Training, current practices and resources of a group of South African hospital-based speech-language therapists and audiologists working with patients living with HIV/AIDS - Druck, Emma; Ross, Eleanor (The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 2002)
The present study employed a cross-sectional survey research design to investigate the training, current practices, and resources of a sample of South African hospital-based speech-language therapists and audiologists (SLTs & As) working with persons living with HIV/AIDS. Questionnaires were mailed to 50 SLTs & As working in the major provincial hospitals in Gauteng, Kwa Zulu Natal, Free State and Western Cape, and responses were obtained from 40 therapists. Data from the questionnaire were analyzed using descriptive statistics. The findings indicated that persons with HIV/AIDS were becoming an increasing part of the caseloads of the SLTs & As who were surveyed. Investigation of participants' training, knowledge, skills and confidence in the area of HIV/AIDS suggested that the group of SLTs & As surveyed did not perceive themselves to be adequately equipped to manage persons with HIV/AIDS. These findings highlight the need for improved undergraduate training of SLT & A students in the area of HIV/AIDS; more continuing professional development workshops on HIV/AIDS for qualified practitioners; better access to resources for SLTs & As working in the area; the formulation of a position statement on HIV/AIDS by SASLHA; and further research in this area.
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The design of distance training systems for South Africa with an emphasis on low cost and didactical efficiency - Snyman, Lorraine (2002)
The policy and design aspects with regard to the implementation of future distance training systems in South Africa are discussed. A specific low cost distance training technology model is proposed which could enable low cost and interactive distance education in South Africa by means of television. Because of its cost-efficiency, systems based on the model may be run autonomously by individual educational institutions with major impacts in the present high population density metropolitan and adjacent rural areas. Design aspects with regard to low cost signal distribution options are presented. Examples are also presented of some cost structures.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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Education Reforms in Sub-Saharan Africa: Paradigm Lost? - Williams, James (2002)
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Development Aid to the Education Sector in Africa : Lessons of Experience - Brock‐Utne, Birgit (Journal of international cooperation in education, 2002)
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Effects of Dumbbell and Elastic Band Training on Physical Function in Older Inner-City African-American Women - Rogers, Michael E.; Sherwood, Helen S; Rogers, Nicole; Bohlken, R M. (Women & Health, 2002)
Providing inner-city minorities with inexpensive exercise programs may be a means of reducing frailty and maintaining independent lifestyles in this population. To determine the efficacy of such a program, 22 African-American women aged 62-94 years were recruited from a senior center in the Wichita urban community. Sixteen women (age = 74.8 +/- 8.8 yr) participated in exercise training (3 days per week for 4 weeks) and 6 women (age = 74.7 +/- 4.5 yr) served as controls. Training consisted of chair-based exercises using elastic resistance bands (upper and lower body) and dumbbells (upper body). Elastic band training improved (p < 0.05) lower body strength (30-second chair stand, time for 5 stands) by approximately 20% and the combination of bands and dumbbell training improved upper body strength (30-second dumbbell curl) by 24%. Grip strength improved by 5%. Up-&-Go performance improved by 10% although balance and mobility exercises were not a fundamental element of the training program. Upper and lower body flexibility did not change. Changes were not observed for any variable in the control group. This study suggests that exercising with equipment that costs only a few dollars per participant improves upper and lower body fitness in older African-American women who live in an urban setting.
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A Reflection on Indigenous Education and on African Europocentric Education (2002)
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Development of electronic engineering education at the National University of Science and Technology in Zimbabwe - Walker, P.A.W. (2002)
This paper seeks to describe the development of a University BEng(Hons) Degree program in Southern Africa. The background to the creation of the University is first considered, followed by an overall view of the program structure. Selected aspects, such as industrial placements, nonengineering skills and computer engineering, are examined in more detail.
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Trade-Related Training for Trainers in Export Development and Promotion in Africa - Kaynak, Erdener; Kucukemiroglu, Orsay (Journal of African Business, 2002)
Abstract The purpose of this paper is to develop an appropriate training mechanism for the development of the export/international trade sectors in Sudan. One of the activity components identified was the training of trainers in exporting/international marketing in selected sectors. In an effort to develop the most useful export development training program, an intensive needs assessment study was undertaken. The results of the study suggest that groups of respondents who share similar characteristics can be identified and profiled, and based on similar levels knowledge and skills they will be subjected to an intensive type of short export development and promotion training. Upon receiving the necessary training, the trainers will then train trainees in the field of international trade and export development.
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COMMUNICATION STRATEGIES DEVELOPED BY THE ALGERIAN PRIMARY SCHOOL LEARNER - Abdelkrim, Ramdani Abdelkrim Ramdani (دفاتر في اللسانيات والتعليمية, 2002)
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Assessing Self-Determination Prospects of Students With and Without Disabilities in The Gambia, West Africa (2002)
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Education and Health Expenditure and Poverty Reduction in East Africa (Summary in Spanish) (2002)
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Deterioration of Egyptian soils due to pollution factors I - evaluation of some sources of soil pollution due to different human activities and of heavy metals accumulation in crops - Hilal, M. H.; Shafei, A. M.; Taalab, A. S. (2002)
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African-American Grandmother Carers of Children with Disabilities - Kolomer, Stacey; McCallion, Philip; Janicki, Matthew P. (Journal of Gerontological Social Work, 2002)
Abstract Estimates are that one in ten grandparents will take on the role of primary carer to a grandchild for at least six months before the child is age 18, including a child with a developmental delay or disability. This article reviews the current literature on grandparent caregiving with particular attention to African-American grandmother carers and discusses stressors and reports of elevated symptoms of depression among them. The demographics of a sample of 145 African-American grandmothers of children with a developmental disability are reported here as well as the result of a logistic regression analysis of a model of predictors of elevated (above a score of 16 on the CES-D) symptoms of depression. Being younger than age 60, not working outside of the home, not being married, and having no further than secondary school education, were all found to be significant predictors of elevated symptoms of depression in this sample of African-American grandmothers. Interventions for this group of carers must take into account their potential for depression and health problems, economic circumstances, and lack of knowledge of financial and other assistive resources.
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The ubuntu approach to teaching systems development: report on a South African study in progress - Pretorius, Jaco; Scheepers, Helana (2002)
The paper looks at the problem of teaching an undergraduate systems development course which would enable students to develop systems which are functionally "correct", and to be socially sensitive to the impact of such systems on users and the organization.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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The application of computers to undergraduate education in electromagnetics in South Africa - Malherbe, J.A.G. (2002)
Summary form only given. The application of computers to undergraduate teaching in electromagnetics in South African universities is discussed. One of the most basic problems students encounter is the inability to visualize fields spatially. In order to overcome this problem, students have to write their own programs to draw vector fields, as opposed to using existing packages. At a more advanced level, finite element, finite difference, and boundary-element methods are used to solve real problems starting with simple geometries such as capacitance problems, wires, bent wires, etc. Simple programs are used to calculate radiation patterns. In the more advanced elective undergraduate courses, use of popular commercial computer programs is common. In antenna courses these include NEC2, while Supercompact, Touchstone, and Puff are used in microwave circuits courses.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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Training engineers as managers-the Ethiopian experience - Whittaker, John (Technology Management : the New International Language, 2002)
A shortage of trained and experienced people, the lack of an industrial culture, special problems and priorities, and an absence of role models make the development of production managers in Ethiopia a unique and difficult challenge. To address this challenge, in 1980 the Ethiopian Management Institute designed and implemented an innovative program of results-oriented management development. This program is now in its tenth year and is having a substantial measurable impact on the Ethiopian industrial sector. The author discusses the 1986-90 period of the program, which focused on waste reduction and productivity awareness.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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African-centered pedagogy: developing schools of achievement for African American children (Choice Reviews Online, 2002)
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Technology as a new learning area in the South African school curriculum: a critical reflection - Adams, John (2002)
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An Investigation into the Status of the Teaching and Learning of the Concept of Democracy at the Junior Secondary School Level in Botswana - Adeyemi, Michael Bamidele (Educational studies, 2002)
This paper identifies the aims and contents directly linked to the teaching and learning of the concept of democracy at the junior secondary school level in Botswana. It examines the perceived extent to which the objectives of teaching the concept of democracy has been achieved by 72 social studies teachers, in addition to finding out the perceived challenges they face and their suggested solutions while teaching topics related to democracy. It was found that the majority of the social studies teachers believe that the level of the achievement of the teaching of the aims is either average or above average. The problems of defining the concept of democracy and the handling of mixed ability students were identified as major challenges to the teaching of the concept of democracy in social studies. The study found a moderate but positive correlation between the self-assessment of 36 purposively selected subjects from the 72 social studies teachers and the observed attributes on some traits on democracy while teaching a topic on democracy. A correlated t -test further indicates a significant difference between the ratings of the teachers and those of the investigator. It was concluded that a gap exists between theory (what teachers perceive as practicing) and practice (what they actually do in the classrooms).
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The evaluation of the South African unit trust fund managers' performance and strategy in a changing economic climate (1989-2002) - Akinjolire, Akinwande (2002)
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Problems of engineering education and training in developing countries: Nigeria as a case study - Akintola, Abisope; Aderounmu, G. A.; Owolarafe, O. K. (European Journal of Engineering Education, 2002)
Technological advancement serves as a major key to a nation's development. On the other hand, proper engineering knowledge (acquired through appropriate structures) plays a major role in the attainment of a high level of technological advancement. Most developing countries find it difficult to impact adequate knowledge and training to engineers at different levels of training. An overview of the problems militating against proper engineering education in Nigeria is taken in this paper. The paper identifies poor funding, inadequate equipment, students' population explosion (without commensurate facilities), lack of high-quality manpower (in terms of trainers or teachers), inadequate industrial training and poor attitude of employers as the dominant problems faced by engineering education in Nigeria. The paper, in addition to finding solutions to the above problems, recommends better remuneration for practising engineers, appropriate government policy and disposition and intervention of professional and international bodies (through provision of financial and material assistance) for assisting in the training and practice of engineers in Nigeria and in order that the country may achieve meaningful development comparable with foreign countries.
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High-Resolution Geochemical and Paleoecological Records of Climate Change Since the Late Glacial at Lake Tanganyika, East Africa - Alin, Simone R.; Cohen, A. S. (AGU Fall Meeting Abstracts, 2002)
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Models of Disability in the Labelling and Attitudinal Discourse in Ghana - Avoke, Mawutor (Disability & Society, 2002)
This article considers the labelling of people with 'mental retardation' in Ghana against the background of the major underpinning models of disability. The influences of these models on individuals and on services and provisions are discussed. It is argued that traditional and religious beliefs, in addition to present day attitudes within the community, are influences on the perception of 'mental retardation' in Ghana.
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Models of Disability in the Labelling and Attitudinal Discourse in Ghana - Avoke, Mawutor (Disability & Society, 2002)
This article considers the labelling of people with 'mental retardation' in Ghana against the background of the major underpinning models of disability. The influences of these models on individuals and on services and provisions are discussed. It is argued that traditional and religious beliefs, in addition to present day attitudes within the community, are influences on the perception of 'mental retardation' in Ghana.
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Models of Disability in the Labelling and Attitudinal Discourse in Ghana - Avoke, Mawutor (Disability & Society, 2002)
This article considers the labelling of people with 'mental retardation' in Ghana against the background of the major underpinning models of disability. The influences of these models on individuals and on services and provisions are discussed. It is argued that traditional and religious beliefs, in addition to present day attitudes within the community, are influences on the perception of 'mental retardation' in Ghana.
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Models of Disability in the Labelling and Attitudinal Discourse in Ghana - Avoke, Mawutor (Disability & Society, 2002)
This article considers the labelling of people with 'mental retardation' in Ghana against the background of the major underpinning models of disability. The influences of these models on individuals and on services and provisions are discussed. It is argued that traditional and religious beliefs, in addition to present day attitudes within the community, are influences on the perception of 'mental retardation' in Ghana.
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Songs of Zion in a strange land : successful first-year retention of African-American students attending a traditionally white institution : a student perspective - Benn, Sherri Humphrey (2002)
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Preliminary Modeling of Tsunami Waves Generated by the Earthquake of 9 September 2002 Offshore of Northern Papua New Guinea - Borrero, José C.; Davies, H. L.; Uslu, Burak; Okal, Emile A.; Synolakis, Costas E. (AGU Fall Meeting Abstracts, 2002)
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Constructing a Multicultural National Identity: South African Classrooms as Sites of Struggle between Competing Discourses - Chick, J. Keith (Journal of Multilingual and Multicultural Development, 2002)
This paper reports on aspects an ethnographic study carried out in six newly integrated schools in post-apartheid South Africa. It presents evidence that these schools are sites of struggle between competing discourses that construct, maintain and change social identities in those communities and the wider society. It suggests that South Africa's former limited bilingual policies and current multilingual language policies together with discourses at the micro-level that are congruent with them serve to construct quite different South African national identities: hegemonic, exclusive and conflicted on the one hand, and egalitarian and inclusive on the other. Finally, it speculates on the outcome of the struggle between the competing discourses, that is, on the prospects of South Africans being able to negotiate a truly multicultural national identity.
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Progress in real estate education in South Africa - Cloete, Chris (Property Management, 2002)
This paper provides an overview of real estate educational programmes currently being offered in the Republic of South Africa as well as the role of the South African Property Education Committee in this respect. The emphasis is on programmes offered by formal tertiary educational institutions (i.e. universities and technikons) as well as on programmes offered by the major professional bodies in the field of real estate. Both undergraduate and post‐graduate courses at all universities and technikons are addressed and the implications of recent developments in this field are indicated. The background to the recently established national qualifications framework (NQF) is sketched and the present progress with the implementation of the outcomes‐based NQF with regard to real estate education is summarised. This overview provides a sound basis for comparing real estate educational programmes in South Africa with those offered in other countries.
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The State, Education and Equity in Post-Apartheid South Africa: The Impact of State Policies - Coger, Dalvan M.; Motala, Enver; Pampallis, John (African Studies Review, 2002)
Educational law and policy in post-apartheid South Africa, Enver Motala and John Pampallis the South African state in transition - a question of form, function and fragmentation, Sophie Oldfield the link between macroeconomic politics, education policies and education budget, Katerina Nicolaou transforming education and training in the post-apartheid period - revisiting the education, training and labour market axis, Misaar Mahomed a critical examination of the development of school governance policy and its implications for achieving equity, Jenni Karlsson, Gregory McPherson and John Pampallis the rationalization of teachers and the quest for social justice in education in an age of fiscal austerity, Salim Vally and Console Tleane on bureaucracy - South Africa in transition, Enver Motala.
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U.S.{/}South African Undergraduate Education and Research Workshops - Coleman, Kimberley; Nolan, Joseph R.; Davis, Katherine; Phelps, Tommy J.; Kieft, T. L.; Heerden, Eulalie Van; Litthauer, D.; Pfiffner, Susan M. (AGUFM, 2002)
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The Prevalence and Characteristics of Child Sexual Abuse among South African University Students: Comments on S.N. Madu - Collings, Steven (South African Journal of Psychology, 2002)
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Success Breeds Success. Moroccan and Turkish Student Mentors in the Netherlands - Crul, Maurice (International Journal for the Advancement of Counselling, 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)
A longitudinal study explored high school completion among African Americans. Male and female high school students aged 14 to 17 (N=166) completed a theory of planned behavior (I. Ajzen, 1991) questionnaire early in their 2nd year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R=.71; p<.01). Attitudes were related to beliefs about short- and long-term consequences; subjective norms reflected perceived expectations of family, teachers, and friends; and control considerations included requisite academic abilities, conflict with peers and teachers, and distracting life conditions. Intentions and, to a lesser extent, perceived behavioral control, predicted graduation almost 3 years later (R=.50; p<.01). The findings indicate opportunities for early interventions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Meeting the challenge of change in tertiary level environmental education in South Africa - Dewar, Neil; Shippey, Karen (International Journal of Sustainability in Higher Education, 2002)
At present, an historical conjuncture of separate and essential unrelated developments concerning environmental management are occurring in South Africa. These include the issues of standards assurance, certification of environmental practitioners and the development of curricula for a professional science degree at a tertiary level. All these are occurring in the context of a rapidly expanding job market into which graduates with widely varying educational standards and practical competence are entering. This paper reports on a survey of professionals in environmental impact assessment and environmental management in South Africa which elicited opinions on the quality and appropriateness of professional training. It seeks to inform debate concerning these topics and to highlight limitations in the structure and content of contemporary education. It is argued that there is little standardization across curricula and that the core competencies as recognized by professionals are frequently being neglected.
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An exploratory study of the effects of a history-based intervention on the career development and self-concept of middle school students and the ethnic identity of African American middle school students - Durham, Lori L (2002)
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The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature study - English, Cathie (2002)
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An Investigation of Situational Bias: Conspicuous and Covert Timing During Curriculum-Based Measurement of Mathematics Across African American and Caucasian Students - Evans-Hampton, Tawny N.; Skinner, Christopher H.; Henington, Carlen; Sims, Sanpier; McDaniel, C. Elizabeth (School Psychology Review, 2002)
This study evaluated situational bias that could be associated with curriculum-based measurement (CBM). Situational bias occurs when testing situations, conditions, or contexts differentially affect the performance of individuals from diverse groups. During CBM, students are timed (e.g., students are told to begin and a stopwatch is started) while responding. Researchers have suggested that African Americans may have different concepts of time, and therefore may respond differently when being timed. In the current study, the mathematical responding of 79 African American and Caucasian general education, eighth-grade students was compared under covertly timed and conspicuously timed CBM conditions. Results showed that students' accuracy levels increased under the conspicuous timing conditions, but there was no interaction between timing condition and ethnicity for digits correct per minute, digits incorrect per minute, or accuracy. These results suggest that timing procedures used during CBM do not introduce situational bias.
