Education and Training in Madagascar - Bolo, Paule; Levine, Nancy E. (2002)
The prospects for educational development are excellent in Madagascar, in light of the increasingly favorable, policy environment for the sector. Public spending for education, relative to the gross domestic product declined in the 90s, coinciding with a five-fold rise in the country's interest payment for external debt. As the debt service burden began to ease in the late 90s, public spending on education began to recover, and can be expected to grow. A key challenge however, is to transform the sector's public spending into educational outcomes that would make significant contributions to poverty reduction. The report identifies challenges at all levels of formal education, where a medium term goal is to achieve universal access to basic education, and of reasonable quality, while closely linking expansion of other levels, and types of education and training, to labor market demand. In primary education, challenges remain to raise educational enrollment rates and reduce grade repetition; including the rationalization of teacher allocation, and provision of learning materials. At the secondary level, policy issues should expand enrollment at a moderate pace, focusing on quality improvements. As for vocational and technical education, the provision of training should be rationalized, to reduce costs, aligning training to labor demand; similarly, for higher education.
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Family Background, Education and Earnings in Kenya - Wambugu, Anthony (RePEc: Research Papers in Economics, 2002)
This paper uses data collected in 2000 to first estimate OLS and ordered probit models to measure correlation between family background and workers’ education. Then, human capital earnings functions are estimated to examine to what extent family background accounts for observed correlation between workers’ education and earnings. Subsequently, it estimates returns to education with education treated as endogenous. Having well-educated parents is associated with greater educational attainment and earnings. Returns to education decline slightly when parents’ education controls are in the earnings function. Instrumental variable estimation or self-selection correction suggests that estimates of returns to education may be larger than conventional estimates suggest.
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Petrology and geochemistry of the Ethiopian traps and shield volcanoes and the Kerguelen plateau (Leg ODP 183, site 1139) - Kieffer, Bruno (2002)
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In utero exposure to cadmium pollution in Cairo and Giza governorates of Egypt - Mokhtar, Galila M.; Hossny, Elham; El-Awady, Mohamed Yehia; Zekry, M Abo (Eastern Mediterranean Health Journal, 2002)
Serum cadmium levels at delivery were measured in a consecutive sample of 100 mother-infant pairs in Egypt using venous blood from mothers and umbilical cord blood from neonates. The serum cadmium levels of mothers ranged from 0.4 to 2.2 microg/L [mean 0.73 microg/L] and of infants from 0.2 to 1.5 microg/L [mean 0.66 microg/L]. Infant cadmium levels were about 70% of maternal levels in most pairs. Serum cadmium was significantly higher in mothers and babies passively exposed to tobacco smoke. Five-minute Apgar scores were negatively correlated with cord blood cadmium levels. The cadmium levels did not differ between subjects from Cairo and Giza or according to urban, suburban or rural areas. Thus, in utero exposure to cadmium was evident and wider-scale studies on its long-term effects are recommended.
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Improving the management of sexual maturation at primary schools: information needs from the perspective of Ugandan school children - Kasente, Deborah (2002)
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Vulnerability of South African animal taxa to climate change - Erasmus, Barend; Jaarsveld, A. S. van; Chown, Steven L.; Kshatriya, Mrigesh; Wessels, Konrad J (Global Change Biology, 2002)
Abstract The responsiveness of South African fauna to climate change events is poorly documented and not routinely incorporated into regional conservation planning. We model the likely range alterations of a representative suite of 179 animal species to climate change brought about by the doubling of CO 2 concentrations. This scenario is expected to cause a mean temperature increase of 2 °C. We applied a multivariate climate envelope approach and evaluated model performance using the most comprehensive bird data set. The results were encouraging, although model performance was inconsistent in the eastern coastal area of the country. The levels of climate change induced impacts on species ranges varied from little impact to local extinction. Some 17% of species expanded their ranges, 78% displayed range contraction (4–98%), 3% showed no response and 2% became locally extinct. The majority of range shifts (41%) were in an easterly direction, reflecting the east–west aridity gradient across the country. Species losses were highest in the west. Substantially smaller westward shifts were present in some eastern species. This may reflect a response to the strong altitudinal gradient in this region, or may be a model artifact. Species range change (composite measure reflecting range contraction and displacement) identified selected species that could act as climate change indicator taxa. Red‐data and vulnerable species showed similar responses but were more likely to display range change (58% vs. 43% for all species). Predictions suggest that the flagship, Kruger National Park conservation area may loose up to 66% of the species included in this analysis. This highlights the extent of the predicted range shifts, and indicates why conflicts between conservation and other land uses are likely to escalate under conditions of climate change.
