - Dunn, Thea K. (Society for Information Technology & Teacher Education International Conference, 2002)
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Transformation and Equity: Women and Higher Education in Sub-Saharan Africa - Dunne, Michael; Sayed, Yusuf (2002)
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CISPLATIN INDUCES ACUTE RENAL FAILURE BY IMPAIRING ANTIOXIDANT SYSTEM IN GUINEA PIGS: EFFECTS OF ANTIOXIDANT SUPPLEMENTATION ON THE CISPLATIN NEPHROTOXICITY - Durak, İlker; Özbek, Hanefí; Karaayvaz, Muammer; Öztürk, Hakan (Drug and Chemical Toxicology, 2002)
This study aims to investigate the role of oxidants in cisplatin-induced nephrotoxicity. Cisplatin was administered intraperitoneally (i.p.) in a single dose (5 mg/kg) and guinea pigs were killed either after 24 h or 7 days. The same experiment was performed using animals treated with vitamins C and E combination and a natural antioxidant extract (SARMEX). The kidneys were then removed to be used in the analyses. Blood samples were also obtained from the animals to be used in routine biochemical assays. Twenty-four hours after treatment there was a significant decrease in the renal activities of total superoxide scavenger activity (TSSA), superoxide dismutase (SOD) and catalase (CAT) accompanied by a rise in malondialdehyde (MDA) levels. After 7 days, the fall in kidney enzymatic activities was far greater, while the increase in blood urea (BUN) and creatinine (CRE) was marked. Treatment with antioxidants causes significant increases in renal TSSA (7 day), non-enzymatic superoxide scavenger activity (NSSA) (24 h and 7 day) and SOD (7 day) activities, does not change glutathione peroxidase (GSH-Px) activity and decreases renal MDA (24 h and 7 day), blood BUN (7 day) and CRE (7 day) levels. Our results suggest that cisplatin treatment impairs both enzymatic and non-enzymatic antioxidant systems and causes peroxidation in the renal tissue, which leads to kidney failure. Antioxidant supplementation strengthens the renal antioxidant system, eliminates oxidation reactions, and prevents cisplatin-induced kidney failure.
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The pre-2002 activity - Volcano Nyiragongo (D.R. Congo): Evolution of the Crater and Lava Lakes fron the Discovery to the Present - Durieux, Jacques (2002)
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SHARING AFRICAN AMERICAN CHILDREN'S LITERATURE: MULTICULTURAL TEACHING PRACTICES OF TWO MALE TEACHERS - Dyer, Jennifer (2002)
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Food for life. In: Soroti Field Day, Gweri subcounty, Uganda 27 September 2002. [Poem presented by pupil of Anjopet primary school during field day on promotion of orange fleshed sweet potato]. - Echeru, A. (2002)
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Evaluation of water quality pollution indices for heavy metal contamination monitoring. A study case from Akpabuyo-Odukpani area, Lower Cross River Basin (southeastern Nigeria) - Edet, Aniekan; Offiong, O. E. (GeoJournal, 2002)
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Creating a virtual community of practice to investigate legitimate peripheral participation by African American middle school girls in science activities - Edwards, Leslie (2002)
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Childhood Education and Research in Nigeria: Implications for the Nigerian Counsellor - Egbochuku, E. O.; Aduwa-Ogiegbaen, Samuel Ereyi O. (The Educational Forum, 2002)
It was observed that childhood period is a temporary phase in the development stages of growth of an individual. This paper discusses the concept and characteristics of childhood stages; research priority areas of childhood education, and the need for studies in School readiness, further highlighted is the need for studies in diagnosing school learning difficulties. Finally, implications for the Nigerian counsellor was given.