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South African education and the dilemmas of multilingualism - Foley, Andrew (English Academy Review, 2002)
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PRIMARY EYECARE EDUCATION IN THE DEVELOPING COUNTRIES OF AFRICA. - Fricke, Tim; Naidoo, Kovin; Cronjé, Sonja; Holden, Brien A. (Optometry and Vision Science, 2002)
Fricke, Tim MSCOptom, FAAO; Naidoo, Kovin OD; Cronje, Sonja BOptom; Holden, Brien PhD, DSC, OAM, FAAO Author Information
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Circulation patterns associated with droughts over southern Africa - Garanganga, Bradwell J. (AGUFM, 2002)
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Rejection of an innovation: health information management training materials in east Africa - Gladwin, Jean; Dixon, R A; Td, Wilson (Health policy and planning (Print), 2002)
A shift towards decentralization in many low-income countries has meant more skills are demanded of primary health care managers, including data and information handling at all levels of the health care system. Ministries of Health are changing their central reporting health information systems to health management information systems with emphasis on managers utilizing information at the point of collection. This paper reports on a research study to investigate the introduction of new information management strategies intended to promote an informational approach to management at the operational health service level in low-income countries. It aims to understand the process taking place when externally developed training materials (PHC MAP), which are intended to strengthen health management information systems, are introduced to potential users in an east African country. A case study has been undertaken and this research has demonstrated that the dynamic equilibrium approach to organizational change is applicable to the introduction of new information management strategies and management approaches in low-income countries. Although PHC MAP developers envisaged a technical innovation needing implementation, potential users saw the situation as one of organizational change. Contributions to theory have been made and many implications for introducing new information systems or the informational approach to management are identified. This theoretical framework could also facilitate the introduction of future information management innovations and would allow practitioners to perceive the introduction of information management innovations as one of organizational change that needs to be managed. Consequently, issues that may facilitate or inhibit adoption could be identified in advance.
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Positive about HIV—an immunological education project in South Africa - Gordon, Siamon (Nature Immunology, 2002)
South Africa is in the throes of an AIDS epidemic compounded by tuberculosis. Nevertheless, responses to the recent launch of a colorful book promoting adolescent knowledge of HIV immunopathogenesis provide grounds for cautious optimism that education can induce a form of “social vaccination” in South Africa and elsewhere.
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Strengthening of mathematics and science education in Zambian secondary schools:A baseline study report - Haambokoma, Christopher; Nkhata, Bentry; Kostyuk, Vasly.S (2002)
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Naglaa M. Hamed, Education in Byzantine Egypt, Cairo, 2001. Book review - Hamed, Naglaa M. (Journal of Medieval and Islamic History (Monographs). Supplement, 2002)
The Byzantine age in Egypt is considered one of the most impressive ages in Egyptian history; this importance is due to the radical changes both in economic and cultural life in Egypt. The present study endeavors to prove that these radical changes have some depth in Egyptian civilization. The system of education in Byzantine Egypt was meanly based upon several factors: Hellenic culture dominant from the Ptolemaic age; Christian culture as from the diffusion of Christianity of Egypt; the reforms made by the Byzantine emperor. There is no previous study concerning the history of education in Byzantine Egypt. There is an urgent need for a manifold study of the system of education in Byzantine Egypt, in order to fill the gap of the history of education in Egypt.
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Hot topic or hot air? Climate change and malaria resurgence in East African highlands - Hay, Simon I.; Rogers, David J.; Randolph, Sarah; Stern, David I.; Cox, Jonathan; Shanks, G. Dennis; Snow, Robert W. (Trends in Parasitology, 2002)
Climate has a significant impact on malaria incidence and we have predicted that forecast climate changes might cause some modifications to the present global distribution of malaria close to its present boundaries. However, it is quite another matter to attribute recent resurgences of malaria in the highlands of East Africa to climate change. Analyses of malaria time-series at such sites have shown that malaria incidence has increased in the absence of co-varying changes in climate. We find the widespread increase in resistance of the malaria parasite to drugs and the decrease in vector control activities to be more likely driving forces behind the malaria resurgence.
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Islamization and Education in Egypt: Between Politics, Culture, and the Market - Herrera, Linda (2002)
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Seismological Aspects of the 2002 Papua New Guinea and Andaman Earthquakes and Tsunamis - Hershey, M. B.; Okal, Emile A.; McKee, Chris; Anton, Lawrence; Moihoi, Mathew; Davies, H. L. (AGUFM, 2002)
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Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children - Hintze, John M.; Callahan, J.E.; Matthews, William J.; Williams, Stacy A. S.; Tobin, Kevin G. (School Psychology Review, 2002)
This study examined the differential predictive bias of CBM in reading across African American and Caucasian students in Grades 2 through 5. Participants included 136 students who were administered CBM oral reading fluency passages and the Reading Comprehension subtest of the Woodcock-Johnson Psychoeducational Battery—Revised. A series of hierarchical multiple regression analyses indicated that CBM neither over-or underpredicted reading comprehension skills controlling for age, sex, and socioeconomic status. Results of this study suggest that CBM continues to appear to be a sensitive form of direct reading assessment in the local curriculum for both African American and Caucasian elementary-age students.
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Disrupting assumptions about vernacular education in Papua New Guinea - Honan, Eileen (2002)
During 1999 and 2000, the author was employed by the Papua New Guinea Department of Education. Part of her duties at the Papua New Guinea Education Institute was to deliver in-service professional development programs to teachers who were implementing the country’s new curriculum. A focus of this curriculum is the use of two languages in early education; it also responds to the notion of the “bridging years” when children in Papua New Guinea develop skills and knowledge in two cultures and two languages. In this article, the author casts a critical gaze on the implications of developing literacy technologies for oral languages in Papua New Guinea. She uses examples drawn from the in-service course she developed for practicing teachers, as well as referring to theoretical understandings of the importance of literacy practices being learned in social and cultural contexts.
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Multidimensional Academic Motivation of High Achieving African American Students - Hwang, Young Suk; Echols, Celina V.; Vrongistinos, Konstantinos (College student journal, 2002)
This study examined the possible motivational modes of 60 high achieving African American college students and the pathways associated with the students' selection of college of major, their perceptions of education, and their reasons for studying. The data were collected using open-ended questions and were analyzed using content analysis. Findings provide evidence that the African American students utilized a combination of intrinsic, extrinsic, future, and social goals. This study is significant because it extends descriptions of current multidimensional motivation theory in showing that high academic achievers may not be absorbed solely by intrinsic motivation but integrate various orientations to optimize their goals. ********** The purpose of the study is to examine the motivational modes of 60 high achieving African American college students and the pathways related to reasons for students' selection of their college major, their perceptions of education, and their reasons for studying. Most studies to date have examined the relationship between motivation and academic achievement primarily with regard to intrinsic versus extrinsic motivation orientations (Deci, 1975; Deci & Ryan, 1985; Deci, Vallerand, Pelletier, & Ryan, 1991; Gottfried, 1985; Gottfried, Fleming, & Gottfried, 2001; Greene & Miler, 1996; Meece & Molt, 1993; Pintrich & DeGroot, 1990; Skinner & Belmont, 1993; Wigfield, Eccles, & Pintrich, 1996; Zimmerman, Bandura, & Martinez-Pons, 1992). Generally, intrinsic orientation refers to motivation associated with internal and personal factors such interests and enjoyment, whereas extrinsic orientation refers to motivation created by external factors such as rewards, punishment, and peer pressures (Deci & Ryan, 1985; Reeve, 1996). A collection of past findings has shown that students who are intrinsically motivated persist longer, conquer more challenges, and demonstrate accomplishments in their academic endeavors than those who are extrinsically motivated (Ames, 1992; Deci & Ryan, 1985; Dweck & Leggett, 1988; Elliott & Dweck, 1988; Nicholls, 1984; Pintrich & De Groot, 1990; Pintrich & Garcia, 1991). Students with extrinsic goals tend to focus on obtaining rewards, earning higher grades, and winning peer students' approval because they perceive their behaviors as controlled by external rather than internal factors. Researchers (Biehler & Snowman, 1990; Deci, 1975; Dweck, 1986) believe that extrinsic motivational factors diminish students' intrinsic motivation. However, recent theories have challenged the dichotomy of educational motivation and attempted to understand the relationship between motivation and academic outcomes from multidimensional aspects (Dowson & McInerney, 1997, 2001; Husman & Lens, 1999; Hwang, 2000; McInerney & McInerney, 1996; Van Etten,, 1997; Van Etten, Pressley, Freebern, & Eschevarria, 1998). Learning activities are complex tasks that may be influenced by a complex array of multi motivational modes. Research has suggested that intrinsic and extrinsic motivation orientations are not mutually exclusive but may coexist with various motivational determinants, such as present; future, and social goals. According to Husman and Lens (1999), highly intrinsically motivated students can simultaneously be extrinsic in terms of future goal orientations. Students' extrinsic motivational factors combined with positive future goals can actually facilitate their present value and intrinsic motivation (Van Calster, Lens, & Nuttin, 1987). For example, several ethnographic studies of African American (Farrell, 1994; O'Connor, 1997; Rowley, 2000) found that students, who related extrinsic factors to positive future goals were more engaged in school and received better grades. Understanding the relationship between the utility and importance of future outcomes of tasks may facilitate present value and intrinsic motivation of the tasks. …
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Teachers' Perceptions of African American Principals' Leadership in Urban Schools - Jones, Cornel (2002)
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Temporal variation and carbonatite contamination in primitive ocean island volcanics from São Vicente, Cape Verde Islands - Jørgensen, Jesper Øksne; Holm, Paul Martin (Chemical Geology, 2002)
Primitive samples (MgO>5%) that are representative of the volcanic stratigraphy of São Vicente were analysed for major and trace element compositions and Nd, Sr and Pb isotopes. Mantle-normalized trace element patterns of the samples have negative anomalies of large ion lithophile elements such as Rb and K and positive anomalies for Nb, Ti and Zr, as is typical for some ocean island basalts (OIB). The oldest volcanics (OV) and the youngest volcanics (RV) are picrobasalts and basanites, whereas the intermediate age volcanics (IV) are nephelinites. Carbonatite dykes intrude the OV but are not observed in IV, indicating intrusion in the late part of the OV phase. OV have the most radiogenic Sr, least radiogenic Nd, and highly radiogenic Pb. Thus, OV comprise the most direct representation of a plume-derived HIMU component. The radiogenic isotopes of IV vary between depleted mantle (DM) and HIMU components. The isotopic compositions of RV indicate a predominance of DM. Isotopic differences between carbonatites and basaltic magmas are evidence of separate HIMU sources for these two magma types. Large negative Δ8/4 (208Pb/204Pb deviation from the Northern Hemisphere Reference Line: NHRL) is a feature of the carbonatites and basaltic rocks younger than OV. The IV also show an overall enrichment in incompatible elements, and have anomalously high CaO, P2O5 and Sr, and high Sr/Nd, P/Nd and P/Zr, without concomitant enrichments in Ti and Zr. The negative Δ8/4 and element enrichments of basaltic rocks younger than OV indicate assimilation of carbonatite. The assimilation of carbonatite is thought to have occurred while the basaltic magmas passed through lithosphere that was previously traversed by carbonatite.
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A distance education management model for the Polytechnic of Namibia - Keyter, Charles (2002)
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Tuberculosis in children at Mbarara University Teaching Hospital, Uganda: diagnosis and outcome of treatment. - Kiwanuka, Julius (PubMed, 2002)
The diagnosis of tuberculosis in children is difficult particularly in HIV infected children. The poor outcome following antituberculosis treatment usually reported in HIV infected children might be due, in part, to other HIV-related chronic diseases wrongly diagnosed as TB.The study examines the impact of HIV infection on the clinical features and diagnosis of children presenting with suspected tuberculosis in Mbarara University Teaching Hospital. It also examines the effect of various factors on the outcome of anti-TB treatment.Children presenting with suspected TB were prospectively enrolled. Clinical data were recorded and investigations included Mantoux test, chest X-ray, HIV test and Z-N staining of various specimens for AAFBs where available. Patients were treated with standard, short-course anti-TB therapy, and followed-up for six months. They were then classified as "good outcome" if they improved and "poor outcome" if they deteriorated or died whilst on treatment.A total of 128 children were enrolled over an 18-month period. Four patients (3.1%) had a diagnosis of confirmed TB, 82 (64.1%) with "probable TB" and 42 (32.8%) with "suspected TB". Of 88 patients tested 43 (48.9%) were HIV positive. HIV positive patients had a higher frequency of failure to thrive, digital clubbing, enlarged lymph nodes and hepatomegaly; and a lower frequency of positive Mantoux tests. HIV positive patients were less likely to be classified as "confirmed or probable TB" (chi2 = 5.02, p = 0.025). Fifty six patients had a good outcome, 12 had a poor outcome and 60 defaulted before completing six months of treatment. HIV positive children were more likely to have a poor outcome (relative risk = 9.58, 95% CI 1.32 - 69.46). A diagnosis of "confirmed or probable TB" was associated with a good outcome (relative risk for poor outcome = 0.14, 95% CI 0.05 - 0.36).HIV positive children with suspected TB frequently have signs that suggest the presence of other diseases such as Lymphocystic Interstitial Pneumonitis (LIP) and chronic bronchiectasis; and are less likely to have a diagnosis of "probable or confirmed TB" after investigations. Patients with an uncertain diagnosis of TB are less likely to improve on anti-TB therapy.
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Skills training : a prerequisite for the changing position and status of public servants in South Africa - Kroukamp, Hendri (Journal of Public Administration, 2002)
Transformation and reform brought about profound challenges and changes to service delivery in the South African government. It also confirmed global experiences that, in order to manage this process, a knowledgeable, skilful and dedicated workforce is needed. South Africa is experiencing major difficulties in this regard. To overcome this situation, skills development to inter alia increase productivity need to be instilled in the public sector. Particular objectives are therefore set to facilitate focus and prioritisation, and pursue equity. In this endeavour, the public servant plays an important role. It is furthermore of utmost importance to attract, develop and attain capable public servants to ensure that those policies that have been formalised in policy documents, can be implemented in an efficient and effective manner.
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Mental and physical health of out of school children in a South African township - Liang, Holan; Flisher, Alan J.; Chalton, D. O. (European Child & Adolescent Psychiatry, 2002)
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The Prevalence and Characteristics of Child Sexual Abuse among South African University Students: A Reponse to S.J. Collings - Madu, Sylvester Ntomchukwu (South African Journal of Psychology, 2002)
Extracted from text ... I am very happy to read the commentary on my paper. The commentary broadened my knowledge and gave me more insight into other interesting findings in the study and other possible exciting conclusions. The readers of my article will also be enriched further after reading the commentary. I, therefore, join the author of the commentary in calling for large scale epidemiological studies on child sexual abuse on representative samples drawn from the general population of South Africa. The time has really arrived for it. I am also happy that the South African Journal of Psychology serves as an excellent ..
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The relationship between perceived parental physical availability and child sexual, physical and emotional abuse among high school students in the Northern Province, South Africa - Madu, Sylvester Ntomchukwu (Social Science Journal, 2002)
This is an investigation into the relationship between perceived parental physical availability and child sexual, physical and emotional abuse among high school students in the Northern Province (South Africa). All the secondary school students in standards 9 and 10 in three secondary schools filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked questions about perceived parental physical availability during childhood, and childhood sexual, physical and emotional abuse. Logistic Regression Analysis shows that among all the participants, “haven ever had a stepfather or adoptive father until he or she was at least 16 years old” and again, “haven ever had a stepfather or adoptive father until he or she was at least 16 years old” and “haven lived in a ‘group home’ until he or she was at least 16 years”; and “haven been raised by any other adult” predict child sexual, physical and emotional abuse, respectively. Mental health and social workers, educators and law enforcement agencies dealing with prevention and protection against child abuse in the Province should take note of the above identified predictors while designing programmes for the eradication of child sexual, physical and emotional abuse.
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Value orientations of teacher education students in Ireland, Palestine, Costa Rica and the USA - McKernan, Jim (Irish Educational Studies, 2002)
(2002). Value orientations of teacher education students in Ireland, Palestine, Costa Rica and the USA. Irish Educational Studies: Vol. 21, No. 3, pp. 1-20.
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Educational Partnerships and Democratic Education in Namibia - Meyer, Helen L. (Africa Today, 2002)
This case study discusses the path toward the development of a democratic partnership between a Namibian college of education and four schools in the local educational area. It describes the initial educational conditions in postindependent Namibia and the potential role of education reform for the development of democratic values. Indicators of democratic values are discussed and used to understand partnership initiation and the resulting changes in the interrelationships of the college and the schools. The case discusses the potential of partnership development between educational institutions as a contributing mechanism for democratization.
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[Sociocultural aspects of epilepsy in secondary school students in Bobo-Dioulasso (Burkina Faso)]. - Millogo, A.; Kaboré, J.; Ed, Traoré; Druet‐Cabanac, Michel; Preux, Pierre‐Marie (PubMed, 2002)
In Black Africa, epilepsy is usually affected by sociocultural attitudes. A school survey concerning epilepsy was conducted in February 1999 in Bobo-Dioulasso, an Islamic region. Knowledge and attitudes towards epilepsy in secondary school students was evaluated through focus group discussions done in secondary schools. Epilepsy was supposed to be a chronic disease attributed to brain damage, or spiritual. The students usually described the "Grand Mal" generalized tonic-clonic form of epilepsy. Epilepsy is believed to have hereditary causes and the students believed it to be contagious through saliva and physical contact. For students, epilepsy cannot be cured. When a treatment was proposed, only traditional medicine was supposed to be competent. If burns occur in the course of the disease, the prognosis is supposed to be bad. Generally fear and mistrust are dominant feelings among students despite the fact they are literate urban population. Their belief in the contagiousness of epilepsy could be a major reason for discriminating against an epileptic person. Our data suggest that there is a need to make additional efforts in order to increase the knowledge of the general population and the level of formal education. Poor knowledge and lack of information explained secondary school students attitudes towards epilepsy in Bobo-Dioulasso.