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Vulnerability of South African animal taxa to climate change - Erasmus, Barend; Jaarsveld, A. S. van; Chown, Steven L.; Kshatriya, Mrigesh; Wessels, Konrad J (Global Change Biology, 2002)
Abstract The responsiveness of South African fauna to climate change events is poorly documented and not routinely incorporated into regional conservation planning. We model the likely range alterations of a representative suite of 179 animal species to climate change brought about by the doubling of CO 2 concentrations. This scenario is expected to cause a mean temperature increase of 2 °C. We applied a multivariate climate envelope approach and evaluated model performance using the most comprehensive bird data set. The results were encouraging, although model performance was inconsistent in the eastern coastal area of the country. The levels of climate change induced impacts on species ranges varied from little impact to local extinction. Some 17% of species expanded their ranges, 78% displayed range contraction (4–98%), 3% showed no response and 2% became locally extinct. The majority of range shifts (41%) were in an easterly direction, reflecting the east–west aridity gradient across the country. Species losses were highest in the west. Substantially smaller westward shifts were present in some eastern species. This may reflect a response to the strong altitudinal gradient in this region, or may be a model artifact. Species range change (composite measure reflecting range contraction and displacement) identified selected species that could act as climate change indicator taxa. Red‐data and vulnerable species showed similar responses but were more likely to display range change (58% vs. 43% for all species). Predictions suggest that the flagship, Kruger National Park conservation area may loose up to 66% of the species included in this analysis. This highlights the extent of the predicted range shifts, and indicates why conflicts between conservation and other land uses are likely to escalate under conditions of climate change.
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Vulnerability of South African animal taxa to climate change - Erasmus, Barend; Jaarsveld, A. S. van; Chown, Steven L.; Kshatriya, Mrigesh; Wessels, Konrad J (Global Change Biology, 2002)
Abstract The responsiveness of South African fauna to climate change events is poorly documented and not routinely incorporated into regional conservation planning. We model the likely range alterations of a representative suite of 179 animal species to climate change brought about by the doubling of CO 2 concentrations. This scenario is expected to cause a mean temperature increase of 2 °C. We applied a multivariate climate envelope approach and evaluated model performance using the most comprehensive bird data set. The results were encouraging, although model performance was inconsistent in the eastern coastal area of the country. The levels of climate change induced impacts on species ranges varied from little impact to local extinction. Some 17% of species expanded their ranges, 78% displayed range contraction (4–98%), 3% showed no response and 2% became locally extinct. The majority of range shifts (41%) were in an easterly direction, reflecting the east–west aridity gradient across the country. Species losses were highest in the west. Substantially smaller westward shifts were present in some eastern species. This may reflect a response to the strong altitudinal gradient in this region, or may be a model artifact. Species range change (composite measure reflecting range contraction and displacement) identified selected species that could act as climate change indicator taxa. Red‐data and vulnerable species showed similar responses but were more likely to display range change (58% vs. 43% for all species). Predictions suggest that the flagship, Kruger National Park conservation area may loose up to 66% of the species included in this analysis. This highlights the extent of the predicted range shifts, and indicates why conflicts between conservation and other land uses are likely to escalate under conditions of climate change.
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Vulnerability of South African animal taxa to climate change - Erasmus, Barend; Jaarsveld, A. S. van; Chown, Steven L.; Kshatriya, Mrigesh; Wessels, Konrad J (Global Change Biology, 2002)
Abstract The responsiveness of South African fauna to climate change events is poorly documented and not routinely incorporated into regional conservation planning. We model the likely range alterations of a representative suite of 179 animal species to climate change brought about by the doubling of CO 2 concentrations. This scenario is expected to cause a mean temperature increase of 2 °C. We applied a multivariate climate envelope approach and evaluated model performance using the most comprehensive bird data set. The results were encouraging, although model performance was inconsistent in the eastern coastal area of the country. The levels of climate change induced impacts on species ranges varied from little impact to local extinction. Some 17% of species expanded their ranges, 78% displayed range contraction (4–98%), 3% showed no response and 2% became locally extinct. The majority of range shifts (41%) were in an easterly direction, reflecting the east–west aridity gradient across the country. Species losses were highest in the west. Substantially smaller westward shifts were present in some eastern species. This may reflect a response to the strong altitudinal gradient in this region, or may be a model artifact. Species range change (composite measure reflecting range contraction and displacement) identified selected species that could act as climate change indicator taxa. Red‐data and vulnerable species showed similar responses but were more likely to display range change (58% vs. 43% for all species). Predictions suggest that the flagship, Kruger National Park conservation area may loose up to 66% of the species included in this analysis. This highlights the extent of the predicted range shifts, and indicates why conflicts between conservation and other land uses are likely to escalate under conditions of climate change.