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A study of the L1 and L2 writing processes and strategies of Arab learners with special reference to third-year Libyan university students - El-Aswad, Aboubaker Ali A. (2002)
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Transformation through the adaptation of psychological and physical barriers : American students' observations of South Africa, a country - Ellenwood, Audrey E.; Glesser, Andrea; Peugeot, Megan; Snyders, Kim; Rapp, Jillian; Ellenwood, John (2002)
Since its freedom from apartheid in 1994, South Africa has been going through a significant transformation process. This article overviews and discusses American students' reactions to the psychological and physical barriers that have developed among South African people across different contexts; home life, an administrative city, a university, a community project, an orphanage and a resort area. Lux's five-stage Model of Transformation order is reviewed along with two principles relating to the development and need for psychological and physical barriers when a country is in flux. The article concludes with a presentation of Lux's 12-step conflict- resolution approach.
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Mauritius reigniting the engines of growth: a teaching case study - English, Philip (2002)
This case study is first and foremost about integration into the world economy, through export promotion and foreign investment, and secondly about the more complex notion of sound macroeconomic management. The export processing zone (EPZ) plays a critical role, but this case is not intended as an endorsement of EPZs as a development strategy. This case is particularly useful because it takes place in a society full of ethnic diversity, with a vibrant democracy and a strong trade union movement. The case is divided into two parts . Part 1 takes the reader to 1982, at which time the economy is in recession, the EPZ has stagnated, the government has just changed hands, and the country is in the middle of a structural adjustment program. Part 2 ends in 1994, when the country must develop a new development strategy to cope with the constraints generated by its very success. An extensive set of teaching notes is provided.
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Mauritius reigniting the engines of growth: a teaching case study - Teaching Notes - English, Philip (2002)
This case study is first and foremost about integration into the world economy, through export promotion and foreign investment, and secondly about the more complex notion of sound macroeconomic management. The export processing zone (EPZ) plays a critical role, but this case is not intended as an endorsement of EPZs as a development strategy. This case is particularly useful because it takes place in a society full of ethnic diversity, with a vibrant democracy and a strong trade union movement. The case is divided into two parts . Part 1 takes the reader to 1982, at which time the economy is in recession, the EPZ has stagnated, the government has just changed hands, and the country is in the middle of a structural adjustment program. Part 2 ends in 1994, when the country must develop a new development strategy to cope with the constraints generated by its very success. An extensive set of teaching notes is provided.
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Ecologically sustainable Chromolaena odorata management in Ghana in the past and present, and the future role of farmers' fleld schools. - Entsie, P. K.; Zachariades, C.; Muniappan, R.; Strathie, L. W. (2002)
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Occupational health hazards among health care workers in an obstetrics and gynaecology unit of a Nigerian teaching hospital - Eo, Orji; Fasubaa, OB; Onwudiegwu, U.; Dare, F.O.; Ogunniyi, Solomon O. (Journal of Obstetrics and Gynaecology, 2002)
The occupational health hazards among health-care workers in an obstetrics and gynaecology unit were investigated. A total of 78 pretested questionnaires were administered to the doctors, nurses and ward orderlies in the unit of Obafemi Awolowo University Teaching Hospitals Complex, Ile-Ife, Nigeria. The common occupational health hazards were work-related stress (83·3%), needle-stick injuries (75·6%), bloodstains on skin (73·1%), sleep disturbance (42·3%), skin reactions (37·2%) assault from patients (24·3%) and hepatitis (8·9%). Nearly half of the staff used diazepam, lexotan or alcohol to cope with the stress of work. A greater percentage of doctors compared to nurses and ward orderlies used safety precautions such as gloves, facemasks and aprons. All the staff employed regular handwashing after various procedures. However no category of staff adopted regularly proper disposal of needles and sharps into separate puncture-resistant containers. About 59% of the staff recap used needles. The implications of the findings were discussed and recommendations made appropriately.