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A Review of Water Quality and Pollution Studies in Tanzania - Mohammed, Salim M. (AMBIO: A Journal of the Human Environment, 2002)
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Strategies and attitudes of teachers towards learners with behaviour problems in rural areas of the Limpopo Privince, South Africa - Mudau, Mpheletshedzeni Joyce (2002)
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Sources of oral health information and teaching materials for primary schoolteachers in Rungwe district, Tanzania - Mwangosi, Ibrahim E.A.T.; Mwakatobe, Kisa; Åstrøm, Anne Nordrehaug (International dental journal, 2002)
Objective: To determine the various major sources of Oral Health Education (OHE) for primary school teachers in Rungwe District, Mbeya Region, Tanzania. Design: Cross-sectional study using a self-administered close-ended questionnaire. Participants and setting: 232 rural and urban in-service primary school teachers and 195 final-year-teacher trainees at college. Main outcome measures: Socio-demographic factors, common teachers’ OHE sources, common sources of OHE teaching aides, and teachers’ previous OHE training opportunity. Results: Textbooks and a dental clinic were found to be the most common sources of OHE for a large proportion of in-service and trainee teachers, while neighbours and a teachers’ college were reported by a smaller proportion. The District Dental Officer was the only significant source of oral health education teaching materials in this study. Conclusion and recommendation: While primary schoolteachers’ sources for oral health education information was mainly textbooks and from a dental clinic, the source of teaching materials was largely a District Dental Officer. Details on the particular sources were not sought and further studies are therefore required. However, the findings highlight a need for standardised and equally distributed oral health material sources both for valid information and for teaching in schools.
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Learning Science in a High School Learning Environment in Papua New Guinea. - Najike, Samuel Vegola; McRobbie, Campbell J.; Lucas, Keith B. (2002)
This paper reports part of a wider study that investigated classroom-learning environment, and the enacted teaching and learning practice in a Grade 9 high school science classroom in Papua New Guinea. Findings from the study revealed that the informal traditional practice of teaching and learning in Papua New Guinea differed significantly from the modern approach adopted by the country based on imported models from the West. There was evidence to show that the informal traditional teaching and learning practice in Papua New Guinea of story telling and apprenticeship style models did not readily facilitate learning for understanding and students taking responsibility for their own learning. Accordingly, there were conflicts in students' roles as learners between the new approach and the traditional expectations of students which impeded progress in learning. The study recommended that in order to maximise students' learning and understanding of science concepts in the Papua New Guinea classroom observed, cultural sensitivity should be incorporated in the pedagogy
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South African First-Year Students' Counselling Needs and Preferred Counselling Sources - Nicholas, Lionel (International Journal for the Advancement of Counselling, 2002)
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Geochemistry and Volcanic Evolution of Mauritius - Paul, D. K.; White, William M. (AGUFM, 2002)
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The Tibesti Volcanoes of Chad: an ASTER-based Remote Sensing Analysis - Permenter, J. L.; Oppenheimer, Clive (AGUFM, 2002)
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Depression among University Students in South Africa - Pillay, Anand; Edwards, Stephen D.; Gambu, S. Q.; Dhlomo, R. M. (Psychological Reports, 2002)
Of 129 first-year students at an historically Black university students in psychology reported significantly less depression than nonpsychology students, and younger students reported significantly lower scores on depression than older students on the Beck Depression Inventory.
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Late Holocene Climate Variability in the Western Pacific Warm-Pool From a High Accumulation-Rate Core off New Guinea in Relation to Highland Climate Change - Prentice, M. L.; Maryunani, Khoiril Anwar; Hope, Geoff; Hantoro, Wahyoe S.; Bassinot, Franck (AGUFM, 2002)
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Development of training and education in rehabilitation technology in Tanzania - Shangali, Harold G. (Prosthetics and Orthotics International, 2002)
Prosthetics and Orthotics International 26(3):p 178-181, December 2002. | DOI: 10.1080/03093640208726645
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Style watch: attitudes toward the attire of African-American medical students, residents, and early career physicians. - Smith, Q. T. (PubMed, 2002)
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Perceptions of secondary schools agriculture teachers towards the factors influencing attrition in the Teaching Service Commission of Botswana - Subair, S. K.; Tladi, Flora M. (2002)
A descriptive type of research using a structured mailed questionnaire was used to determine factors influencing the attrition of teachers in Secondary Schools in Botswana. The target population of the study was secondary school teachers in Botswana. A cluster random representative sample size (n= 368) of teachers was drawn to gather data. The validity and reliability of the instrument were established. Results of the study revealed that teachers agreed that five factors influenced the attrition of teachers in Botswana. These were remuneration, advancement, working conditions, administration factors, and Professional factors. Most of the personal characteristics of the teachers did not influence their responses.
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Structure and Formation of Jurassic Sediment Volcanoes in the Karoo Basin, South Africa - Svensen, Henrik; Jamtveit, Bjørn; Planke, Sverre (AGU Fall Meeting Abstracts, 2002)
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Two Approaches of Textural Classification for the Location of the Flows of Lava on the Volcanic Site of the Mountain Cameroon - Tonyé, Emmanuel; Akono, Alain (Geocarto International, 2002)
Abstract This study presents two approaches of textural classification on a synthetic aperture radar (SAR) ERS‐2 image, with the aim of the location of the flows of lava and of the serviced zones around the volcanic site of the Mountain Cameroon. The first approach is a method of progressive supervised classification, where a single class is extracted at the same moment, by using 7 parameters of texture stemming from the run length method. Three classes of texture were extracted by this method and the images from the three classes were merged by the red green blue coloured composition to produce the final map. For purposes of comparison, a not supervised classification was applied to the same image. The applied not supervised classification uses parameters of texture stemming from the co‐occurrence matrix method, and it lays on the detection of the peaks of a histogram. The results obtained by the two methods are coherent, and the validation of the results was made by observations during a recent mission on the site of study.
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Paleomagnetism and Paleosecular Variation Study of the Mt. Cameroon Volcanics (0.0 to 0.25 Ma), West Africa - Ubangoh, Richard U.; Herrero‐Bervera, E.; Valet, Jean‐Pierre (AGUFM, 2002)
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Drilling Active Faults in South Africa Mines: An in-situ laboratory to study earthquake and fault mechanics - van-Aswegen, G.; Reches, Z.; Jordan, T.; Ben‐Zion, Yehuda (AGU Fall Meeting Abstracts, 2002)
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Uncoupling the Articulation Between Girls' Education and Tradition in Tanzania - Vavrus, Frances (Gender and education (Print), 2002)
This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting views of tradition conveyed through programmes intended to increase African girls' participation in school. The uses of tradition in colonial policy making are compared with its meanings in contemporary educational programmes for girls in an attempt to further feminist scholarship and action around the issue of girls' education.
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Geology and the origin of trachytes and pantellerites from the Eburru volcanic field, Kenya Rift - Velador, Jesus M.; Omenda, Peter; Anthony, Elizabeth Y. (AGU Fall Meeting Abstracts, 2002)
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Racial violence in South African schools : a media analysis - Wet, Corene De (Acta Academica, 2002)
The aim of this article is to establish, by means of content analysis, how and with what purpose the print media, accused of perpetuating racism in South African society, report on racism in education, a social relationship that also seems to be constructed in ways that seem racist. In the micro-context, the following themes have been identified in a study of reports on racial violence in South African schools: both black and white parents, learners and other role players deny that they are racists. The violence in South African schools must therefore be attributed to the racist, violent, inhuman, amoral and unreasonable behaviour of the other. And if the sometimes acts violently against somebody of a different race (the other), it is justifiable. Themes in the macro-context of institutions and ideologies allude to the role played by politics (of both apartheid and assimilation) in racial violence in South African schools. Die doel van hierdie artikel is om met behulp van inhoudanalise te bepaal hoe, en met watter doel voor oe, die media, wat daarvan beskuldig word dat hulle rassisme in die Suid-Afrikaanse samelewing in stand hou, rapporteer oor rassisme in die onderwys - 'n samelewingsverband wat skynbaar ook met rassisme deurspek is. In 'n mikro-konteks is 'n aantal diskursiewe temas deur middel van 'n studie van berigte oor rassegeweld in Suid-Afrikaanse skole geidentifiseer: Swart en wit ouers, leerders en rolspelers ontken dat hulle self rassiste is. Die geweld in Suid-Afrikaanse skole moet dus aan die rassistiese, gewelddadige, onmenslike, immorele en onredelike optrede van die ander toegeskryf moet word. As die soms gewelddadig teenoor iemand van 'n ras (die ander) optree, is dit regverdigbaar. Temas in die makro-konteks van instellings en ideologie hou verband met die rol wat politiek (apartheid en assimilasie) in rassegeweld in Suid-Afrikaanse skole speel.
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Rupture Velocities of Small Earthquakes (0.0 < M < 1.5) in a South African Gold Mine: Constraints on Fracture Energy - Yamada, Tomoaki; Mori, James; Kawakata, Hironori; Ogasawara, Hiroyuki; Ide, Satoshi; Tanbo, S. (AGU Fall Meeting Abstracts, 2002)
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Invisible Africa: information traffic patterns as illustrated by technical training, the Internet, African mail systems, Baywatch, and books - Wresch, William (2002)
While serious efforts are underway to improve the information infrastructure of the developing world, major shortcomings in information flow continue to make much of Africa invisible to the rest of the world, and invisible to itself. Whether it is where managers go for technical training, the fight for reliable phone lines, old patterns of mail delivery, new patterns of television broadcasting (e.g. cheap shows such as Baywatch), or the daily struggles to publish basic books, information flows are reduced or totally eliminated by a combination of economic and technical forces. The Internet creates significant opportunities for improvements in information flow, but it should be seen as just one of many information flows. It will not be enough to suddenly make Africa visible to the rest of the world.
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Assessment of psychosis proneness in African‐American college students - Kwapil, Thomas Richard; Crump, Rita A.; Pickup, Danielle R. (Journal of Clinical Psychology, 2002)
Abstract The present study employed the psychometric high‐risk method to investigate psychosis proneness in African‐American and Caucasian college students recruited from three sites. The goals of the study were to develop norms for African‐American students on the Perceptual Aberration (Chapman, Chapman, & Raulin, 1978), Magical Ideation (Eckblad & Chapman, 1983), Revised Social Anhedonia (Eckblad, Chapman, Chapman, & Mishlove, 1982), and Physical Anhedonia Scales (Chapman, Chapman, & Raulin, 1976), as well as to assess the validity of this research method with African‐American students. Structured diagnostic interviews were conducted to assess the concurrent validity of these scales for identifying psychosis proneness. The results supported the use of separate norms for male and female African‐American students and provided support for the concurrent validity of this research method with African‐American and Caucasian college students. © 2002 Wiley Periodicals, Inc. J Clin Psychol 58: 1601–1614, 2002.
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The impact of technology enhanced education on a developing country: a South African perspective - Harmelen, T. van; Pistorius, C.W.I. (2002)
Technology will have an increasingly serious impact on the way educational institutions define their markets, present their services (especially training) and also perceive other role players. In South Africa, technological developments must be used as a multiplier to solve the escalating problem of the massification of education. At the same time it should not only account for the demographics and unfortunate recent history of the country, but also restructure the educational system to rise to the challenges of a modern country that can compete in the 21/sup st/ century.
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‘Millions of lives are again at risk as famine follows drought in ethiopia. no wonder sir bob loses patience ’ - Thomas, Linda (Nursing Standard, 2002)
It is a mad world, isn’t it? While the tabloid press continue to obsess about the goings-on of the rich and infamous, famine is once again devastating Ethiopia. In the developed world obesity among children is becoming such a problem that some are being diagnosed with type 2 diabetes. Meanwhile a starving Ethiopian child is reported as saying he is so hungry he is willing to die.
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Remote sensing, climate change and land-use impacts in semi-arid lands of Southern Africa - Dube, Opha Pauline (2002)
Vegetation cover estimated from satellite data and woody plant density derived from aerial photos were used to assess the effect of land use impacts with respect to climate in the semi-arid lands of Botswana. The results showed that there is a high risk of long-term land use impacts under current climatic conditions. The land use response pattern to climate change in the semi-arid lands of southern Africa can be modeled with the aid of remote sensing to determine future impacts on the landscape.
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Lava-flow textural trends using SAR: the Virunga Volcanic Chain, East Africa - Rodriguez, K.M.; Weissel, Jeffrey K.; Menke, William (2002)
Multi-frequency polarimetric Shuttle Imaging Radar-C (SIR-C) data acquired in October 1994 were analyzed for the Virunga Volcanic Chain, East Africa. The synthetic aperture radar (SAR) data can be used to define the roughness, texture, orientation, and dielectric properties of scattering elements of volcanic surfaces. SIR-C acquired C- and L-band SAR in two polarizations, horizontal transmit and receive (HH), and horizontal transmit and vertical receive (HV). The SAR backscatter from the volcanoes is mainly controlled by roughness and vegetation cover, as there is a correlation between radar intensity parameters and age of lava-flow. This is best illustrated by the ratio of C-HV/C-HH, and to some extent, L-HV/L-HH, which show positive linear relationships with age of flow until a threshold age of /spl sim/30 years (/spl sim/12000 days) is reached. The H-polarized incident energy is converted to significant amounts of V-polarized backscatter, so that the cross-polarized backscatter intensity increases with flow age. For flows older than /spl sim/30 years, the backscatter signature is from volume scattering due to vegetation cover. The vegetation signature threshold with time can serve as an age proxy to determine recent flank eruption frequency.
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Dietary aflatoxin exposure and impaired growth in young children from Benin and Togo: cross sectional study (The BMJ, 2002)
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Capacity Building in the Sciences: Imperatives for Teacher Education in Nigeria - Ajeyalemi, Duro (2002)
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Health beliefs and stress among non-insulin dependent diabetes outpatients in a rural teaching hospital in South Africa - Bopape, Mantwa Welhemina; Peltzer, Karl (Health SA Gesondheid (Print), 2002)
The aim of this study was to explore the health beliefs and stress among non-insulin dependent diabetes out patients.

Opsomming
Die doel van die navorsing was om die oortuigings oor gesondheid en stres van buitepasiënte wat ly aan nie insulien afhanklike diabetes na te vors.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Education for reconstruction: A post-apartheid response to the education crisis in South Africa - Manala, Matsobane J. (Theological Studies/Teologiese Studies, 2002)
In this article education is presented as one of the important tools for the reconstruction of the South African society after the demise of apartheid. The kind of education that, in my opinion, will effectively achieve the reconstruction objective, is what I prefer to term “education for reconstruction”. The construct: Education for reconstruction is further developed. It is postulated that Ubuntu Education is the kind of education that will make the grade in the drive to achieve the goal of reconstruction. I focus on the best I believe the envisaged Ubuntu education can bring about. I recommend Ubuntu education which is presented as the promoter of interdependence, loving relationships, caring, mutual respect and commitment. The relation between Ubuntu and the Biblical social values is highligted and the importance thereof for education, indicated. I conclude by urging those who are responsible for the education of the country’s youth not to divorce education from responsibility. I subsequently express the conviction that, if used correctly, Ubuntu education will facilitate the smooth integration of young people into the community, church, industry and the global community.
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Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa - Peltzer, Karl (Health SA Gesondheid (Print), 2002)
The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa.

Opsomming
Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Guide to higher education in Africa (Choice Reviews Online, 2002)
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What works and what’s new in education: Africa speaks! - Allsop, T (International Journal of Educational Development, 2002)
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Community politics and the education of African American males: Whose life is it anyway? - Alston, Kal (2002)
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Using Films in Teaching About Africa - Ansell, Nicola (Journal of Geography in Higher Education, 2002)
Didactic approaches to teaching about Africa are problematic for several reasons: they do not benefit students pedagogically; they cast Western academy/academics as guardians of truth about Africa; and they cast students as possible receptacles of objective knowledge of Africa. An approach based on 'border pedagogy' offers a helpful alternative. This paper outlines the advantages of using films from/about Africa to achieve this. A level 3 UK undergraduate module is outlined, and the eight films used in the module are briefly described. Finally, attention is given to students' reactions to the use of films, and some of the issues raised by these. Keywords: AfricaFilmsBorder Pedagogy
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Effect of water supply and sanitation on the prevalence and intensity of Ascaris lumbricoides among pre-school-age children in Ajebandele and Ifewara, Osun State, Nigeria - Asaolu, S. O.; Ofoezie, Ifeanyi Emmanuel; Odumuyiwa, P.A.; Sowemimo, Oluyomi A.; Ogunniyi, Titus A. B. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2002)
The relationship between Ascaris lumbricoides infection and provisions for safe water supply and excreta disposal was investigated in Ajebandele and Ifewara, 2 peri-urban communities near Ile-Ife, Osun State, Nigeria, from September 1998 to December 1999. Although there were more facilities for safe water supply (pipe-borne and shallow wells) and sanitation (flush toilets and pit latrines) in Ajebandele than in Ifewara, they were not evenly distributed and only a few families, mainly in Ajebandele, were well provided for. Our results indicated that the prevalence of A. lumbricoides was significantly higher in Ifewara (21.2%) than in Ajebandele (13.1%), and within villages was much lower in houses with tap water and flush toilets. However, the mean intensity of infection was unexpectedly higher in Ajebandele (166.5 +/- 692.0) than in Ifewara (153.1 +/- 485.8) suggesting that the present level of investment in Ajebandele is probably not sufficient to reduce morbidity. These findings confirm suggestions that there is a threshold level of investment below which interventions on water supply and sanitation may not significantly improve human health. Sustainable ascariasis control in the study communities will require significant improvements to existing water supplies and sanitation facilities and any future interventions should incorporate a programme of health education to ensure that the facilities provided are properly used and hygienically maintained.
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Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education. - Atchoarena, David; Esquieu, Paul (2002)
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Cognitive impairment in community‐dwelling older Nigerians: clinical correlates and stability of diagnosis - Baiyewu, Olusegun; Unverzagt, Frederick W.; Ogunniyi, Adesola; Hall, Kathleen; Gureje, Oye; Gao, Sujuan; Lane, Kathleen A.; Hendrie, Hugh C. (European Journal of Neurology, 2002)
To determine correlates and outcome of cognitive impairment without dementia in community‐dwelling elderly Nigerians. A total of 2487 community residents aged 65 years and over were screened using the Community Screening Interview for Dementia. A subset of 423 individuals received diagnostic clinical evaluation. Participants were diagnosed normal, demented, or cognitive impairment no dementia (CIND). Follow‐up clinical diagnostic evaluation was conducted on CIND subjects approximately 2 years later. One hundred and fifty‐two persons were diagnosed CIND. Eighty‐seven CIND subjects were seen at follow‐up assessment, 14 (16.1%) had converted to dementia, 22 (25.3%) reverted to normal, and 51 (58.6%) remained CIND. No baseline factors predicted later development of dementia amongst the CIND subjects. CIND subjects who reverted to normal tended to be male and to have higher baseline cognitive scores. Apolipoprotein status was not related to diagnosis at follow‐up. CIND is common in community‐dwelling Nigerians. Although the outcome is variable, it does represent a high‐risk group for subsequent dementia.