Keywords: openalex:import; openalex:yes

Vulnerability of South African animal taxa to climate change - Erasmus, Barend; Jaarsveld, A. S. van; Chown, Steven L.; Kshatriya, Mrigesh; Wessels, Konrad J (Global Change Biology, 2002)
Abstract The responsiveness of South African fauna to climate change events is poorly documented and not routinely incorporated into regional conservation planning. We model the likely range alterations of a representative suite of 179 animal species to climate change brought about by the doubling of CO 2 concentrations. This scenario is expected to cause a mean temperature increase of 2 °C. We applied a multivariate climate envelope approach and evaluated model performance using the most comprehensive bird data set. The results were encouraging, although model performance was inconsistent in the eastern coastal area of the country. The levels of climate change induced impacts on species ranges varied from little impact to local extinction. Some 17% of species expanded their ranges, 78% displayed range contraction (4–98%), 3% showed no response and 2% became locally extinct. The majority of range shifts (41%) were in an easterly direction, reflecting the east–west aridity gradient across the country. Species losses were highest in the west. Substantially smaller westward shifts were present in some eastern species. This may reflect a response to the strong altitudinal gradient in this region, or may be a model artifact. Species range change (composite measure reflecting range contraction and displacement) identified selected species that could act as climate change indicator taxa. Red‐data and vulnerable species showed similar responses but were more likely to display range change (58% vs. 43% for all species). Predictions suggest that the flagship, Kruger National Park conservation area may loose up to 66% of the species included in this analysis. This highlights the extent of the predicted range shifts, and indicates why conflicts between conservation and other land uses are likely to escalate under conditions of climate change.
Keywords: openalex:import; openalex:yes

Vulnerability of South African animal taxa to climate change - Erasmus, Barend; Jaarsveld, A. S. van; Chown, Steven L.; Kshatriya, Mrigesh; Wessels, Konrad J (Global Change Biology, 2002)
Abstract The responsiveness of South African fauna to climate change events is poorly documented and not routinely incorporated into regional conservation planning. We model the likely range alterations of a representative suite of 179 animal species to climate change brought about by the doubling of CO 2 concentrations. This scenario is expected to cause a mean temperature increase of 2 °C. We applied a multivariate climate envelope approach and evaluated model performance using the most comprehensive bird data set. The results were encouraging, although model performance was inconsistent in the eastern coastal area of the country. The levels of climate change induced impacts on species ranges varied from little impact to local extinction. Some 17% of species expanded their ranges, 78% displayed range contraction (4–98%), 3% showed no response and 2% became locally extinct. The majority of range shifts (41%) were in an easterly direction, reflecting the east–west aridity gradient across the country. Species losses were highest in the west. Substantially smaller westward shifts were present in some eastern species. This may reflect a response to the strong altitudinal gradient in this region, or may be a model artifact. Species range change (composite measure reflecting range contraction and displacement) identified selected species that could act as climate change indicator taxa. Red‐data and vulnerable species showed similar responses but were more likely to display range change (58% vs. 43% for all species). Predictions suggest that the flagship, Kruger National Park conservation area may loose up to 66% of the species included in this analysis. This highlights the extent of the predicted range shifts, and indicates why conflicts between conservation and other land uses are likely to escalate under conditions of climate change.
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Misconceptions on technical and vocational education and training in Ethiopia - Teklehaimanot, H (I.E.R. Flambeau, 2002)
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Globalization of Learning—Whose Globe and What Learning?—the Role of the African Universities (2002)
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Islam in Indonesia E.U.Kratz, School of Oriental and African Studies, University of (2002)
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Convergent Validity of the Collett-Lester Fear of Death and Templer Death Anxiety Scales in Egyptian Male College Students - Abdel‐Khalek, Ahmed M. (Psychological Reports, 2002)
The Collett-Lester Fear of Death Scale and the Templer Death Anxiety Scale were administered to 57 male Egyptian undergraduates. Pearson correlations between the total score on the Templer's scale and the four subscales of Collett-Lester's Fear of Self death, Self dying, Other's death, and Other's dying were .54, .55, .52, and .56, respectively, while the correlation between the total scores on the Collett-Lester and Templer scales was .73, denoting the convergent validity of the Collett-Lester scale against the Templer scale as criterion.