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Climate suitability for stable malaria transmission in Zimbabwe under different climate change scenarios - Epri, B (2002)
As climate is one factor determining the potential range of malaria, climate change may work with or against efforts to bring malaria under control. We developed a model of future climate suitability for stable Plasmodium falciparum malaria transmission in Zimbabwe. Current climate suitability for stable malaria transmission is based on the MARA/ARMA model of climatic constraints on the survival and development of the Anopheles vector and the Plasmodium falciparum malaria parasite. We explored potential future geographic distributions of malaria using sixteen projections of climate in 2100. The results suggest that, assuming no future humanimposed constraints on malaria transmission, changes in temperature and precipitation could alter the geographic distribution of malaria in Zimbabwe, with previously unsuitable areas of dense human population becoming suitable for transmission. Among all scenarios, the highlands become more suitable for transmission, while the lowveld and areas currently limited by precipitation show varying degrees of change, depending on climate sensitivity and greenhouse gas emission stabilization scenarios, and depending on the general circulation model used. The methods employed can be used within or across other African countries.
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Effective training for job creation in the South African education system - Erasmus, J.C. (2002)
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Uganda teachers; the wretched of the earth - Eremu, J. (2002)
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Prevalence of Hookworm infection and haemoglobin status among rural elementary school children in Southern Ethiopia - Erosie, Lopiso; Merid, Yared; Ashiko, Ayele; Ayine, Mohammed; Balihu, Ashenafi; Muzeyin, Sultan; Teklemariam, Shiferaw; Sorsa, Solomon (Ethiopian Journal of Health Development, 2002)
A cross sectional survey was conducted to assess the prevalence rate of intestinal parasites with emphasis on hookworm infection on apparently healthy 421 elementary school children of Boloso Sorie woreda. The prevalence of intestinal parasites among the studied children was found to be 69.4% of Ascaris lumbricoides dominating (40%) followed by hookworm (26.8). Low level of hemoglobin was not significantly associated with hookworm infection. The overall prevalence of anemic condition (below normal level of hemoglobin) was found to be 20.6% (87/422). Promotion of appropriate solid and liquid waste disposal supply of safe water and feet wearing are recommended. (author’s)
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Cancer education takes on a spiritual focus for the African American faith community. - Erwin, Deborah O. (PubMed, 2002)
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Lifelong learning: sharing the Tunisian experience - Essefi, Najoua (2002)
In this paper the author offers a brief overview of changes in Tunisia following independence in 1955. Reforms to the education system immediately introduced included free education, compulsory basic education, adjusted learning schedule to meet rural needs and social and psychological assistance for young people who have specific needs. While adult literacy remains an ongoing concern a new approach integrates literacy with technical, manual and communication skills. The changing role of women in Tunisian society is emphasised and women’s rights now include access to education, healthcare, employment, finance and participation at all levels of government and the workplace. The government supports vocational training by providing finance for training costs incurred by companies and also supports continuous skills development through a vocational training tax refund. Adult continuing education has become essential to cope with globalisation and priority has been given to improving technological competencies in the workplace through the establishment of research and technical centres. Communication, networking and partnership between government, non government organisations, educational institutions and business is also a high priority.
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Increase in tuberculosis incidence among the staff working at the Tuberculosis Demonstration and Training Centre in Addis Ababa, Ethiopia: a retrospective cohort study (1989-1998). - Eyob, G; Gebeyhu, M; Goshu, S; Girma, Mulu; Lemma, Eyob; Fontanet, Arnaud (PubMed, 2002)
The incidence rate of tuberculosis was studied among the staff of the Tuberculosis Demonstration and Training Centre (TDTC) of Addis Ababa between 1989 and 1998, by reviewing all clinical charts of the 175 staff members for evidence of tuberculosis. During the study period, 24 cases of tuberculosis were diagnosed, including 12 who were bacteriologically confirmed. The incidence rate of tuberculosis increased from 1695 per 100000 person-years (py) in 1989 to 5556/100000 py in 1998 (test for trend, P < 0.001). Urgent measures are required for better protection of the staff from human immunodeficiency virus infection and tuberculosis.