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Balancing Human Rights and Civil Liberties in an Emerging Democracy: Education Law, Policy and Practice in South Africa. - Beckmann, Johan; Maile, Simeon; Vollenhoven, Willie Van; Rika, Joubert (2002)
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Patterns of Chronic Dermatoses in an Ethiopian Central Teaching Hospital: A Histopathologic Approach - Bezabih, Mesele (Skinmed, 2002)
This study was designed to describe the causes and distributional patterns of chronic infective-parasitic dermatoses.A histology-based cross-sectional study was conducted for the years between January 1985 and December 1998 within the Tikur Anbessa Hospital, Department of Pathology, Addis Ababa University. The data were retrieved from the department's archives and all dermatologic cases fulfilling bacterial, viral, fungal, and parasitic etiologies were included in the study. Formalin fixed, and paraffin embedded tissues were stained with the routine hematoxylin and eosin staining procedure and visualized under light microscopy.Out of 162 cases of chronic specific infective-parasitic dermatoses diagnosed, the mean ages for men and women were 31.5 (SD, 16.6) and 25.1 (SD, 14.3) years respectively and the peak age group was 20-29 years (30.2%). Moreover, the ratio of men to women was 1.1:1. The most commonly diagnosed dermatosis was wart (38.9%), followed by cutaneous tuberculosis (17.9%), and cutaneous leishmaniasis (14.2%). The most frequently involved region was the lower limb (46.3%), followed by the face (23.5%).This study tried to surface the frequency distribution of the histopathologically-proven dermatoses that are prevalent in our part of the world. The lower limbs being the most frequent sites of dermatoses, their predisposing factors need to be addressed in our communities in order to lessen the effects of these dermatoses. This study may act as a baseline for similar investigations that may be undertaken in the future.
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The Effect of Literature-Based Reading on Gifted Students in Botswana - Biakolo, Margaret; Afemikhe, Omaze Anthony (Research in Education, 2002)
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Getting Books to School Pupils in Africa. Serial No. 26. Department for International Development - Bloch, Carole (International Journal of Educational Development, 2002)
Three types of generic chromium (Cr)-containing wastes are generated during ferrochrome (FeCr) production, i.e. slag, bag filter dust (BFD) and venturi sludge. Slag is by volume the largest waste; however, fine FeCr waste materials (e.g. BFD, venturi sludge) are from an environmental perspective the most important. The loss of Cr units to FeCr waste streams represents both an added cost burden (related to disposal/storage) and a loss of revenue in terms of contained Cr units. In this paper, the novel idea of the liberation of Cr units from FeCr BFD and the ultra-fine fraction of slag (UFS) with aqueous ozonation and the advanced oxidation process was investigated. Several techniques were used to characterise both case study waste materials, i.e. particle size distribution, chemical composition, chemical surface composition and crystalline content analysis. Results indicated that limited Cr liberation could be obtained from the waste materials utilising aqueous ozonation. For BFD, only a maximum of 4.2% of total Cr liberation was achieved. However, the Cr liberation of BFD was substantially higher than that achieved for the UFS, which was attributed to the difference in characteristics of the two materials. Cr liberation observed was related to the formation of the OH radicals during the spontaneous decomposition of aqueous O3. Application of the advanced oxidation process by the addition of H2O2 during ozonation increased Cr liberation dramatically. More than 21% of total Cr liberation could be achieved for both the waste materials used in this investigation. Although the afore-mentioned Cr liberation level is unlikely to be commercially viable, the investigation proved that further research could optimise this process.
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Geochemistry of intermediate to siliceous volcanic rocks of the Rooiberg Group, Bushveld Magmatic Province, South Africa - Buchanan, P. C.; Reimold, W. U.; Koeberl, Christian; Kruger, F. J. (Contributions to Mineralogy and Petrology, 2002)
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[Experiences during an overseas semester of learning in South Africa: black and white close-ups]. - Buik, Michael (PubMed, 2002)
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Development of Logical Reasoning and the School Performance of African American Adolescents in Relation to Socioeconomic Status, Ethnic Identity, and Self-Esteem - Chapell, Mark S.; Overton, Willis F. (Journal of Black Psychology, 2002)
This study explored the deductive reasoning and school performance of 330 African American adolescents and the relation of reasoning and school performance to socioeconomic status (SES), ethnic identity, and self-esteem. As expected, there was a systematic increase in selection task reasoning performance across adolescence, and high SES students outscored low SES students in reasoning performance and school grades. Ogbu’s cultural-ecological theory, which predicts an inverse relationship between cognitive performance and ethnic idfentity strength, was not supported because better reasoning performance was associated instead with stronger ethnic identity. Steele’s stereotype-threat theory, which predicts that there will be an association between global self-esteem and school grades in early adolescent African Americans that subsequently decreases across adolescence, was partially supported. Self-esteem and grades were strongly related in 6th graders, not significantly related in 10th and 12th graders, yet strongly related in college students.
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An impact evaluation of student teacher training in HIV/AIDS education in Zimbabwe - Chifunyise, Tisa; Benoy, Heather; Mukiibi, Betty (Evaluation and Program Planning, 2002)
Zimbabwe introduced a nation-wide program to teach AIDS education in 1994. This paper evaluates changes in student teachers' level of knowledge about transmission, symptoms and prevention of STDs and HIV/AIDS; their attitude towards persons living with AIDS; and their sensitivity to the impact of the epidemic and to discussing and teaching about these issues. There was an increase in knowledge of HIV prevention and in teachers' ability to discuss reproductive health and sexual issues. However, as students were exposed to other HIV material outside the programme, not all of this change is due to the programme. Course attendance needed to be enforced and the curriculum needed to be updated with student participation. Peer educators and participatory techniques are needed to get students to internalise positive attitudes and behaviour. The education materials need to address the lack of female empowerment in making decisions and negotiating for safer sex.
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Developing the academic literacy of undergraduates studying by distance education in South Africa - Collet, Philip Godfrey (2002)
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Levels of Reading Ability among African-American Graduate Students. - Collins, Kathleen M. T.; Onwuegbuzie, Anthony J. (2002)
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African American Teachers - Cox, C. Brian (2002)
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Barriers to safer sex practices among African American college students. - Duncan, Cecil; Miller, Doreen M.; Borskey, Erma J.; Fomby, Betty; Dawson, Peter; Davis, Lucille (PubMed, 2002)
African American college students are among the age group of African Americans with significantly higher heterosexual transmission of HIV. It has been projected that young African Americans of college age will be the next group to be affected by the HIV/AIDS epidemic. The goals of this research were to identify barriers to African American college students engaging in safer sex behaviors; determine whether barriers to safer sex differ for African American men versus African American women; and use the findings to help identify strategies likely to promote safer sex practices among African American college students. The Nominal Group Technique (NGT) was used to collect the information. The results yielded the following themes. For males and females, the combined themes, negative views of condoms were ranked the most important with a score of 70. Trust issues were ranked the second most important with a total score of 47. The third highest ranked theme was living for the moment with a total score of 43. The fourth highest ranked theme was feeling invincible with a total score of 42. The authors provide a number of recommendations for consideration in the development of HIV prevention programs for African American college students.
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Know the past, anticipate the future : Observations on the National Department of Education and the South African History Project's conference, Rondebosch, 2-5 October 2002 : conference report - Eeden, Van; Elize, S (Historia, 2002)
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Poverty, HIV, and barriers to education: Street children's experiences in Tanzania - Evans, Ruth (Gender and Development, 2002)
This article discusses the links between poverty, HIV/AIDS, and barriers to education, based on the first-hand experiences of 'street children' in northern Tanzania. Within the context of national levels of poverty, 'cost-sharing' in health and education sectors, and the AIDS epidemic, poor families in Tanzania are under considerable pressure, and increasing numbers of girls and boys are consequently seeking a living independently on the streets of towns and cities. My research with street children shows that some children orphaned by AIDS are subject to rejection and exploitation by the extended family after the death of their parent(s). They are exposed to considerable risks of abuse, sexual violence and HIV within the street environment. Here, I discuss the links between poverty, HIV and barriers to education, which compound young people's vulnerability, and offer some policy recommendations in response to the young people's experiences.
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African American Children's Adjustment: The Roles of Maternal and Teacher Depressive Symptoms - Forehand, Rex; Jones, Deborah J.; Brody, Gene H.; Armistead, Lisa (Journal of Marriage and Family, 2002)
This study examined the unique and interactive roles of mother and teacher depressive symptoms in child adjustment in 277 African American single mother‐headed families, as well as whether the associations differed depending on the age and gender of the child. Findings revealed a significant association between maternal depressive symptoms and child depressive symptoms in girls, but not boys. Moreover, the combination of higher levels of both mother and teacher depressive symptoms was associated with the highest level of child depressive symptoms and, for younger children, externalizing symptoms. The importance of considering the multiple social contexts in which children interact is discussed.
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Evaluation of HIV/AIDS prevention through peer education, counselling, health care, training and urban refuges in Ghana - Ghana, Unicef (Evaluation and Program Planning, 2002)
Since 1996, Ireland Aid has supported UNICEF Ghana in the implementation of five activities that promote behaviour change to limit the spread of HIV/AIDS and STIs. The interventions are run by different local organisations, and have provided over 75,000 in and out-of-school youth and commercial sex workers with preventive education. People retained the information given, are knowledgeable about how HIV is transmitted, and can name key preventive methods. They pass on the information to their friends. Commercial sex workers were empowered to support one another in negotiating for safer sex. The programme was supported by community members, leading to demand for condoms and for education on HIV/AIDS/STIs. One project gave support to pregnant girls, including health care and vocational training. A drawback in the programme has been the occasional delays in the supply of the educational materials to the peer educators.
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Facial Expression Recognition and Social Competence among African American Elementary School Children: An Examination of Ethnic Differences - Glanville, Denise N.; Nowicki, Steve (Journal of Black Psychology, 2002)
The purpose of the present study was to investigate the potential for cross-ethnic miscommunication of facial expressions. The ability of elementary school children to identify emotion in African American and European American facial expressions and how this ability relates to social competence was examined. African American (n = 37) and European American (n = 37) children were administered African American and European American faces. Sociometric ratings also were obtained. The ability to read faces differing in ethnicity did not differ by children’s ethnicity. However, ability to read facial expressions of one’s own ethnic group, but not the other, was significantly related to social competence.
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A descriptive study of African American English: Research in linguistics and education - Green, Lisa J (International Journal of Qualitative Studies in Education, 2002)
Very few topics related to African American English (AAE) have been the subject of debates as often as issues related to language use and the education of African American youth. This paper presents a linguistic description of some of the lexical, phonological, and syntactic/semantic patterns of AAE and discusses the educational importance of understanding that speakers adhere to well-defined rules when they use them. Linguistic descriptions of AAE are useful in discussing education-related issues such as the extent to which the use of AAE interferes with reading and other educational achievement. Further research on constructions in the different components of the AAE grammar will lead to more accurate descriptive analysis of the AAE system. Such analysis will be useful in considering AAE in terms of current linguistic theory, and it may also be applicable in areas of research in education.
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Mathematical literacy of school leaving pupils in South Africa - Howie, Sarah J.; Plomp, Tjeerd (International Journal of Educational Development, 2002)
This paper discusses some results of South African (SA) grade 12 pupils on an international test of mathematical literacy, administered in the framework of the Third International Mathematics and Science Study (TIMSS) under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). Three questions are addressed: (1) What are the strengths and weaknesses of SA school-leavers in mathematical reasoning and social utility from an international comparative perspective?: (2) What is the growth of SA pupils' mathematical literacy from grade 8 to 12? (3) What are the background variables that influence the level of mathematical literacy of SA school-leavers? Finally some implications of the results for SA education will be discussed.
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Evaluation of HIV/AIDS peer education projects in Zambia - Hughes-d'Aeth, Armand (Evaluation and Program Planning, 2002)
This 1998 evaluation assessed the peer education programmes of HIV/AIDS projects run by four non-governmental organisations. A mini-case study approach was used and analysis was based on cross-case itemistic variables. The projects were assessed only in terms of immediate developmental outcomes to target groups rather than on long-term impact. The study concluded the following: (1) The projects had raised community awareness of HIV/AIDS; (2) Basic knowledge of HIV/AIDS was for the most part accurate; (3) There was anecdotal evidence of behavioural changes in terms of partner-reduction as reported by the projects, though the evidence was sometimes conflicting; and (4) There was evidence that certain traditional practices, which contributed to the spread of the virus (e.g. sexual cleansing and scarification), were becoming modified over time. The programmes were also instrumental in protecting human rights and enabling people living with HIV/AIDS to maintain human dignity.
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Sustained Student Enrolments at a Historically White South African University: A case study of Rhodes University - Imenda, S. N.; Kongolo, Mukole (Journal of higher education policy and management, 2002)
This study sought to critically investigate factors that could explain Rhodes University's (RU's) ability to sustain and raise its student enrolment levels against overall declining national enrolment in tertiary institutions in South Africa--particularly with regard to historically black universities. The findings indicated that the choice of the institution was made mainly by the respondents themselves, based on their career preferences. Affordability and other financial considerations did not come out as a major factor in the ultimate choice of the institution by the respondents. However, accessibility to financial aid did appear to be a problem. RU's public image appeared to have had an influence on the students' choice of the institution. The quality of staff, institutional stability, teaching resources and other facilities, administrative efficiency, friendliness, admissions and course registration procedures and processes, and fairness in the allocation of facilities and other resources were all found to be contributory factors in enticing students to RU. The language of the institution was another strength of RU. However, RU's physical appearance, catering services and the institution's 'equal and fair treatment of students' remained problematic areas.
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Mentoring across Race: Critical Case Studies of African American Students in a Predominantly White Institution of Higher Education. - Lynch, Robin Vann (2002)
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Shona-English code-mixing in the speech of students at the University of Zimbabwe - Mashiri, Pedzisai (Southern African Linguistics and Applied Language Studies, 2002)
Code-mixing (hereafter CM) is a worldwide communicative phenomenon that obtains in language contact situations and is well documented especially in the context of third-world societies. However, little or no systematic attention has been paid to Shona-English CM. Shona-English CM can be found in a number of domains in Zimbabwean society, mostly in the urban areas, and often the younger generation constitutes the most active mixers in informal interactions. This article is concerned with the code-mixing behaviour of Shona-English bilingual students at the University of Zimbabwe. These students have Shona as their mother-tongue (L1) and English as their second language (L2). I will explore how Shona morphosyntactic structure constrains and integrates English lexical items and phrases to form Shona-English mixed constructions. Two major observations are made. First, it is shown that for a Shona-English code-mixed structure to be acceptable the morphosyntactic structure of English must conform to the morphosyntactic structure rules of Shona. Secondly, it is noted that the English the students use is also of considerable lexical and syntactic complexity and retains much of its semantic and syntactic integrity when it appears in mixed utterances of terms. The data collected for this study reveal that CM involves the integration of English descriptive adjectives, nouns, locatives and verbs.
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Adult education as an agent for social change: a case study in Lesotho - Matsepe, Mokone W. (2002)
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Burden of schistosomiasis and soil-transmitted helminth infections in primary school children in Mpumalanga, South Africa, and implications for control : research letter - Mngomezulu, Nonhlanhla; Govere, J.; Dürrheim, David N; Speare, Richard; Viljoen, Lario; Appleton, C.C.; Booman, Marlize (South African Journal of Science, 2002)
Accurate information on the prevalence, intensity and distribution of helminth infections greatly facilitates appropriate control. Therefore as a precursor to developing a control programme in Mpumalanga, South Africa, a cross-sectional survey of the prevalence and intensity of schistosomiasis and soil-transmitted helminthiasis was conducted at 90 randomly selected schools between June 1998 and March 1999, inclusive. Stool and urine specimens from 4500 randomly selected primary school children from all three regions (Lowveld, Highveld and Eastern Highveld) were examined for helminth eggs, using the Kato-Katz technique for stools and filter technique for urine. Intensity of infection was graded as low, moderate, or heavy by semi-quantitative assessment. Schistosoma haematobium, Schistosoma mansoni, Ascaris lumbricoidesl/Ig and Trichuris trichiural/Ig were the most common helminth species found. Helminth prevalence and intensity varied markedly between regions but all were higher in the Lowveld region. The highest prevalence of helminth infection was recorded below 1400 metres. The prevalence of A. lumbricoidesl/Ig infection decreased from Grade 1 to 7, whereas S. haematobiuml/Ig and S. mansonil/Ig prevalence increased from Grade 1 to 7. Children attending rural schools were more heavily infected with S. haematobium, S. mansoni, A. lumbricoidesl/Ig and T. trichiural/Ig than children from urban or farm schools. The survey results provide clear directions for developing a targeted community-based control programme and will serve as a baseline against which programme outcomes will be measured.
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African-American early childhood teachers' decisions to refer African-American students - Moore, Alicia L. (International Journal of Qualitative Studies in Education, 2002)
Existing literature regarding European-American teachers' referrals of African-American students for special education programs is abundant. However, literature that explains African-American teachers' referrals of African-American students, in their own voices, is limited. This qualitative study examines the influences guiding African-American teachers' decisions to refer African-American students for special education programs. It uses, as a conceptual framework, several researchers' investigations of influences guiding teacher praxis. From these collective works, a conceptual model was developed as a ''teachers' decisions to refer'' perspective that served as a framework for examining influences that may have guided the participants' referral decisions. Findings revealed that African-American teachers have a collective teacher way of knowing and that socially constructed images of race and gender influenced their referral decisions. Additionally, participant interviews revealed that African-American teachers tended to refer based on the need to find assistance for students with special needs.
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Recognition of Prior Learning as an integral component of competence-based assessment in South Africa - Moore, Alrika; Rooyen, Linda Van (South African Journal of Education, 2002)
The concept of recognising and accrediting - what people already know and can do - is having a significant impact on many of the education and training programmes currently being developed. This is irrespective of whether that learning has been acquired through unstructured learning, performance development, off-the-job assessment, or skills and knowledge that meet workplace needs but have been gained through various previous learning experiences. The concept Recognition of Prior Learning (RPL) is understood by most in the area of adult education as the method of assessing relevant competences gained by adults through work and life experiences, which can then be counted towards qualifications or for promotion in the workplace by using a systematic set of procedures. A practical elaboration of RPL policy and practice in the current South African education and training sector is urgently needed. Administered carefully, and supported by explicitly anti-discriminatory policies and practices, RPL can indeed contribute to movements for greater casual mobility, thus optimising South Africa's under-used skills and expertise. In doing so, this country can embark upon a realistic and attainable strategy towards becoming a winning nation.