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Education and Morality in Africa - Adeyinka, Augustus A.; Ndwapi, Gaolekwe (Pastoral Care in Education, 2002)
This paper examines briefly the major concepts in education and morality in Africa, focusing on the moral education of the African child. This is with particular reference to the child’s obligations and duties to self, family, local community and the nation. It is argued that education today has been reduced to no more than schooling, which focuses mainly on literacy and numeracy. The politicization of institutionalized education in post‐colonial Africa has led to an explosion in the schooling process, a high turnout of unemployed youths, and a questionable abandonment of the major values of indigenous education. It is recommended that in the new millennium, what is good in African indigenous education should be synthesized with the valuable aspects of Western culture. This would ensure that we move closer to the standard of morality and life in the traditional African education system.
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Prevalence of tinea capitis as well as of asymptomatic carriers in school children in Nablus area (Palestine) - Ali‐Shtayeh, Mohammed S.; Salameh, A-A. M.; Abu-Ghdeib, S. I.; Jamous, Rana M.; Khraim, H. (Mycoses, 2002)
A study of tinea capitis was carried out during October 1998, involving 8531 school children aged 6-14 years (4718 males and 3813 females), attending 12 primary schools located in urban, rural, and refugee camp communities in the Nablus district in the Palestinian Authority. A total of approximately 1389 of the school children aged 6-12 years (724 males and 665 females) were also surveyed on three occasions at 2-3 month intervals, over a 9-month period (October 1998-May 1999) using the hair brush technique, for prevalence of asymptomatic tinea capitis carriage. Twenty-three(0.27%) mycologically proven cases of tinea capitis were detected.
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InSAR observations of the 1995 Fogo, Cape Verde, eruption: Implications for the effects of collapse events upon island volcanoes - Amelung, F.; Day, Simon (Geophysical Research Letters, 2002)
Fogo volcano, Cape Verde Islands, erupted in April 1995 after 43 years of dormancy. About 46 10 6 m 3 of lava erupted during 7.5 weeks from vents on the SW flank of Pico do Fogo into Cha das Caldeiras. Interferograms obtained from 1993–1998 ERS SAR data show ground deformation due to the feeder dike but lack evidence for any volcano‐wide deformation related to volume changes of a shallow magma reservoir. This suggests that Fogo is fed from a relatively deep, mantle‐lithospheric source (>16.5 km depth), consistent with petrological data. This supports the concept that Cha das Caldeiras is the fill of a collapse scar created by a giant landslide, and not a collapse caldera overlying a central, shallow magma chamber. The disturbance of the magmatic system by giant landslides may explain why some oceanic island volcanoes with high magma supply rates currently lack well‐developed shallow reservoirs.
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Six Factors of Course and Teaching Evaluation in a Bilingual University in Central Africa - Amin, Martin E. (Assessment & Evaluation in Higher Education, 2002)
The purpose of this study was to identify the factors which students consider important in the evaluation of courses and teaching in a bilingual university setting, where teachers teach in either English or French and students receive lectures in the language of the teachers, independent of whether they (students) are anglophones or francophones. The sample consisted of 247 anglophones and 380 francophones registered in the first year in various courses at the Faculty of Arts Letters and Social Sciences (FALSS) of the University of Yaounde I in Cameroon. A principal component factor analytic technique was used, factors rotated to a simple structure and minimum eigen-value of 1.0 set as a criterion for cut-off. Six factors accounting for 75.3% of the common and specific variance were identified. Results of earlier studies reviewed showed that rapport with students, evaluation of assignments and feedback, availability of help, and course organisation are commonly found. The 'workload' and 'language or communications' factors found in this study are explained in terms of the bilingual context in which teaching and learning takes place in FALSS and the heterogeneous socio-cultural background of both the students and their teachers.
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Grievances or Skills? The Effect of Education on Youth Attitudes and Political Participation in Egypt and Tunisia - Assaad, Ragui; Pellicer, Miquel; Krafft, Caroline; Salemi, Colette (RePEc: Research Papers in Economics, 2002)
There are two prominent accounts of the 2011 Arab Uprisings and the role of education in youth mobilization. The first argument focuses on grievances: this hypothesis rests on a link between educational attainment and youth job aspirations that the labor market has not been able to fulfill. These unfulfilled aspirations fuel grievances and, hence, protest. The other argument focuses on mobilization costs. The central hypothesis is that education provides the skills, knowledge and/or contacts that facilitate political participation. This paper assesses and attempts to disentangle these two accounts by examining the effect of education on measures of grievance, political knowledge, and political participation using rich youth surveys from Egypt and Tunisia. In order to partially deal with the endogeneity of education, we control for parental education and sibling fixed effects. We find a strong and robust correlation of education with political knowledge and political participation, but not with grievances.