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Distribution of surgical cases at the university of Nigeria veterinary teaching hospital (1985 — 1995) - Eze, C. A.; Idowu, Olajire (Tropical Veterinarian (Ibadan), 2002)
Case files of out-patients at the University of Nigeria Veterinary Teaching Hospital were used to assess the distribution of surgical cases between January 1985 to December 1995. Five hundred and five operative and orthopaedic procedures were performed on 493 patients during this period. Canine patients accounted for 63% of all cases. Goats, sheep, and cats accounted for 24%, 3% and 2%, respectively. Cases involving species like rabbit, turkey, pig, monkey and gorilla accounted for 8%. Castration dominated all the cases with 54% while soft tissue procedures [excision of transmissible venereal tumour, oral papillomata, reduction of hernia, uterine prolapse, lancing of abscess] constituted 37% and reduction of bone fractures constituted 10%. Records showed that surgical cases decreased from year to year. Nearly all goats were castrated under one year, while caesarian sections in does were carried out between 1-3 years of age. The highest incidence of caesarian sections occurred between May and July of every year. The occurrence of TVT is not seasonal. (Tropical Veterinarian: 2002 20(1): 52-56)
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A path analytic model of schooling situations and secondary school students' academic performance in Oyo State Nigeria - Fabunmi, Martins; Adewale, J. G. (Journal of Educational Management, 2002)
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Reducing high test anxiety in secondary school English language students in Borno state, Nigeria: a case study - Fajonyomi, Mary G. (Annals of Borno, 2002)
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The relevance of town and regional planning education in South Africa. - Faling, Cornelia Wilhelmina. (2002)
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PSYCHO-SOCIAL PROBLEMS OF NIGERIAN SCHOOL CHILDREN WITH EPILEPSY - Famuyiwa, O. O.; Matti, O. O. (Southern African journal of child and adolescent mental health, 2002)
Abstract We conducted a standardised evaluation of mothers reporting on 174 Nigerian school children with epileptic disorders (predominantly of the grand mal type) and brief child interviews., A mean of 20.3% reported psychosocial difficulties across a range of psychological difficulties. Contrary to the findings in the Western literature, there was tendency for more psychosocial difficulties to be encountered by girls than boys. This finding seemed explicable more in terms of socio-cultural sex role expectations and attitudes rather than biological factors. The most common psychosocial difficulties were difficulties associated with school adjustment, interpersonal relationships and medical therapy, and perceived depression. Cost and availability of anti-epileptic drugs was a notable problem, which suggests that relatively inexpensive drugs such as phenobarbital and phenytoin should be prescribed. Family size, frequency of seizures and duration of epilepsy did not significantly influence the psychosocial problems profile of epileptic children as a group. However, first-born epileptics and those with onset of the recurrent seizures prior to their second birthday were at risk of experiencing significant psychological problems. We advocate exploration of psychosocial difficulties in the routine clinical assessment of epileptic children.
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Anaesthesia as a career--the influence of undergraduate education in a Nigerian Medical School. - Faponle, AF (Nigerian Postgraduate Medical Journal, 2002)
Sixty-seven final year medical students of the Obafemi Awolowo University, Ile-Ife, Nigeria were questioned to find out the influence of undergraduate education on their choice of future career. Eighty per cent of them found anaesthesia interesting and important but none would pick anaesthesia as a first choice for future career. One-third of the students studied did not even consider it. The students made several suggestions on how to improve undergraduate medical training. The author also suggests measures for general improvement in all aspects of anaesthetic practice in Nigeria with a view to attracting more residents into this specialty.
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Survey of Indoor Air Pollution Problems in the Rural Communities of Jimma, Southwest Ethiopia - Faris, Kebede (Ethiopian journal of health sciences, 2002)
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The design, implementation and evaluation of student support and development services in further education and training colleges in South Africa. - Ferreira, Stephanus Lourens (2002)
The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services. student counselling services academic development and learning support occupationald evelopmenat nd careerg uidance life skills education and health education, and college institutional development Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.
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