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A ‘Communally Bonded’ School for African American Students, Families, and a Community - Morris, Jerome E. (Phi Delta Kappan, 2002)
Not all urban schools that serve African American communities are the disasters portrayed in the media. Mr. Morris shares insights he has gleaned from a seven-year study of Elementary School in St. a school that has successfully with its community. THE CAMPUS grounds and the ambience of Elementary School, located in what is known as North St. Louis, differ vastly from the images of inner-city schooling presented regularly in news accounts.1 The shiny hardwood floors and the immaculate hallways defy the pervasive perceptions of urban and predominantly African American schools -- the types of conditions that are vividly depicted in Jonathan Kozol's Savage Inequalities and Amy Stuart Wells and Robert Crain's Stepping over the Color Line.2 In contrast to the situations portrayed in Jean Anyon's account of urban schools in Ghetto Schooling, the mostly African American educators at have not given up on the the system, and, most important, the children.3 Since 1994 I have been engaged in an extensive study of Elementary School. is not a perfect school. As in many urban schools that enroll primarily low-income students, the educators contend daily with external factors that affect what goes on inside the school. However, Farragut is a good school, as a parent notes. In this article, I will show how school personnel have communally bonded with African American families and the surrounding community to foster an academically supportive environment for the predominantly African American and low-income student population.4 I will then discuss how my investigation into Elementary School extends to the broader issues of urban education, academic excellence, parent and community involvement, and the color line in the 21st century. Building on the Past Elementary School creates a sense of pride for African American people in the nearby community, much like the pride that many formerly all-black schools once represented for black people.5 boasts a strong academic reputation, which also was present in some of the segregated, all-black schools that we (academics, educators, and policy makers) know too little about. Although parents from the attendance zone near the school have the option of sending their children to magnet or predominantly white county schools as part of a voluntary desegregation plan, very few parents from the community have exercised that option. Instead, they have chosen and are satisfied with the quality of education their children receive in the school.6 Students at also have one of the highest attendance rates in the city and consistently outperform students at other schools in the St. Louis public schools -- including magnet schools -- on traditional measures such as standardized tests.7 Is Elementary School an anomaly? And how does the communal bonding between the school and the community contribute to the rich and rewarding educational experience for African American students? Initially, I attempted to use existing school/family partnership models to describe what I observed at Elementary School, but this school did not fit those models. I talked with friends and shared findings with colleagues but stumbled when attempting to describe the nature of the bonding between the African American families, and the nearby community. Then I realized that the difficulty might have stemmed from the way school and family connections are traditionally viewed in the academic and educational communities. The larger society is not aware of the historical context in which functions. In the midst of pervasive societal racism and discriminatory practices -- which resulted in separate and grossly unequal facilities -- many segregated, all-black schools served as stabilizing institutions for African American communities, and those communities shared in the ownership of the local black schools. …
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A historical-educational investigation into missionary education in South Africa with special reference to mission schools in Bushbuckridge - Ndlovu, Ntshamatiko Boy Elliot (2002)
This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research.
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The design and implementation of an in-service training programme for art and crafts teachers in Lesotho - Ofori-Asara, Samuel Kwasi (2002)
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Nigerian Students' Perceptions of Academic Departments as a Teaching and Learning Environment - Okwilagwe, E. A. (Research in Education, 2002)
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Book ReviewCulture, Education, and Development in South Africa: History and Contemporary Perspectives by Ali A. Abdi. Westport, Conn., and London: Bergin & Garvey, 2002. 212 pp. $64.95 (cloth). ISBN 0‐897‐8981‐5‐X. - Portnoi, Laura M. (Comparative Education Review, 2002)
Previous articleNext article No AccessBook Review Culture, Education, and Development in South Africa: History and Contemporary Perspectives by Ali A. Abdi. Westport, Conn., and London: Bergin & Garvey, 2002. 212 pp. $64.95 (cloth). ISBN 0‐897‐8981‐5‐X.Laura PortnoiLaura PortnoiUniversity of California, Los Angeles Search for more articles by this author University of California, Los AngelesPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 4November 2002 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/376295 Views: 94Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.
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The acceptability of a culturally-tailored depression education videotape to African Americans. - Primm, Annelle B.; Cabot, Diane; Pettis, Jacquelyn; Vu, Hong Thi; Cooper, Lisa A. (PubMed, 2002)
The aim of this project was to determine the acceptability and usefulness of an educational videotape for African Americans with depression. Four focus groups were held in two community settings and at a historically black university. Subjects included 24 African Americans, aged 18-76 years, who screened positive for depression. Focus group questions addressed the usefulness of the videotape to understand depression and its treatment, the most and least effective parts of the videotape, and the cultural appropriateness of the information presented. Participants took pre- and post-tests on attitudes about depression. Discussions were audiotaped, transcribed, and reviewed independently by two investigators to identify and group comments into specific themes. Two other investigators reviewed the themes and comments for consistency and relevance. The videotape was generally well received and was rated effective in improving knowledge about depression and its treatment. After watching the videotape, attitudes improved in several areas, including depression as a medical illness, effectiveness of treatment, negative perceptions of antidepressant medication and reliance upon spirituality to heal depression. This culturally tailored videotape about depression is deemed acceptable and effective for most African Americans with depression participating in focus groups. It also improved knowledge and several attitudes about depression.
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Reconceptualising educational assessment in South Africa — testing times for teachers - Pryor, John B.; Lubisi, Cassius (International Journal of Educational Development, 2002)
This paper explores some of the problems arising when Continuous Assessment (CA) is grafted onto established pedagogic practices. It focuses on three issues: teachers' restricted understandings of assessment, teachers' emphasis on criteria that demonstrate concern with social control, and some of the problems connected with peer assessment. Two vignettes derived from fieldwork associated with a project to improve the quality of primary education are used to raise the issues. We argue that the development of desired practices is hampered above all by tacit values in tension with those underpinning the new curriculum. These values, together with the complexity of curriculum design, create serious problems of manageability and interpretation, which can only be addressed through detailed interactive in-service training, aimed at reconceptualising teachers' notions of assessment.
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Attitudes toward Research of African-American Graduate Students as a Function of Locality. - Richardson, Dianne; Onwuegbuzie, Anthony J. (2002)
Research suggests that many graduate students have negative attitudes toward research. However, studies in this area have primarily involved white populations, and little is known about the attitudes toward research of African American students, despite the fact that the latter tend to attain lower levels of achievement in research methodology courses than do their white counterparts (A. Onwuegbuzie, 1999). Consequently, this two-stage study examined the attitudes toward research of African American graduate students. The first stage of this study involved the development and score validation of the Attitudes toward Research Design Survey (ATRDS), using exploratory factor analysis. The psychometric properties of the ATRDS scale were assessed (i.e., structural validity, score reliability). The second stage of the investigation involved comparing subscale scores emerging from the ATRDS between African American students enrolled at an institution in an urban setting and those enrolled in a rural setting. These comparisons were made with regard to research self-efficacy, perceived professional utility of research, and learning preferences. With respect to the second phase of the investigation, findings revealed that African American graduate students enrolled atthe urban institution reported statistically significantly higher levels of research self-efficacy. The Cohen's d effect size associated with this difference was moderate. Implications of this and other findings are discussed. (Contains 3 tables and 60 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Running head: ATTITUDES TOWARD RESEARCH
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Exercise training for African Americans with disabilities residing in difficult social environments - Rimmer, James H.; Nicola, Terry; Riley, Barth B.; Creviston, Todd (American Journal of Preventive Medicine, 2002)
To examine the feasibility, efficacy, and safety of a structured 12-week exercise training program for a predominantly African-American group of adults with multiple health conditions who reside in difficult social environments.A total of 37 females and 7 males (mean age, 54.1 years) participated in an exercise training regimen 3 days per week for 60 minutes per day (cardiovascular, 30 minutes; strength, 20 minutes; and flexibility, 10 minutes). Outcome measures included peak VO(2) (mL min(-1), mL kg(-1) min(-1)); upper and lower body strength (strength); hand-grip strength (GS); body weight (BW); total skin folds (TS); waist-to-hip ratio (WHR); hamstring/low-back flexibility (HLBF); and shoulder flexibility (SF).Compared to the control group, the exercise group showed significant gains in peak VO(2) (p < 0.01); strength (p < 0.01); and body composition (TS, p < 0.01). There was no significant difference between the exercise and control groups on BW, WHR, HLBF, and GS. Of a total 1116 exercise sessions (31 experimental participants x 36 sessions), 87% of the sessions were attended.A structured exercise-training program can provide substantial improvement in strength and cardiovascular fitness in low-income, sedentary adults with multiple chronic conditions and/or risk factors for chronic conditions. Future research should explore simple home-based and community-based physical activity interventions that provide ongoing support for increasing and maintaining physical activity participation in this cohort.
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'An Unbelievable Academic and Personal Experience': Issues around teaching undergraduate field courses in Africa - Robson, Elsbeth (Journal of Geography in Higher Education, 2002)
This paper explores the teaching of geography field courses in Africa for UK university undergraduates. Using largely qualitative feedback, the experiences of students, staff and local communities involved in field courses to Kenya, Zimbabwe and The Gambia are evaluated. Benefits and disbenefits of these field courses to the participating students, the local community and teaching staff are scrutinised. The paper concludes that such field courses to 'exotic' destinations are an effective means to student recruitment and certainly achieve their aims while providing meaningful teaching and learning experiences. Furthermore, the analysis shows that field courses to 'poor' destinations in sub-Saharan Africa can avoid dangers of 'development tourism' if conducted with ethical sensitivity.
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[Prevalence and perception of schistosomiasis in a periurban school of Bamako in Mali]. - Sangho, Hamadoun; Dabo, Abdoulaye; Coulibaly, Hamady; Doumbo, O (PubMed, 2002)
The prevalence of urinary and intestinal schistosomiasis, the knowledge, attitude and practice (KAP) regarding the disease among both the children and their parents were investigated in Djikoroni para, a Suburban area of Bamako. The prevalence of Schistosoma haematobium and S. mansoni were respectively 69.8% and 8.7%. Compared with the girls, the boys were significantly more infected by S. haematobium (p = 5.10(-3)), but no difference between the sexes was observed for S. mansoni (p = 0.36). Interviews indicated that 88% of children and 91% of adults considered micro-haematuria as a pathology, but did not know anything about intestinal schistosomiasis. The low sensitivity of micro-haematuria (56.8%) and of the criterion "abdominal pains" (66.7%) indicated that they couldn't be relevant diagnosis signs. The symptoms and mode of transmission were generally well understood for S. haematobium but not for S. mansoni. The later parasite, its intermediate host and their interactions were unknown. The main man water contacts are bathing and playing in the Woyowayanko and in the Niger river. Inadequate perception of schistosomiasis contributes to maintain schistosomiasis at a high level of prevalence in Djikoroni.
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Breakdown in the system of learner support materials supply in Northern Province, South Africa - Themane, Mahlapahlapana; Mabasa, Layane Thomas (South African Journal of Education, 2002)
In this paper we draw on research conducted on the system of supply of learner support materials (LSMs) in Region 2 of the Northern Province of South Africa. The study used a qualitative methodology where a case study design was adopted. Purposive sampling was used in the selection of five schools. Three methods of data collection were used, namely: interview, observation and documentation. It was found that the system of supply of learner support materials in the Northern Province was in a chaotic state. For example, books were not delivered in time, or not delivered at all, there were wrong deliveries, and a lot of wastage on unused materials. (South African Journal of Education: 2002 22(4): 275-281)
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“No one will listen to us”: Rural Fulbe women learning by radio in Nigeria - Usman, Lantana M. (2002)
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Are schools ready for Joshua? Dimensions of African-American culture among students identified as having behavioral/emotional disorders - Webb-Johnson, Gwendolyn (International Journal of Qualitative Studies in Education, 2002)
African-American learners often achieve limited academic success in classrooms designed for learners demonstrating challenging behaviors. Self-contained settings are often void of culturally responsive pedagogy. This qualitative study examined the demonstrated behavior of African-American youth in a small urban elementary school setting. Field notes, observations, and interviews were analyzed to examine the demonstration and affirmation of expressive individualism, one of the nine dimensions of African-American culture. Coping strategies were also examined. African-American learners often displayed culturally socialized behaviors that were not affirmed by classroom teachers in academically engaging manners. Their culturally sanctioned modes of expressive individualism were asserted through dissembling, game playing, and defiant coping strategies. As a result of these demonstrated behaviors, students were seldom academically engaged beyond working quietly with a focus on behavioral compliance.
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An ambiguous, contested terrain: governance models for a new South African education system - Weber, Everard (International Journal of Educational Development, 2002)
This paper reviews the development of education governance in South Africa during the 1990s. It outlines ambiguities within and between competing policies, tracing the historical trajectory and explaining its outcome. Apartheid governance, the attempts to reform it, policy options originating within the anti-apartheid movement, and the law passed in 1996 by the new Parliament, are discussed. Trends in South Africa during this decade have been consistent with trends in international education: decentralization, ‘rolling back the state’, privatization, increased class and/or regional disparities, and greater parental governance responsibilities.
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Myopia in secondary school students in Mwanza City, Tanzania: the need for a national screening programme - Wedner, Susanne H.; Ross, D. A.; Todd, Jim; Anemona, Alessandra; Balira, Rebecca; Foster, Allen (British Journal of Ophthalmology, 2002)
Background/aims: The prevalence of significant refractive errors and other eye diseases was measured in 2511 secondary school students aged 11–27 years in Mwanza City, Tanzania. Risk factors for myopia were explored. Methods: A questionnaire assessed the students’ socioeconomic background and exposure to near work followed by visual acuity assessment and a full eye examination. Non-cycloplegic objective and subjective refraction was done on all participants with visual acuity of worse than 6/12 in either eye without an obvious cause. Results: 154 (6.1%) students had significant refractive errors. Myopia was the leading refractive error (5.6%). Amblyopia (0.4%), strabismus (0.2%), and other treatable eye disorders were uncommon. Only 30.3% of students with significant refractive errors wore spectacles before the survey. Age, sex, ethnicity, father’s educational status, and a family history of siblings with spectacles were significant independent risk factors for myopia. Conclusion: The prevalence of uncorrected significant refractive errors is high enough to justify a regular school eye screening programme in secondary schools in Tanzania. Risk factors for myopia are similar to those reported in European, North-American, and Asian populations.
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A Comprehensive Test of the Health Belief Model in the Prediction of Condom Use among African American College Students - Winfield, Evelyn B.; Whaley, Arthur L. (Journal of Black Psychology, 2002)
This study tested an expanded version of the Health Belief Model (HBM) in the prediction of condom use during vaginal intercourse among African American college students. Results from regression analyses indicated that only the core HBM explained a significant amount of variance in condom use. Perceived barriers and gender were the only significant predictors of condom use. Perceived barriers were found to mediate the correlation between gender and condom use. Specifically, controlling for perceived barriers, the tendency for men to use condoms increased. Consistent with past research findings, high levels of HIV/AIDS risk knowledge was not significantly correlated with condom use. The findings suggest a need to consider additional (e.g., sociocultural) factors associated with African American sexual decision making and condom use to develop applicable conceptual models and HIV/AIDS prevention approaches.
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[System of nursing education in South Africa: land of contrasts]. - Winter, Katrin (PubMed, 2002)
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More than just chanting: multilingual literacies, ideology and teaching methodologies in rural Eritrea : Multilingual literacies, ideology, and teaching methodologies in rural Eritrea - Wright, Martha Wagar (2002)
Researchers going into the developing world may, in good faith and with all heartfelt compassion for the desperate plight of the people there, fall rather short of the mark in interpreting what is happening between the very teachers and students they are trying to help.1 It is understandable that the sight of such dreary classrooms, often dark and cold, even in North Africa, lacking all the niceties of modern Western elementary schoolrooms-or even the necessities, to Western eyes-could be overwhelming: the small, thin children dressed in little more than rags, crowds of them packed on to broken desks, with only broken pencils, a blackboard they can barely see, no textbooks and only a few thin copybooks donated by some aid organisation. The din of these sixty children shouting their replies to the teacher’s questions, seemingly at the top of their lungs, only to be told to say it louder, can be stupefying to the researcher trained to look for communicative methods, who sees no literacy being practised and only ‘chanting’ taking place in these classrooms. Perhaps those of us going into the field need to consider if we have failed to recognise what the people we are studying already do have; perhaps we need to see if we have allowed ourselves to be blinded to the gifts and abilities of the people themselves because we have, perhaps unwittingly, assumed them to suffer an intellectual impoverishment commensurate with the material. Some have already begun to do so, as the ‘number of literacy projects in recent years have challenged [Western] assumptions by stressing that before launching into literacy programs and interventions it is necessary to understand the literacy practices that target groups and communities are already engaged in’ (BVS, p. 1).2
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Comparative analysis of parents' and teachers' view points on contraceptive practice among adolescents in Port Harcourt, Nigeria. - Briggs, I.L. (PubMed, 2002)
The study compares the viewpoint of parents and teachers on contraceptive practice by sexually active adolescents in the study environment The instrument for the study was a structured and pre-tested questionnaire. Data was analysed using frequency counts and chi-square statistical test of significance (P = .05). Findings showed that there was significant difference in opinion (P < 0.05) between parents and teachers on the use of contraceptives by adolescent girls. Most (79.1%) parents will not encourage girls to use contraceptives. However, a substantial number (45.8%) of teachers would similarly not encourage adolescents to use contraceptives. Various reasons are given by both repondents for discouraging adolescents from using contraceptives although there was significant difference (P < 0.05) in the reasons given. Based on the findings, it was concluded that for family planning programme directed towards adolescents to succeed parents' and teachers' view point must be put into consideration. In addition, teachers and parents need training in reproductive health.