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Improving Micro-Planning in Education through a Geographical Information System: Studies on Ethiopia and Palestine. School Mapping and Local-Level Planning. - Attfield, Ian; Tamiru, Mathewos; Parolin, Bruno; Grauwe, Anton De (2002)
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Body Sizes of Ghanaian Female Students of the University of Ghana, Legon - Ayertey, Augusta Adoley (2002)
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The supply side of the vocational skills training market in the Gambia - Benett, Yves (Journal of Vocational Education and Training, 2002)
Abstract The rapid growth of the private sector for vocational skills training in the Gambia, as a consequence of government policy, raises questions about the quality of such training. This article is based on a UNESCO-sponsored evaluation of the skills training centres in the Gambia in 1998. This case study shows that the open market for vocational skills training did not result in high quality training; rather, programme delivery was characterised by a mix of strengths and weaknesses. Among the areas of strength were the sponsorships for female trainees, the strategies for encouraging self-employment and the formal evaluations of programmes. Among the areas of weakness were the retention rate, the trainers' qualifications, the availability of physical resources, the recognition of the National Training Standards Certificate, the representation of local employers on the governing bodies of skills training centres and the formulation of Staff Development policies.
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Children of the storm: HIV/AIDS and children in South Africa1 - Booysen, Frederik; Arntz, Tanja (Social Dynamics, 2002)
Abstract This paper explores the impact of HIV/AIDS on children, using data from a longitudinal household impact study and focus groups conducted in two communities in the Free State province of South Africa. Non‐attendance at school among children in general and particularly older children, although relatively low, is disconcerting, being higher in affected than in non‐affected households. A large and growing number of children have lost their mother or father, pointing to a substantial and growing orphan problem. The extended family remains central in coping with the orphan crisis, although evidence suggests that it is finding it increasingly difficult to cope. It appears that HIV/AIDS results in children being passed from one household to another, particularly in the event of households experiencing an adult death. Government's current initiative to roll out the child support grant to more children is important in addressing this adverse impact of the epidemic, as will be access to home‐based care, improved access to education and health care, the empowerment of women and children, and the establishment of community‐based orphan care programs. These measures are crucial for safeguarding the right of our children to a bright and hopeful future.
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Professional motivation and career plan differences between African-American and Caucasian dental students: implications for improving workforce diversity. - Butters, Janice M.; Winter, Paul A. (PubMed, 2002)
Vast disparities in oral health status coupled with projected decreases in African Americans enrolling in and graduating from dental school have heightened concern about the underrepresentation of African Americans in the dental profession. The purpose of this study was to explore differences between African-American and white American students regarding demographics, professional motivations, and career plans. African-American (n = 104) and white American (n = 226) dental students completed a biographical data survey instrument, which included information about family background and professional motivations and plans, and rated descriptions of three practice arrangements. African-American students were more motivated to become a dentist to serve the public, plan to specialize, work in an urban area, and work part-time. White American students were more motivated to become a dentist based on factors related to family commitments. Race was a significant predictor for student ratings for both solo and employee practice. Study results have implications for health professions educators, administrators, and policy makers in their efforts to improve the recruitment and retention of African-American students, shape dental curricula to meet diverse student needs, and implement loan forgiveness programs to enhance minority student recruitment.
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[Pollution of the groundwater in the city of Niamey, Niger]. - Chippaux, Jean‐Philippe; Houssier, S.; Gross, Patrick; Bouvier, Christophe; Brissaud, F. (PubMed, 2002)
We conducted a study on chemical and bacteriological groundwater pollution in Niamey, a Sahelian city of some 700,000 inhabitants. A total of 22 wells and 24 bore-holes were selected on a geological and socio-economic basis. The superficial aquifers, located on each bank of the River Niger and connected to the wells, presented high levels of oxidizable nitrogen and bacteriological pollution (coliform and faecal Streptococcus) which make the water unfit for human consumption. The deep aquifer, which supplies pumps, was also polluted but to a lesser degree. Faecal pollution increased after the rainy season. The lack of sanitation in Niamey and the seepage of polluted matters from the superficial layers could explain this pollution. Eventually, the use of the groundwater could increase and constitute a major health risk for the majority of the inhabitants of Niamey.
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Book Review: Globalisation, Educational Transformation and Societies in Transition, Operation Blackboard: Policy Implementation in Indian Elementary Education, Education in Germany since Unification, State of Transition: Post-Apartheid Educational Reform in South Africa - Davies, Lynn; Rogers, Alan; Keiner, Edwin; McGrath, Simon (European educational research journal, 2002)
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Substance use among secondary school students in rural and urban communities in south Western Nigeria - Fatoye, F O; Morakinyo, Oyewale Mayowa (East African medical journal, 2002)
To determine the prevalence and pattern of drug use among secondary school students in rural and urban communities in south western Nigeria.A survey of senior secondary school students for drug use using a modified form of the World Health Organisation (WHO) questionnaire for student drug use surveys after a pilot study.Rural and urban communities in two local government areas in Ilesa, Osun State in south western part of Nigeria.A total of 600 students drawn from six secondary schools.Prevalence rates of drugs use, drug use pattern by sex, class, urban/rural location of school and age of initiation into drug use.Determination of drug use prevalence rates and pattern under anonymous condition.Questionnaires of 567 respondents were analysed. Their mean age was 17.0 years (S.D +/- 1.69). The most commonly used drugs and their current prevalence rates were salicylate analgesics, 48.7%; stimulants, 20.9%; antibiotics, 16.6%; alcohol, 13.4%; hypnosedatives, 8.9% and tobacco, 3.0%. Current and lifetime use of alcohol as well as current, past and lifetime use of tobacco occurred significantly more commonly among the males. Past and lifetime use of tobacco was significantly more common in the rural school. For the majority of respondents, initiation into drug use started at a very early age (14 years or below). The majority were mild current users of the drugs, except tobacco for which the majority were daily users.Secondary school students in south western Nigeria engage in use of commonly available drugs like their counterparts elsewhere. Stringent measures should be taken to effect supply and demand reduction.
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HIV/AIDS versus smoking‐induced cancer: A comparison of South African students’ attributions of culpability, and risk‐taking behaviour - Finchilescu, Gillian (Social Dynamics, 2002)
Abstract This study investigated whether people living with HIV/AIDS are held more responsible for their illness than sufferers of a smoking‐related disease. Students at the University of Cape Town completed one of two questionnaires, one referring to HIV/AIDS and the other to lung cancer. In each, a vignette was presented describing a student who discovers that he has the disease in question linked to risk‐taking behaviour. The participants completed a number of questions, including some which measured the amount of culpability attributed to the actor in the vignette. Other questions asked about their personal risk‐taking behaviour and their fears of contracting the designated disease. A final section asked their opinion of various initiatives aimed at combating the disease. The results indicate that people living with HIV/AIDS are considered more culpable for contracting the disease than people suffering from a smoking‐related disease. A large percentage of the sample admitted to risk‐taking behaviour in the form of unprotected sexual intercourse and cigarette smoking. Lack of acknowledgement of the consequences of this behaviour was evident.
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Guidelines for designing a training programme for officials in the financial management category in the South African Public Service - Fourie, D.J. (Journal of Public Administration, 2002)
TT he promulgation of the Public Finance Management Act, 1999 (Act 1 of 1999), shifted the emphasis away from a rule driven and highly centralised system of expenditure control to the management of public financial resources by the head of a department. This change brought about new training priorities and it is required from public officials to develop the necessary skills and competencies to manage public finances effectively. The development of new skills and competencies created opportunities for training providers to offer training programmes, but due to a lack of knowledge regarding the training needs, providers are offering training programmes, which do not meet the financial management requirements of the public sector. Furthermore the training programmes are also offered in an unco-ordinated manner. In this article attention is devoted to the effect of a co-ordinated training programme. Due to the poor human resource development, which was inherited from the former regime and which is not only fragmented but lacks co-ordination, a process of identifying the training needs in public financial management and an analysis and interpretation of the survey undertaken, is proposed. Finally, to ensure that the government receives value for money the article suggests an approach to be followed in the designing of a co-ordinated training programme.