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The Canary Islands and the magmatic belt off Northwest Africa: geodynamic evolution of individual volcano-magma systems and island groups - Schmincke, Hans‐Ulrich; Sumita, Mari (2002)
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Kilimanjaro Ice Core Records: Evidence of Holocene Climate Change in Tropical Africa - Thompson, Lonnie G.; Mosley‐Thompson, Ellen; Davis, M. E.; Henderson, Keith; Brecher, Henry H.; Zagorodnov, V.; Mashiotta, Tracy A.; Lin, Ping-Nan; Mikhalenko, Vladimir; Hardy, Douglas R.; Beer, Jürg (Science, 2002)
Six ice cores from Kilimanjaro provide an approximately 11.7-thousand-year record of Holocene climate and environmental variability for eastern equatorial Africa, including three periods of abrupt climate change: approximately 8.3, approximately 5.2, and approximately 4 thousand years ago (ka). The latter is coincident with the "First Dark Age," the period of the greatest historically recorded drought in tropical Africa. Variable deposition of F- and Na+ during the African Humid Period suggests rapidly fluctuating lake levels between approximately 11.7 and 4 ka. Over the 20th century, the areal extent of Kilimanjaro's ice fields has decreased approximately 80%, and if current climatological conditions persist, the remaining ice fields are likely to disappear between 2015 and 2020.
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Kilimanjaro Ice Core Records: Evidence of Holocene Climate Change in Tropical Africa - Thompson, Lonnie G.; Mosley‐Thompson, Ellen; Davis, M. E.; Henderson, Keith; Brecher, Henry H.; Zagorodnov, V.; Mashiotta, Tracy A.; Lin, Ping-Nan; Mikhalenko, Vladimir; Hardy, Douglas R.; Beer, Jürg (Science, 2002)
Six ice cores from Kilimanjaro provide an approximately 11.7-thousand-year record of Holocene climate and environmental variability for eastern equatorial Africa, including three periods of abrupt climate change: approximately 8.3, approximately 5.2, and approximately 4 thousand years ago (ka). The latter is coincident with the "First Dark Age," the period of the greatest historically recorded drought in tropical Africa. Variable deposition of F- and Na+ during the African Humid Period suggests rapidly fluctuating lake levels between approximately 11.7 and 4 ka. Over the 20th century, the areal extent of Kilimanjaro's ice fields has decreased approximately 80%, and if current climatological conditions persist, the remaining ice fields are likely to disappear between 2015 and 2020.
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Kilimanjaro Ice Core Records: Evidence of Holocene Climate Change in Tropical Africa - Thompson, Lonnie G.; Mosley‐Thompson, Ellen; Davis, M. E.; Henderson, Keith; Brecher, Henry H.; Zagorodnov, V.; Mashiotta, Tracy A.; Lin, Ping-Nan; Mikhalenko, Vladimir; Hardy, Douglas R.; Beer, Jürg (Science, 2002)
Six ice cores from Kilimanjaro provide an approximately 11.7-thousand-year record of Holocene climate and environmental variability for eastern equatorial Africa, including three periods of abrupt climate change: approximately 8.3, approximately 5.2, and approximately 4 thousand years ago (ka). The latter is coincident with the "First Dark Age," the period of the greatest historically recorded drought in tropical Africa. Variable deposition of F- and Na+ during the African Humid Period suggests rapidly fluctuating lake levels between approximately 11.7 and 4 ka. Over the 20th century, the areal extent of Kilimanjaro's ice fields has decreased approximately 80%, and if current climatological conditions persist, the remaining ice fields are likely to disappear between 2015 and 2020.
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Kilimanjaro Ice Core Records: Evidence of Holocene Climate Change in Tropical Africa - Thompson, Lonnie G.; Mosley‐Thompson, Ellen; Davis, M. E.; Henderson, Keith; Brecher, Henry H.; Zagorodnov, V.; Mashiotta, Tracy A.; Lin, Ping-Nan; Mikhalenko, Vladimir; Hardy, Douglas R.; Beer, Jürg (Science, 2002)
Six ice cores from Kilimanjaro provide an approximately 11.7-thousand-year record of Holocene climate and environmental variability for eastern equatorial Africa, including three periods of abrupt climate change: approximately 8.3, approximately 5.2, and approximately 4 thousand years ago (ka). The latter is coincident with the "First Dark Age," the period of the greatest historically recorded drought in tropical Africa. Variable deposition of F- and Na+ during the African Humid Period suggests rapidly fluctuating lake levels between approximately 11.7 and 4 ka. Over the 20th century, the areal extent of Kilimanjaro's ice fields has decreased approximately 80%, and if current climatological conditions persist, the remaining ice fields are likely to disappear between 2015 and 2020.
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Kilimanjaro Ice Core Records: Evidence of Holocene Climate Change in Tropical Africa - Thompson, Lonnie G.; Mosley‐Thompson, Ellen; Davis, M. E.; Henderson, Keith; Brecher, Henry H.; Zagorodnov, V.; Mashiotta, Tracy A.; Lin, Ping-Nan; Mikhalenko, Vladimir; Hardy, Douglas R.; Beer, Jürg (Science, 2002)
Six ice cores from Kilimanjaro provide an approximately 11.7-thousand-year record of Holocene climate and environmental variability for eastern equatorial Africa, including three periods of abrupt climate change: approximately 8.3, approximately 5.2, and approximately 4 thousand years ago (ka). The latter is coincident with the "First Dark Age," the period of the greatest historically recorded drought in tropical Africa. Variable deposition of F- and Na+ during the African Humid Period suggests rapidly fluctuating lake levels between approximately 11.7 and 4 ka. Over the 20th century, the areal extent of Kilimanjaro's ice fields has decreased approximately 80%, and if current climatological conditions persist, the remaining ice fields are likely to disappear between 2015 and 2020.
Keywords: openalex:import; openalex:yes

Kilimanjaro Ice Core Records: Evidence of Holocene Climate Change in Tropical Africa - Thompson, Lonnie G.; Mosley‐Thompson, Ellen; Davis, M. E.; Henderson, Keith; Brecher, Henry H.; Zagorodnov, V.; Mashiotta, Tracy A.; Lin, Ping-Nan; Mikhalenko, Vladimir; Hardy, Douglas R.; Beer, Jürg (Science, 2002)
Six ice cores from Kilimanjaro provide an approximately 11.7-thousand-year record of Holocene climate and environmental variability for eastern equatorial Africa, including three periods of abrupt climate change: approximately 8.3, approximately 5.2, and approximately 4 thousand years ago (ka). The latter is coincident with the "First Dark Age," the period of the greatest historically recorded drought in tropical Africa. Variable deposition of F- and Na+ during the African Humid Period suggests rapidly fluctuating lake levels between approximately 11.7 and 4 ka. Over the 20th century, the areal extent of Kilimanjaro's ice fields has decreased approximately 80%, and if current climatological conditions persist, the remaining ice fields are likely to disappear between 2015 and 2020.
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Language issues in South African education: an overview - Murray, Sarah (2002)
South Africa is undergoing great change, not least in the areas of educational and language policy. We are moving away from policies that emphasised strong boundaries between languages and people, towards those that encourage people to learn and use many languages to communicate with each other. South Africans – a descriptor which only now includes everyone in South Africa – are urged to discard their old singular identities, rooted in an intimate bonding of race, language and culture, in order to embrace a more complex sense of self. This new South Africanism is dynamic: it is rooted in a previously unacknowledged commonality, forged through historic and economic processes, but it also acknowledges and gives expression to different languages and cultures (Alexander 1996).
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Climate change mitigation in developing countries: Brazil, China, India, Mexico, South Africa, and Turkey - Chandler, William U.; Schaeffer, R.; Dadi, Zhou; Shukla, P R; Tudela, Fernando; Davidson, Ogunlade; Alpan-Atamer, S. (2002)
Greenhouse gas emissions from developing countries will likely surpass those from developed countries within the first half of this century, highlighting the need for developing country efforts to reduce the risk of climate change. While developing nations have been reluctant to accept binding emissions targets, asking that richer nations take action first, many are undertaking efforts that have significantly reduced the growth of their own greenhouse gas emissions. In most cases, climate mitigation is not the goal, but rather an outgrowth of efforts driven by economic, security, or local environmental concerns. This study attempts to document the climate mitigation resulting from such efforts in six key countries (Brazil, China, India, Mexico, South Africa, and Turkey) and to inform policy-making aimed at further mitigation in these and other developing nations. The six countries examined here reflect significant regional, economic, demographic, and energy resource diversity. They include the world's two most populous nations, a major oil exporter, Africa's largest greenhouse gas emitter, and the country with the largest expanse of tropical forest. While their circumstances vary widely, these countries share common concerns that have motivated actions resulting in reduced greenhouse gas emissions growth. Primary among these concerns are economic growth, energy security,more » and improved air quality. The analysis presented here demonstrates that actions taken by these countries to achieve these and other goals have reduced the growth of their combined annual greenhouse gas emissions over the past three decades by nearly 300 million tons a year. If not for these actions, the annual emissions of these six countries would likely be about 18 percent higher than they are today. To put these figures in perspective, if all developed countries were to meet the emission targets set by the Kyoto Protocol, they would have to reduce their emissions by an estimated 392 million tons from where they are projected to be in 2010.« less
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Building a People's University in South Africa: Race, Compensatory Education, and the Limits of Democratic Reform - Anderson, Gregory M. (2002)
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FIELD SCHOOL OPPORTUNITIES: South African Archaeology FS (Anthropology News, 2002)
Anthropology NewsVolume 43, Issue 7 p. 29-29 FIELD SCHOOL OPPORTUNITIES: South African Archaeology FS First published: 07 July 2009 https://doi.org/10.1111/an.2002.43.7.29AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume43, Issue7October 2002Pages 29-29 RelatedInformation
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The Internet for High Schools Project in Yemen (International Journal of Internet Education (Print), 2002)
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The Internet for High Schools Project in Yemen (International Journal of Internet Education (Print), 2002)
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Psychiatric Disorder, Impairment, and Service Use in Rural African American and White Youth - Angold, Adrian; Erkanli, Alaattin; Farmer, Elizabeth M. Z.; Fairbank, John A.; Burns, Barbara J.; Keeler, Gordon; Costello, E. Jane (Archives of General Psychiatry, 2002)
The Caring for Children in the Community Study examined the prevalence of DSM-IV psychiatric disorders and correlates of mental health service use in rural African American and white youth.Four thousand five hundred youth aged 9 to 17 years from 4 North Carolina counties were randomly selected from school databases. Parents completed telephone questionnaires about their children's behavior problems. A second-stage sample of 1302 was identified for recruitment into the interview phase of the study, and 920 (70.7%) of these were successfully interviewed at home using the Child and Adolescent Psychiatric Assessment and related measures of service use.Weighted back to general population estimates, 21.1% of youth had 1 or more DSM-IV psychiatric disorders in the past 3 months. Prevalence was similar in African American (20.5%) and white (21.9%) youth. The only ethnic difference was an excess of depressive disorders in white youth (4.6% vs 1.4%). Thirteen percent of participants (36.0% of those with a diagnosis) received mental health care in the past 3 months. White youth were more likely than African American youth to use specialty mental health services (6.1% vs 3.2%), but services provided by schools showed very little ethnic disparity (8.6% vs 9.2%). The effect of children's symptoms on their parents was the strongest correlate of specialty mental health care.In this rural sample, African American and white youth were equally likely to have psychiatric disorders, but African Americans were less likely to use specialty mental health services. School services provided care to the largest number of youths of both ethnic groups.
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Welcoming Spirit Home: Ancient African Teachings to Celebrate Children and Community - Arms, Suzanne (Journal of Prenatal and Perinatal Psychology and Health, 2002)
Welcoming Spirit Home: Ancient African Teachings to Celebrate Children and Community by Sobonfu Some (1999). Novato, CA: New World Library. 141 pp. ISBN: 1-57731-009-8. Welcoming Spirit Home is a book that anyone interested in birth, children, or the fostering of non-violent, compassionate societies is likely to want to read. Start to finish. In one sitting. In this warm and majestically written little book (a mere 5 by 7 inches, and only 140 pages in length), Sobonfu Some brings to life the importance of an entire community's celebrating the significance of the processes of a baby's conception, a woman's pregnancy, life in the womb, the mother and child's birth, and their bond and development as souls, in the context of their family and community-at-large. Sobonfu speaks with the natural ease of a woman born and raised in a well-functioning, bonded culture. For such a slender book, she shares a great deal of the ancient wisdom of her Dagara tribe of Burkina Faso, a tiny land-locked country in Western Africa. This is where Sobonfu lived until she was chosen as a wife for Malidoma Some, an older man from a nearby tribe who was already living and teaching in America. Plunked down in a strange culture, not knowing the language, Sobonfu bore the shock of all immigrants, but especially because she had never before been outside her tribal village. In the subsequent years, she learned fluent English and, like Malidoma, took her place as one of only a handful of Africans who have continued to live with one foot in the modern technological culture of the U.S. and the other in their native land. She regularly returns to her village for sustenance and familial ties. It is this unique blend of outside observer of Western culture and modern Westernized woman who works hard at maintaining her deepest traditional values that makes Sobonfu's wisdom so special. Although she has not yet had children, she is the bearer of much knowledge that many in the West are thirsty for. Sobonfu articulates a basic tenet of her tribe: At the heart of a healthy community lies the importance of spirit, elders, children, ritual, gift giving, ancestors, responsibility and accountability. These fundamentals must be understood and valued, and they must be nurtured and balanced for the well-being of the community. In Africa it is known that the elders are the vision and wisdom keepers, children ensure the survival of the villages and tribe, and rituals feed the soul. Welcoming Spirit Home gives us rituals to ponder that make sense, and Sobonfu describes them vividly, so that we might make use of them in creating meaningful ritual of our own. She makes clear the practical importance of ritual to our daily lives, and especially to the rearing of a child. This book focuses on living deeply connected to our body, mind, the earth, our ancestors, and our community. Sobonfu discusses birth, not as a nine-month medical process that culminates with the severing of the umbilical cord, but as a healthy and vital process beginning before physical conception and continuing long after delivery. It is not to be feared but respected and entered into with optimism and profound trust. For the Dagara people, a baby's soul makes a conscious choice to enter the world in a body and to come to a particular mother and father. Pregnancy should be seen as the inauguration of an important person, a VIP, stepping into a job that will bring much goodness to the world, she writes. The significance of the physical, psychological and aspects of all stages of development are described, including pre-conception, physical conception, pregnancy, prenatal, birth and postpartum. The spiritual pregnancy begins when a woman has her first sense of a child's presence in dream or waking life. The analogies Sobonfu draws between her tribe and our modern way of life make her easy to understand. In the section titled Preconception she writes, Most of us would go through a lot of trouble to clean or redecorate our homes in an attempt to make them beautiful if we were told that the president of the U. …
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Technology and Student Collaboration: A Research Project in One Botswana Secondary School - Batane, Tshepo (T.H.E. Journal Technological Horizons in Education, 2002)
TECHNOLOGY USE IN BOTSWANA schools is relatively new compared to many other parts of the world. And because of its financial implications, the decision to implement technology had to be weighed against many other pressing needs, such as access to basic education, food and shelter. However, improving the quality of education is one of the country's top priorities, mainly because education has been heavily criticized for failing to better prepare students to work and participate in their society. In 1994, the Revised National Policy on Education (RNPE) was released. It stated that computers should be introduced in Botswana schools to help enhance learning, as well as to help the country in its transition from an agriculturally based economy to an industrial one. The Ministry of Education introduced a computer studies course, which was taken by only a few students because of the limited number of computers. The course was aimed at equipping students with computer skills that would be useful for them outside of school. Computers are also used in different subjects to assist learning. The literature is overwhelmingly positive about the potential of technology to be a powerful tool in strengthening the quality of education and making it more interesting, engaging and, most important, student centered. Research on the effects of technology on student learning is also positive, with studies reporting how technology helps students learn better. The and Technology: Making the Connection report (1995) found many examples of how technology helps learning nationwide. Teachers in the study reported that technology helps motivate students to learn and address other students with different learning styles. The teachers also reported that students on the verge of quitting often find a new interest in school when they work with technology. Students were able to communicate with others outside of their school and bond with students across the globe, as well. The study concludes that these activities cannot easily take place in a normal school day, but are possible with technology and careful guidance from teachers. Computers have also been accepted in schools, since they promise a new dimension to education. Dede (1995) proposes that computers enhance education by providing them more active learning, more varied sensory and conceptual modes, less mental drudgery, learning better tailored to individuals, and better aid to abstraction. Educators and psychologists believe that higher levels of comprehension and reasoning are not acquired through transmitting facts, but through the learner's interaction with content. These beliefs adhere to the theory of constructivism--that knowledge is constructed, not transmitted. According to constructivism, knowledge is constructed in multiple ways, as well as through a variety of tools, resources, experiences and contexts. The constructivist learning theory tells us that the more opportunities we have, and the more actively engaged we are, the richer our understanding. According to the National Council for the Social Studies, an effective way to involve students actively in authentic problem solving or decision making is to incorporate technology into the classroom. In this way, students learn to access and utilize technology, which will assist students as they enter a world where their jobs and personal lives require the acquisition, evaluation and maintenance of information. Exploration Beyond the Classroom Technology can help learners explore the world beyond the classroom by providing access to vast resources and information, scientific inquiry and discovery, as well as allowing students to communicate with experts. According to Forman and Pufall (1988), through technology, students have access to resources that are not available within their physical grasp. These promises encouraged the Botswana government to introduce computer use in schools so that learning improves and some of the problems in education, such as teacher-centered learning, are redressed. …
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Outcomes-based education and educational reform in South Africa - Botha, R.J. (International Journal of Leadership in Education, 2002)
The outcomes-based education or OBE paradigm (the underlying philosophy behind South Africa's ‘Curriculum’ 2005), which focuses on the outcomes of the educational process, was introduced in South Africa during the last decade as one of the measures to improve the quality of education in post-apartheid South Africa and to address the demands for an increasingly skilled working force. The OBE system (model) was introduced in South Africa on the assumption that it would lead to an increase in the quality of education that South African learners attain in schools. However, questions remain regarding whether OBE will necessarily improve the quality of education and transform South African schools. These questions are addressed, and the introduction of outcomes-based education in South Africa is discussed.