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African-American Students in a Predominantly-White University: Factors Associated with Retention - Furr, Susan; Elling, Theodore W. (College student journal, 2002)
Integrating multiple sources of institutional information can help administrators identify factors related to retention. In this study, 183 African-American freshmen participated in a campus climate survey during their first semester on campus. This information was linked with additional entering freshman data and retention data. Retention of these students was tracked through seven semesters. Significant differences between persisters and non-persisters were found and included financial, campus involvement, and academic performance factors. ********** Although university campuses have been racially integrated for decades, there continues to be a disparity between the graduation rates of African-American students and White students. What has been learned during this time that would assist campuses in providing services to meet the needs of a diverse student population? How does a campus identify the strengths of all of its students and then design an environment that capitalizes on these strengths while bolstering those students whose deficits hinder academic progress? The focus of this research is on early identification of factors that may enhance the success of African-American students on predominantly-White universities. While student retention is an important issue in general, retention of under- represented populations is a concern needing further examination. Because retention patterns and factors differ among subpopulations of students, it is important to examine the factors associated with the retention of each group in order to develop effective intervention strategies. For example, on the campus examined in this study, 97% of African-American students were retained after one semester compared with 92% of White students. By the end of four semesters, these numbers changed to 68% of African-American students being retained compared with 72% of White students. Consequently, this research seeks to examine the factors associated with the retention of African-American students that differ from the factors associated with non-retained African-American students Research has examined a variety of factors in relation to the retention of African-American students. Some studies focus on the nature of the environment while other studies address individual student characteristics. The following literature will be reviewed in terms of the social and academic environments, identifying predictors of retention, and programs that encourage retention of students. These categories represent the primary themes of the research on retention. Social and academic environments Environmental factors often have been identified as critical in the retention of African-American students. Tinto (1993) hypothesized that students who participate in extracurricular activities are more likely to remain at the university. He explains persistence in college through the concepts of social integration and academic integration. Involvement in academic-related activities has been shown to be more important for the academic and personal development of African-American students than for White students (MacKay & Kuh, 1994). In the past, the examination of the success of African-American students in higher education has relied on two types of comparisons--comparison of African-American students in predominantly-White institutions (PWI) with African-American students in historically-Black institutions (HBI), or a comparison of African-American students with White students at a predominantly-White institution. Fleming (1984) found that each of these approaches provided valuable information concerning factors related to retention. African-American students have reported that the environment of predominantly-White institutions can be more alienating than the environment at historically-Black institutions (Loo & Rolinson, 1986; Steward, Jackson, & Jackson, 1990; Suen, 1983), while attending a historically-Black institution is related to satisfaction with the overall college experience (Astin, 1993). …
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[Study of overweight and obesity in a population of urban school children in Sousse, Tunisia]. - Gaha, Rafika; Ghannem, H.; Harrabi, Imed; A, Ben Abdelazi; Lazreg, Faïza; Ah, Fredj (2002)
AIM The aim of this study was to assess the prevalence of obesity and overweight and their relationship with cardiovascular disease risk factors. METHODS Epidemiological survey based on a representative sample of 1569 urban school children of Sousse, Tunisia. RESULTS Overweight (BMI > or = 25) was significantly higher in girls (16.1%) than in boys (11.6%); (chi 2 = 8.2; p = 0.004). Obesity (BMI > or = 30) was slightly higher in girls (3.7%) than in boys (2.7%); (chi 2 = 0.89; p = 0.34). Girls had significantly higher BMI, diastolic blood pressure, cholesterol and HDL cholesterol levels than boys who had however significantly higher levels of systolic blood pressure. Overweight was significantly higher in children who did not practice sport at school: 22 versus 13.1% (p < 0.002), in groups of youngsters who were not affiliated to school sport or city associations. Overweight children had a significantly higher levels of cholesterol, HDL cholesterol and means of systolic and diastolic blood pressures. CONCLUSION These results will serve to set up a regional program of health promotion at schools.
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African Profiles for Australian Schools [Book Review] - Gratton, Donna (The Australasian review of African studies, 2002)
Review(s) of: Uganda, by Ian Leggett, Oxford, Oxfam, Kampala, Fountain Publishers Ltd, 2001. Pp iv +88, Photographs. ISBN 0 85598 454 6 Oxfam UK (P/b), 9970 02 270 9 Fountain Publishers (P/b); Review(s) of: Kenya Promised Land? by Geoff Sayer, Oxford, Oxfam GB. Pp 72, Map, Photographs; ISBN 0 85598 382 5 (p/b). Chris Peters, Sudan A Nation in the Balance, UK and Ireland, Oxfam, 1996. Pp 64, Map, Photographs. ISBN 0 85598 316 (P/b).
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The Academic Achievement of African American Students During Early Adolescence: An Examination of Multiple Risk, Promotive, and Protective Factors - Gutman, Leslie Morrison; Sameroff, Arnold J.; Eccles, Jacquelynne S. (American Journal of Community Psychology, 2002)
This study examined the effects of multiple risk, promotive, and protective factors on three achievement-related measures (i.e., grade point average, number of absences, and math achievement test scores) for African American 7th-grade students (n = 837). There were 3 main findings. First, adolescents had lower grade point averages, more absences, and lower achievement test scores as their exposure to risk factors increased. Second, different promotive and protective factors emerged as significant contributors depending on the nature of the achievement-related outcome that was being assessed. Third, protective factors were identified whose effects were magnified in the presence of multiple risks. Results were discussed in light of the developmental tasks facing adolescents and the contexts in which youth exposed to multiple risks and their families live.
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Training for work in the informal sector : new evidence from Kenya, Tanzania and Uganda - Haan, Hans Christiaan (RePEc: Research Papers in Economics, 2002)
Based on data collected during country visits in 2000. Examines recent developments in the supply of relevant training services for workers in micro and small enterprises in the informal sector. Reviews current policies, programmes and projects concerning skills for informal sector operators and draws lessons for the design and implementation of future programmes. Includes cases studies of successful programmes.