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Arab Republic of Egypt Education Sector Review: Progress and Priorities for the Future. Volume I: Main Report. - Chang, Mae Chu; Joshi, Arun R.; Winkler, Donald R.; Yano, Satoko (2002)
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The Modernization of Education: A Case Study of Tunisia and Morocco - Degorge, Barbara (The European Legacy, 2002)
(2002). The Modernization of Education: A Case Study of Tunisia and Morocco. The European Legacy: Vol. 7, No. 5, pp. 579-596.
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Turning Syrians into Frenchmen: The cultural politics of a French non-governmental organization in Mandate Syria (1920-67)--the French Secular Mission schools - Deguilhem, Randi (Islam and Christian-Muslim Relations, 2002)
Although the French Secular Mission (Mission Laïque Française (MLF)), founded in 1902, was not an official organ of the French state, its cultural politics, expressed through the establishment of overseas schools in places such as late Ottoman Salonica (in 1906), early twentieth-century Egypt, early Mandate Syria and elsewhere, paralleled and coincided with the official French government program to promote the use of the French language and a knowledge of its civilizational values amongst non-Francophone peoples as a means of furthering its foreign interests. These interests should be seen within the double context of the international French ' mission civilisatrice ' as well as with regard to France's longstanding rivalry with Great Britain in the economic, political and cultural domains. The present study examines the objectives of the MLF both in relation to the domestic situation in France during the first half of the twentieth century, especially as concerns the separation of church and state in 1905, which gave 'official' sanction to the MLF's mission to establish secular schools overseas in the name of France, and also as a cultural instrument, largely funded by Paris, to promulgate French Enlightenment values in regions of the world which were deemed important on the imperialistic scale. Turning Syrians into Frenchmen was not the goal but turning Syrians (not only Christians, but especially Muslims) into Francophiles was definitely part of the MLF strategy which straddled and swerved between the associationist and the assimilationist philosophies, creating an intellectual colonization amongst its students and thereby generating a sort of cultural schizophrenia (Daryush Shayegan, Cultural Schizophrenia: Islamic societies confronting the West (Syracuse NY, Syracuse University Press, 1997).
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Why was there No Famine Following the 1992 Southern African Drought? - Eldridge, Christopher (IDS Bulletin, 2002)
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Prevalence of asthma, allergic rhinitis and dermatitis in primary school children in Uasin Gishu District, Kenya - Esamai, Fabian; Ayaya, Samwel O.; Nyandiko, Winstone (East African Medical Journal, 2002)
To establish the relative increase in the prevalence of asthma, allergic rhinitis and eczema in primary school children aged 13-14 years over a six year interval.Cross sectional comparative study.Primary schools in three rural divisions at Uasin Gishu district in the Rift Valley Province of Kenya.Three thousand two hundred and fifty eight children aged 13-14 years from seventy two primary schools in Uasin Gishu district were studied using the International Study of Asthma and Allergies in Childhood (ISAAC) questionnaire. All children in the selected schools in this age range whose parents gave consent were included.There were 47.4% males and 52.6% females as compared to 48.7% and 51.3% respectively in 1995. The cumulative prevalence for wheezing, rhinitis, itchy eyes and dermatitis was 23.6%, 43%, 24.1% and 28.5% respectively which were higher than for 1995 which were 21.2%, 32.4%, 11.8% and 13.8% respectively (p = 0.001). The period prevalence rates for wheezing, rhinitis and eczema were 13.8%, 31.4% and 21.3% respectively as compared to 10.2%, 25.3% and 14.4% respectively for 1995 (p = 0.001). The prevalence of asthma, allergic rhinitis and eczema was 12.6%, 38.6% and 28.5% respectively in 2001 compared to 6.6%, 14.9% and 13.9% respectively in 1995 (p = 0.001).There was a significant increase in the prevalence of asthma, allergic rhinitis and eczema in children in the study population over the last six years.
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Being the ‘Other’: Teaching U.S. History as a Fulbright Professor in Egypt - Flanagan, Maureen A. (The Journal of the Gilded Age and Progressive Era, 2002)
If for Russell Johnson the experience of teaching the Gilded Age and Progressive Era in Turkey was that of being in a “not so strange land,” my four months as a Fulbright professor at the University of Alexandria in Egypt were often quite the opposite. There I was truly a stranger in a strange land. But it is important to note right from the start that by strange I mean foreign in the sense that American history of any sort is not part of the Egyptian university curriculum. So much so that before I arrived in Egypt I had been given only a hazy idea of what I might be teaching. Once there I quickly found that I had to jettison the proposal that I had submitted for the Fulbright competition – to teach about the processes and ideas of democracy in U.S. history, most especially in the Gilded Age and Progressive Era. The reasons for my inability to teach what I had proposed help explain much about the place of U.S. history, indeed all of “western” history, in Egyptian universities, and how the situation differs enormously from those described for Canada, Mexico, and Turkey. In these “post-eleventh September” days, it seems to me especially important to understand that while in the U.S. we seek to expand our university history curricula into a world vision, in Egypt exactly the opposite has been happening. Why this should be so in the age of globalization, and what lessons it has for U.S. historians, I think are among the valuable insights that can be gained from a Fulbright teaching fellowship in the Arab world.
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Recent Books on African American Educational HistoryWilliam H. Watkins, The White Architects of Black Education: Ideology and Power in America, 1865-1954William H. Watkins, James H. Lewis, and Victoria Chou, eds., Race and Education: The Roles of History and Society in Educating African American StudentsKaren A. Johnson, Uplifting the Women and the Race: The Educational Philosophies and Social Activism of Anna Julia Cooper and Nannie Helen BurroughsAnna Victoria Wilson and … - Franklin, V. P. (Journal of African American History, 2002)
Previous article No AccessRecent Books on African American Educational History William H. Watkins, The White Architects of Black Education: Ideology and Power in America, 1865-1954 William H. Watkins, James H. Lewis, and Victoria Chou, eds., Race and Education: The Roles of History and Society in Educating African American Students Karen A. Johnson, Uplifting the Women and the Race: The Educational Philosophies and Social Activism of Anna Julia Cooper and Nannie Helen Burroughs Anna Victoria Wilson and William E. Seagall, Oh, Do I Remember! Experiences of Teachers during the Desegregation of Austin's Schools, 1964-1971 Vivian Gunn Morris and Curtis L. Morris, The Price They Paid: Desegregation in an African American Community Adam Fairclough, Teaching Equality: Black Schools in the Age of Jim Crow Henry N. Drewry and Humphrey Doermann, Stand and Prosper: Private Black Colleges and Their Students Robert A. Pratt, We Shall Not Be Moved: The Desegregation of the University of Georgia Maurice C. Daniels, Horace T. Ward: Desegregation of the University of Georgia, Civil Rights Advocacy, and JurisprudenceV. P. FranklinV. P. Franklin Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 87, Number 4Fall 2002New Perspectives on African American Educational History A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.2307/1562476 Views: 26Total views on this site Citations: 1Citations are reported from Crossref PDF download Crossref reports the following articles citing this article: John A. Kirk THE NAACP CAMPAIGN FOR TEACHERS' SALARY EQUALIZATION: AFRICAN AMERICAN WOMEN EDUCATORS AND THE EARLY CIVIL RIGHTS STRUGGLE, The Journal of African American History 94, no.44 (Nov 2017): 529–552.https://doi.org/10.1086/JAAHv94n4p529
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Impaired stress-induced pressure natriuresis increases cardiovascularload in African American youths - Harshfield, Gregory A.; Wilson, Martha; Hanevold, Coral; Kapuku, Gaston; Mackey, Lynne; Gillis, Delores; Treiber, Frank A. (American Journal of Hypertension, 2002)
We hypothesized that impaired stress-induced pressure natriuresis increases blood pressure (BP) load. The 118 African American youths were brought into similar levels of sodium balance. The protocol consisted of a 2-h baseline period, a 1-h stress period (competitive video games), and a 2-h recovery period. Normal pressure natriuresis (n = 80) resulted from a resistance-mediated (r = 0.23; P < .03) increase in BP (P < .001). In contrast, impaired pressure natriuresis (n = 38), leading to an extended period of elevated BP (P < .05), resulted from a volume-mediated (r = 0.55; P < .002) increase in BP (P < .001). Impaired stress-induced pressure natriuresis may contribute to the development of essential hypertension, particularly in African Americans.
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African American Freshman Students' Perceptions of Community at Four Predominantly White Public Universities in the Southern Universities Group - Holmes, Lloyd A.; Sullivan, Kathleen; Letzring, Timothy D. (The College Student Affairs Journal, 2002)
This relational study examined the relationship between sense of as perceived by freshman American students at predominantly white public institutions and the intent of these students to re-enroll. Utilizing the College and University Community Inventory (CUCI), this study examined freshman students' perceptions of at four predominantly White public universities, the relation between these perceptions and students' intent to re-enroll at the same institution the following semester, and the perception of by gender. Findings indicate that students who did not intend to re-enroll at their institutions had a significantly lower mean CUCI score on one subscale related to perception of than did students who intended to return to the institution. The establishment and maintenance of a sense of community on college campuses is one of the greatest challenges facing colleges and universities (Spitzberg & Thorndike, 1992). For purposes of this study, is defined as values, goals, and practices that individuals share and that constitute the basis for coming together and staying together, the basis for a sense of belonging [or] common ground that connects individuals to groups and to the whole (Spitzberg & Thorndike, 1992, p.8) Two of the most significant factors affecting development on college campuses are the complexity of institutional structures and the size of institutions (Fenske, 1991; Spitzberg & Thorndike, 1992). In Creating Community on College Campuses, Spitzberg and Thorndike write Not surprisingly, in the last few years, there has also been an upsurge of interest among many on campus in seeking new forms for connection with each other (both between individuals and among small groups) and with the campus as a whole. There is renewed aspiration for (p.3). Thus, the college administrator hoping to establish on campus must deal with perceptions of individuals as these perceptions often reflect their reality and are difficult to alter. Wirt, Choy, Gerald, Probasnik, Rooney, Watanabe, and Tobin (2002) reported in The Condition of Education 2002 that student enrollment in postsecondary education institutions has, in general, increased since the 1970s. Porter (1990) states that though Americans are among a group of ethnic that the greatest potential for increased enrollment at higher education institutions, they have been the least likely to persist and to complete a bachelor's degree (p. 1). The research of Spitzberg and Thorndike (1992) states, African American students experience significantly more alienation than do other minorities (p. 5). Moreover, Spitzberg and Thorndike conclude, [C]onnecting Americans to the higher education has been the slowest [when compared to other ethnic groups] (p.29). Glasser (1986) concludes that individuals basic needs that must be met within whatever environment they find themselves: power/importance, love/belonging, fun, freedom/choices, and survival. Numerous researchers (Pounds, 1987; Wright, 1987; Jones, 1987) reported that American students find that getting these needs met is difficult on the campus of a predominantly white institution. Snearl (1997) suggests that the meeting of these needs by American women in higher education may be even more difficult than for American males because of the lack of American women in administrative positions at higher education institutions. Snearl concludes that few role models exist for American females in higher education. The purpose of this study was to examine the relationship between freshman American students' perceptions of and their intentions to continue their education as undergraduate students on the campuses of predominantly white public institutions that are a part of the Southern Universities Group (SUG). …
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Bilingual Education in West Africa: Does It Work? - Hovens, Mart (International Journal of Bilingual Education and Bilingualism, 2002)
This paper focuses on experimental bilingual programmes in Guinea-Bissau and Niger, West Africa. Both countries introduced transitional bilingual programmes in pilot schools and compared test results and teacher–pupil interaction between bilingual and monolingual (ex-colonial language) schools. Test results in Niger demonstrated that pupils who started in their mother tongues could read and write better even in the second language. Observations in both countries indicated that bilingual classrooms were more stimulating, interactive, and relaxed. Those who gained the most from participating in bilingual programmes in both countries were rural children and girls. The majority of parents surveyed were in favor of early schooling in the mother tongue and wished to see national languages used in other public contexts. Despite such positive results, the political will for bilingual reforms is still missing in both countries.
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Hearing Footsteps in the Dark: African American Students' Descriptions of Effective Teachers - Howard, Tyrone C. (Journal of Education for Students Placed at Risk (JESPAR), 2002)
There has been scant research examining African American students' perceptions of their learning environments. Nonetheless, the persistent underachievement of African American students merits an investigation into their viewpoints as to what types of teaching and learning environments promote high achievement. In this article, I detail findings from a qualitative case study that examined African American elementary and secondary students' descriptions of teaching practices and learning environments within urban contexts. The student interpretations identified 3 central teaching strategies that had a positive affect on student effort, engagement in class content, and overall achievement. The 3 key strategies were (a) teachers who establish family, community, and home-like characteristics; (b) teachers who establish culturally connected caring relationships with students; and (c) the use of certain types of verbal communication and affirmation.
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Between Islamic and Western Secular Education in Ghana: A Progressive Integration Approach - Iddrisu, Abdulai (Journal of Muslim Minority Affairs, 2002)
(2002). Between Islamic and Western Secular Education in Ghana: A Progressive Integration Approach. Journal of Muslim Minority Affairs: Vol. 22, No. 2, pp. 335-350.
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The Prevalence, Presentation and Outcome of Diabetic Foot Lesions in a Nigerian Teaching Hospital - Ikem, Rosemary; Kolawole, Babatope; Ikem, IC (Tropical Doctor, 2002)
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“Fields of Vision”: Photographs in the Missionary Collections at the School of Oriental and African Studies, London - Johnson, Samantha; Seton, Rosemary (International Bulletin of Missionary Research, 2002)
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Interdisciplinary malaria vector research and training for Africa - Killeen, Gerry F.; Knols, Bart G. J.; Fillinger, Ulrike; Beier, John C.; Gouagna, Louis C. (Trends in Parasitology, 2002)
The National Institutes of Allergy and Infectious Diseases and International Centers for Tropical Disease Research Network held their 11th annual meeting ‘Research Beyond Boundaries’ on 15–18 April 2002.
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First evidence of early Birimian (2.21 Ga) volcanic activity in Upper Guinea: the volcanics and associated rocks of the Niani suite - Lahondère, Didier; Thiéblemont, Denis; Tegyey, M.; Guerrot, Catherine; Diabate, Bakari (Journal of African Earth Sciences, 2002)
During the 1:200,000-scale mapping of northeastern Guinea, a suite of volcanic rocks comprising porphyritic lavas, pyroclastics and pyroclastic breccias, was identified in the Niani area in the northeast of the Siguiri Basin. The texture of the rocks, the abundance of pyroclastic deposits and the diversity of lapilli they contain all point to explosive eruptive mechanisms. A Pb–Pb zircon evaporation age of 2212±6 Ma obtained from a sample of rhyodacite has yielded the first evidence of early Birimian volcanic activity in Guinea. Most of the volcanic rocks of the Niani volcanic suite may be defined as intermediate to acidic medium-K calc-alkaline igneous rocks. Some of them show HREE fractionation comparable to the one of high-Al/low-Yb TTGs and recent adakites. It seems probable that these lavas were emplaced in relation with the subduction of a young and hot oceanic plate.
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Assessing Culturally-Bound Beliefs Related to Diarrheal Diseases among Rural Women, Chipata District, Zambia: Health Education Implications of a Pilot Study - Loh, Cindy M.; Ormsby, Gail; Waife, Ruth; Njoloma, Elizabeth; Cordero‐MacIntyre, Zaida (The International Quarterly of Community Health Education, 2002)
This study of rural mothers and health workers in Eastern Zambia illustrates the use of traditional medicines in the treatment of common illnesses, and the seeking of services from traditional healers. It provides a better understanding of knowledge, beliefs, and practices in the field of traditional medicine, and explores the relationship of common cultural-bound beliefs ( Thola, Chibele, Chibambala, Chisi, and Njisi) with feeding practices during pregnancy and early childhood related to diarrheal diseases. In addition, it identifies factors that influence a mother's choice about the use or avoidance of certain foods. This qualitative research process encourages a culturally sensitive community-based approach to creating appropriate health promotion messages and program activities.
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Reconsidering Theatre-Making in South Africa: A Study of Theatre in Education in Cape Schools - Morris, Gay (Theatre Research International, 2002)
The task of Theatre in Education (TIE) performers is examined in relation to what I have witnessed in TIE programmes in South Africa, found in reports written by students and ideas proposed by theatre theorists. The four contextual frames, which John O'Toole maintains are at work in TIE (namely neighbourhood, venue, audience availability and the world of the play), provide a workable configuration through which to examine the effects of each of these on performance. The interaction between the performers, the performance site and the audience in TIE promises the possibility of a more flexible approach to theatre. Creative opportunities arise that should be utilized, not only in TIE, by a variety of theatre-makers in South Africa.
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Disability and Rehabilitation in Zimbabwe: Lessons and Implications for Rehabilitation Practice in the U.S. (Disability and Rehabilitation in Zimbabwe) - Mpofu, Elias; Harley, Debra A. (Journal of Rehabilitation, 2002)
Conceptions of disability and the associated rehabilitation practices vary widely across societies, and are influenced by the unique sociopolitical and cultural histories of those societies. For example, differences in perspectives on disability and rehabilitation between nations or communities have been linked to differences in (a) cultural beliefs about disabilities; (b) availability and accessibility of scientific knowledge on disabilities and rehabilitation to the general public; (c) the social and economic goals that people in different nations or communities seek to achieve; (d) level of industrialization (or development) of nations and the material resources they have for supporting disability-related programs; (e) ideological commitment to enhancing the quality of life of all citizens; and (f) respect for individual human rights (Brown, 1991; Jenkins, 1998; Talle, 1995). Developed countries are characterized by a belief in natural-scientific explanations of disability, higher levels of formal education among their citizens, individualistic-egalitarian socioeconomic structures, higher levels of industrialization, more organized and better disability-related service resources. In contrast, developing countries tend to have a higher belief in metaphysical-spiritual rather than natural-scientific views of disability, collectivistic-hierarchical socioeconomic structures, lower levels of formal education, lower levels of industrialization, and less organized and less formal rehabilitation service resources (Brown, 1991). These differences in socio-cultural contexts are important for a cross-cultural understanding of disability and rehabilitation. For instance, developed countries with their more complex socio-technical systems may present more challenges in activities of daily living (e.g., commuting, time management) than do developing countries which tend to have simpler socio-technical systems. A personal characteristic that is not disabling in less complex societies can be a disability in more complex, industrialized societies (Brown, 1991). For example, mild mental retardation is less disabling to community participation among subsistence agricultural farmers in rural sub-Saharan Africa than it would be in the industrialized US (Serpell, Mariga & Harvey, 1993). This is because the activities necessary for a subsistence agricultural economy are less intellectually demanding as compared to those necessary for participation in an industrialized society. On the other hand, persons with more severe disabilities in developing countries may experience more personal restrictions due to the unavailability of appropriate or enabling disability-related accommodations (e.g., assistive devices, disability laws) (Mpofu, 2001). Quite clearly, there are differences in the nature and quality of rehabilitation services between the industrialized and the industrializing countries. At the same time, there are also significant differences in perspectives on and practices in rehabilitation within the industrialized and industrializing countries (Jenkins, 1998; Serpell, 1983). This article presents an overview of disability and rehabilitation in Zimbabwe. In particular, consideration is given to definitions of disability and rehabilitation from a Zimbabwean perspective, historical foundations of rehabilitation in Zimbabwe, and rehabilitation service structures in the country. Finally, some lessons that may be drawn from the Zimbabwean experience for the practice of rehabilitation in the United States are explored. Because of the international perspective, differences in terminology may exist, thus, common terms are used and when this is not possible, the terms are defined for clarity. Geographical Location, Demography and Responsiveness to Disability Zimbabwe is one of eight countries in Southern Africa together with Angola, Botswana, Malawi, Mozambique, Namibia, South Africa, and Zambia. …
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Undergraduate teaching of veterinary parasitology in Africa - Mukaratirwa, Samson (Veterinary Parasitology, 2002)
The undergraduate teaching of veterinary parasitology in an African perspective is reviewed. Information was gathered from 8 of approximately 20 veterinary schools/faculties in Africa. In order to compare teaching in the different schools a standard questionnaire was designed for collecting data on different aspects of the curriculum, including the curriculum structure, the year(s) in which veterinary parasitology is taught, the contact hours allocated to teaching and the methods of teaching. The results of the eight faculties/schools reveal that veterinary parasitology is taught in a disciplinary approach allocating a total of 90–198 h to lectures (46–75%) and practicals 38–196 h (25–54%) during the full curriculum. There are considerable differences in structure of the curricula and methods of teaching undergraduate veterinary parasitology between the various schools/faculties. Availability of teaching staff and the cost of running practical classes are the most limiting factors in teaching of veterinary parasitology. There is a need to constantly review the curriculum of undergraduate veterinary parasitology and to standardise the materials and methods in light of new knowledge.
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The aims of special education schools and units in Kenya: a survey of headteachers - Muuya, Jacqueline (European Journal of Special Needs Education, 2002)
The paper reports a questionnaire survey of headteachers of special schools and special units in Kenya, focusing in particular on their educational aims. The study is located in the broader context of special educational provision and developments in Africa. These include the colonial legacy, the influence of indigenous and traditional concepts of education and disability, and national policies engaging with issues of curriculum and inclusion. The aims the headteachers said were important were wide-ranging and included conventional academic achievement, personal and social development and citizenship, alongside skills of personal care and the control of difficult behaviour. However, the relative emphasis given to different aims suggests that the importance of traditional aims of special education in terms of control, containment and care still outweigh those of a broad and balanced educational provision. Surprisingly, there was relatively little emphasis on the importance of preparation for employment. The analysis suggests that although there have been rapid developments in the provision for special educational needs in Kenya, there remains a gap between the ambitions of national policy and actual provision at school level.
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Teaching American Literature in Francophone West Africa - Nicholls, David G. (Pedagogy, 2002)
Research Article| October 01 2002 Teaching American Literature in Francophone West Africa David G. Nicholls David G. Nicholls Search for other works by this author on: This Site Google Pedagogy (2002) 2 (3): 392–395. https://doi.org/10.1215/15314200-2-3-392 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation David G. Nicholls; Teaching American Literature in Francophone West Africa. Pedagogy 1 October 2002; 2 (3): 392–395. doi: https://doi.org/10.1215/15314200-2-3-392 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2002 Duke University Press2002 Article PDF first page preview Close Modal Issue Section: Reflections on Teaching America Abroad You do not currently have access to this content.
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'She Loves Books & Ideas, & Strides along in Low Shoes Like an Englishwoman': British models and graduates from the Anglican girls' secondary schools in Palestine, 1918-48 - Okkenhaug, Inger Marie (Islam and Christian-Muslim Relations, 2002)
During the mandate period of British rule in Palestine, urban middle- and upper-class Arab women challenged the traditions that had secluded them from public life. The influence of missionary secondary education was the first and crucial step to the changing social roles of these women. Despite the general historical interpretation that Western missionary education merely modernized the domestic dimension of the indigenous women's identity, the Anglican mission schools in Palestine provided women with a liberal education in addition to offering a professional life and gainful employment as a legitimate option for young women. This paper calls for further research to be done on the topic.
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Hearing Loss, Hearing Handicap, and Functional Health Status between African American and Caucasian American Seniors - Pugh, Kenneth C.; Crandell, Carl C. (Journal of the American Academy of Audiology, 2002)
This investigation examined the relations among hearing loss, handicap perception, and functional health status of 152 African American and Caucasian American seniors ranging in age from 60 to 89 years. Subjective measures were obtained from self-report scores on the Hearing Handicap Inventory for the Elderly (HHIE), the Medical Outcomes Study 36-ltem Short Form Health Survey (SF-36), and demographic profiles. Results indicated the following: (1) both subject groups exhibited nearly identical degrees of sensorineural hearing loss consistent with presbyacusis; (2) African American seniors reported significantly lower levels of completed education than did Caucasian American seniors; (3) differences between groups in self-report scores of hearing handicap (HHIE) were not statistically significant; (4) differences across groups in self-report scores of functional health status (SF-36) were not statistically significant; and (5) increasing levels of hearing loss produced significantly higher HHIE scores and significantly lower SF-36 scores in each group. These findings are discussed.
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Assessment and Treatment of Neurological Impairments in African Americans: Sociocultural Considerations - Qualls, Constance Dean (Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 2002)
No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Oct 2002Assessment and Treatment of Neurological Impairments in African Americans: Sociocultural Considerations Constance Dean Qualls Constance Dean Qualls The Pennsylvania State UniversityUniversity Park, PA Google Scholar More articles by this author https://doi.org/10.1044/cds8.3.9 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Adams, P. F., Hendershot, G. E., & Marano, M. A. (1999). Current estimates from the National Health Interview Survey, 1996. National Center for Health Statistics.Vital Health Stat, 10(200). Google Scholar Alzheimer’s Association. (2002). African Americans and Alzheimer’s disease: The silent epidemic. Retrieved 10-03-02 from http://www.alz.org/Media/newsreleases/current/021202aareport.html Google Scholar Battle, D. E. (2002). Communication disorders in multicultural populations (3rd ed.). Boston: Butterworth-Heinemann. Google Scholar Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Google Scholar Bronfenbrenner, U. (1986). The ecology of the family as a context for human development.Developmental Psychology, 22, 723–742. Google Scholar Caplan, L. R. (1997). Epidemiology of stroke and cerebrovascular disease in minority populations. (NIDCD Monograph No. 4).Conference on communication disorders and stroke in African American and other cultural groups: Multidisciplinary perspectives and research needs (pp. 1–3). Bethesda, MD: National Institutes of Health. Google Scholar Code, C., Hemsley, G, & Herrmann, M. (1999). The emotional impact of aphasia.Seminars in Speech and Language, 20, 19–31, 93–4. Google Scholar Coleman, T. J. (2000). Clinical management of communication disorders in culturally diverse children. Needham Heights, MA: Allyn and Bacon. Google Scholar HachinskiV. (1999). Post-stroke depression, not to be underestimated.Lancet, 353, 1728. Google Scholar Harris, J. L., Qualls, C. D., Harris, C. L., Harris, D. G. (2000) Speech-language pathologist and inter-professional management of adult cognitive-linguistic deficits: The case of an African American woman with traumatic brain injury.In E. Geva, A. Barsky, & F. Westernoff’s (Eds.) Interprofessional practice with diverse populations: Cases in point, (pp. 29–46). Greenwood Publishing. Google Scholar Kluckhohn, F. R., & Strodtbeck, F. L. (1961). Variations in value orientations. Evanston, IL: Row, Peterson. Google Scholar Lemme, B. H. (1999). Development in adulthood (2nd ed). Boston: Allyn and Bacon. Google Scholar Lynch, E. W., & Hanson, M. J. (1998). Developing cross-cultural competence: A guide for working with children and their families. Baltimore, MD: Paul H. Brooks Publishing Co. Google Scholar National Stroke Association. (2002). Brain attack statistics: African Americans and stroke. Retrieved 10–01–02 from http://www.stroke.org/pages/brain_africanamer.cfm?category=all Google Scholar Payne, K. T. (1997). Considerations for speech and language assessment of multicultural populations following stroke.(NIDCD Monograph No. 4). Conference on communication disorders and stroke in African American and other cultural groups: Multidisciplinary perspectives and research needs (pp. 85–94). Bethesda, MD: National Institutes of Health. Google Scholar Ripich, D. N. (1997). Environmental and cultural influences on rehabilitation and research. (NIDCD Monograph No. 4).Conference on communication disorders and stroke in African American and other cultural groups: Multidisciplinary perspectives and research needs (pp.61–70). Bethesda, MD: National Institutes of Health. Google Scholar Tonkovich, J. D. (2002). Multicultural issues in the management of neurogenic communication and swallowing disorders.In D. E. Battle (Ed.), Communication disorders in multicultural populations (3rd ed., pp. 233–265). Boston: Butter-worth-Heinemann. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited byPerspectives of the ASHA Special Interest Groups3:1 (118-131)1 Jan 2018The Sociolinguistically Trained Speech-Language Pathologist: Using Knowledge of African American English to Aid and Empower African American ClienteleAnne H. Charity Hudley, Christine Mallinson, Kenay Sudler and Mackenzie Fama Volume 8Issue 3October 2002Pages: 9-13 Get Permissions Add to your Mendeley library History Published in issue: Oct 1, 2002 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & Permissions© 2002 American Speech-Language-Hearing AssociationPDF downloadLoading ...
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Coverage and perceptions of Medical Sciences students towards hepatitis B virus vaccine in Sana'a City, Yemen. - Raja’a, Yahia A.; Saeed, Gehad G.; Al-Hattami, AbdulRaheem A.; Al-Asadi, Mansour H.; Mohammad, Arif A.; Ahmed, Abdullah Abdulmajid Abdo; Al-Ammari, Nabil M. (PubMed, 2002)
The present study was conducted to estimate vaccination coverage against hepatitis B virus and the perceptions of 1198 medical sciences students in Sana'a City, Yemen.Only those who practice clinical training or are in contact with body fluids were included. The students were enrolled in the Faculty of Medicine and Health Sciences, Sana'a University, Republic of Yemen. Data was collected from 1999-2000. Arabic pre-tested questionnaire forms were completed by 840 students at a response rate of 70.6%.The study revealed a reported vaccination rate of 29.5%. The rate among Faculty of Medicine and Health Sciences students was 32.3%, whereas only 21.3% among the students of High Institute of Health Sciences. Students of dentistry attained the highest rate of vaccination (38.8%), while nursing students of the High Institute of Health Sciences achieved the lowest rate (17.1%). Rate of vaccination (46.6%) among female students was significantly higher than male students (22.3%) with a P- value of 0.0001. Medical assistants of the High Institute of Health Sciences scored the best (56%) in terms of knowledge, medical laboratory sciences students achieved the highest (43.6%) in attitude and dentistry students had the highest scores (35.5%) in practices. The mean knowledge of females and males was comparable, however, females achieved higher attitudes and practices. Final stage students attained better attitude scores than the pre-final and intermediate students.Vaccination coverage of medical sciences students in Sana'a City, Yemen is low. Knowledge of medical assistants is the best, attitude of medical laboratory sciences students and practices of dental students is the highest. Attitudes and practices of female students are better than that of males.
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Social Alienation of African American College Students: Implications for Social Support Systems. - Redden, Charlotte E. (2002)
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Impaired acquisition in the water maze and hippocampal long‐term potentiation after chronic prenatal ethanol exposure in the guinea‐pig - Richardson, D; Byrnes, Michelle; Brien, James F.; Reynolds, James N.; Dringenberg, Hans C. (European Journal of Neuroscience, 2002)
In the hippocampus, the CA1 region is selectively vulnerable to the effects of chronic prenatal ethanol exposure. In the guinea-pig, the number of CA1 pyramidal cells is decreased after chronic prenatal ethanol exposure. We tested the hypotheses that chronic prenatal ethanol exposure (through maternal ethanol ingestion) results in impairments in spatial learning and short- and long-term plasticity in the CA1 region of the postnatal guinea-pig hippocampus. Timed, pregnant guinea-pigs were treated with ethanol (4 g/kg maternal body weight/day), isocaloric sucrose/pair-feeding, or water throughout gestation. Offspring were studied between postnatal days 40 and 80. In the Morris water maze, animals exposed to ethanol prenatally showed slower acquisition of an escape response to a hidden platform over 5 days of training. The amplitude of the field excitatory postsynaptic potential in the CA1 region in response to contralateral CA3 stimulation was decreased in offspring exposed to ethanol prenatally. Two forms of short-term plasticity (paired-pulse and frequency facilitation) were unaffected by chronic prenatal ethanol exposure. Long-term potentiation (LTP) in response to high-frequency CA3 stimulation was induced reliably and maintained over 60 min in isocaloric-sucrose and water control animals. However, LTP failed to be induced in the CA1 area of the hippocampus in prenatal ethanol-exposed offspring. These data show that chronic prenatal ethanol exposure, through maternal ethanol administration, impairs spatial performance and LTP in CA1 neurons. Hippocampal dysfunction could contribute importantly to the cognitive and behavioural deficits resulting from chronic prenatal ethanol exposure.
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Anthropological consideration on prevalence and fitness of β C and β S genotypes in Burkina Faso (a survey in the public schools) - Simporé, Jacques; Pignatelli, Salvatore; Melis, Paola; Musumeci, Salvatore (International Journal of Anthropology, 2002)
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Possible ameliorative effect of taurine in the treatment of iron‐deficiency anaemia in female university students of Gaza, Palestine - Sirdah, Mahmoud; El-Agouza, Ibrahim M. A.; Shahla, Abdel Nasser K. Abu (European Journal of Haematology, 2002)
The aim of the study was to evaluate the haematological effects of adding the antioxidant taurine to iron sulfate in the treatment of iron-deficiency anaemia (IDA). A sample of 730 students from Al-Azhar University, Gaza, in Palestine underwent screening with complete blood counts and serum samples. In subjects with microcytosis/hypochromasia, Alpha2 delta2 (HbA2) and serum concentrations of iron, total iron binding capacity (TIBC), ferritin and taurine were determined. Samples from 17 normocytic, normochromic, and non-anaemic subjects were used as baseline controls. At base-line, 81 of the 730 subjects (11.1%) had microcytosis/hypochromasia, 26 (3.6%) were diagnosed as beta-thalassemia carriers, none of which was iron deficient. Four subjects had microcytosis of unknown cause. Fifty-one subjects (all females) had iron-deficiency anaemia and were included in the therapeutic study, which lasted for 20 wk. They were matched for Hb into pairs and were treated with oral iron (325 mg of slow-release iron sulfate). In addition, they were, in a double-blind procedure, randomised to additional oral taurine (1000 mg d(-1) at a cost comparable to that of adding ascorbic acid) or placebo. Mean S-taurine was significantly lower in the IDA subjects than in the controls. After 20 wk of iron supplementation, both the taurine and placebo group significantly improved their Hb concentrations and normalised the markers of iron deficiency. Apart from the expected, albeit in this study mild side-effects of oral iron, no significant side-effects were noted. In the taurine group, there was a statistically significant additive positive change from the baseline values on Hb (2.67 +/- 1.24 g dL(-1)), red blood cell (RBC) count [(0.57 +/- 0.25) x 1012 L(-1)] and serum ferritin (30.33 +/- 17.99 microg L(-1)) as compared to placebo group values, which were 1.80 +/- 1.10 g dL-1, (0.39 +/- 0.36) x 1012 L(-1), and 20.11 +/- 7.34 microg L(-1), respectively. Oral taurine appears to increase the effectiveness of oral iron in the treatment of IDA, and has no significant side-effects. This merits further cost-benefit and clinical analyses.
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Lusaka, Zambia, during SAFARI‐2000: Convergence of local and imported ozone pollution - Thompson, Anne M.; Witte, J. C.; Freiman, Marcelle; Phahlane, N. Agnes; Coetzee, Gert J. R. (Geophysical Research Letters, 2002)
In August and September, throughout south central Africa, seasonal clearing of dry vegetation and other fire‐related activities lead to intense smoke haze and ozone formation. The first ozone soundings in the heart of the southern African burning region were taken at Lusaka, Zambia (15.5S, 28E) in early September 2000. Maximum surface ozone was over 90 ppbv and column tropospheric ozone exceeded 50 DU. These values are higher than concurrent measurements over Nairobi (1S, 38E) and Irene (25S, 28E, near Pretoria). At least 30% of Lusaka surface ozone appears to be from local sources. A layer at 800–500 hPa has ozone >120 ppbv and originates from trans‐boundary recirculation. Starting out over Zambia, Angola, and Namibia, ozone‐rich air travels east to the Indian Ocean, before heading back toward Mozambique, Zimbabwe and Zambia. Thus, Lusaka collects local and imported pollution, consistent with its location within the southern African gyre.
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Arab Republic of Egypt Education Sector Review: Progress and Priorities for the Future. Volume II: Statistical Annexes. - Yano, Satoko; Tsukahara, Harumi; Garcia, Adela (2002)
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Heroes and Helpers, Missionaries and Teachers : Between Mimesis and Appropriation in Pre-Colonial New Guinea : - Fife, Wayne (2002)
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Social Capital, Education and Credit Markets: Empirical Evidence from Burkina Faso - Grootaert, Christiaan; Oh, Gi‐Taik; Swamy, Anand V. (2002)
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Education and Health Expenditure and Poverty Reduction in East Africa - Morrisson, Christian (2002)
This book demonstrates that in the case of very poor countries, policies aimed at universal provision of education and health services benefit the poor significantly more than more expensive targeted schemes.
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