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A randomised trial in Mali of the effectiveness of weekly iron supplements given by teachers on the haemoglobin concentrations of schoolchildren - Hall, Andrew; Roschnik, Natalie; Ouattara, Fatimata; Toure, I. A.; Maiga, Fadima; Sacko, Moussa; Moestue, Helen; Bendech, Mohamed Ag (Public Health Nutrition, 2002)
To assess the effect on the haemoglobin concentrations of schoolchildren of weekly iron tablets administered by teachers.Sixty schools were randomly assigned to two groups: in 30 schools children were given weekly for 10 weeks a tablet providing 65 mg of iron and 0.25 mg of folic acid; in the other 30 schools no iron tablets were given. All children were dewormed and given vitamin A before the study began. The haemoglobin concentration of up to 20 randomly selected children in each school was estimated before and 2 weeks after the end of treatment.Rural community schools in Kolondieba district of Mali.Some 1113 schoolchildren aged 6-19 years with a mean of 11.4 years.The haemoglobin concentration of treated children rose on average by 1.8 g l(-1) and the prevalence of anaemia fell by 8.2%; in untreated children the haemoglobin concentration fell by an average of -2.7 g l(-1) and the prevalence of anaemia rose by 9.4%. The fall in haemoglobin concentration among untreated girls of -4.0 g l(-1) was greater than in untreated boys (-0.3 g l(-1) ).Weekly iron tablets given by teachers prevented a general fall in the haemoglobin concentrations of untreated children, and led to a small but statistically significant rise among treated children. Young children benefited more than children aged >or=12 years, and girls benefited more than boys.
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[Smoking among school children in Sousse, Tunisia]. - Harrabi, Imed; Ghannem, H.; Abdelaziz, Ahmed Ben; Gaha, Rafika; Trabelsi, L.; Lazreg, F.; Boussadia, A (PubMed, 2002)
In order to study smoking habits of children and adolescents from Sousse in Tunisia, we undertook an epidemiological survey on a representative sample of 1569 pupils aged between 13 and 19 years with a global answer rate of 95,4%. The objective of the study was both to describe Tunisian adolescent smoking behaviour and also to evaluate the influence of the home environment, friends and the different socio-demographic factors on acquiring or maintaining the habit. Students were surveyed in schools using a self-administered, anonymous questionnaire. Overall 7,6% of our sample smoked tobacco with prevalence amongst boys being much higher than in girls: 14,7% versus 1,1%; X(2)=103,4, p=0,00001. The smoking prevalence rose with age: in boys it increased from 3,4% at 13 years to 32,3% at 19 years; X(2)=40,9, p=0,0001. 60,6% of youngsters interrogated were exposed to passive smoking at home. Peer smoking behaviour has a clear effect on the tobacco habits of boys. These findings suggest school and medical authorities should design specific programs to limit the spread of the tobacco phenomenon in youngsters.
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Papua New Guinea Elementary Teacher Education: Mixed Mode Teacher Training for 16 000 Village Teachers - Ikupu, Andrew; Glover, Anne (Australasian journal of early childhood, 2002)
Ensuring a suitable supply of teachers in a climate of major structural and curriculum reform is not an easy task. It is even more difficult when a teacher education program is being developed simultaneously with the implementation of a new education program. Add to this the challenge of empowering communities to become active contributors in curriculum development and teacher education activities. This paper describes a model of teacher education developed in Papua New Guinea to meet these challenges. It is a cost-effective model which provides an immediate supply of teachers and involves communities in the process. The paper highlights contextual aspects of the teacher education curriculum, assessment processes and facilitation of training activities. The content of the paper is organised into four sections. Presented in the first section, as a background to the paper, is a brief history of Papua New Guinea's education system. This is followed by a description of the Education Reform (including the new Elementary Education Program), as a backdrop to a discussion on the Elementary Teacher Education Program in the third section. Some emergent issues are presented as challenges in the fourth section.
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Personal hygiene practice and school-based health education of children in Anambra State, Nigeria. - Ilika, A; Co, Obionu (PubMed, 2002)
This study assessed the effect of school-based health education on the practice of personal hygiene by children in primary schools in Anambra State, Nigeria. Three hundred and ninety-five (395) and three hundred and ninety-eight (398) primary school pupils randomly recruited as intervention and control groups were rated on five key personal hygiene practices before, immediately after and three months after school-based hygiene health education. Less than 45% were rated clean before health education in both groups. Immediately after health education, more than 65% in the intervention group were rated clean. There was no change in the control group. The difference was statistically significant. However, there was a statistically insignificant decline in those rated clean three months after cessation of health education. The school-based health education improved the personal hygiene practice of the pupils. There is a need for regular reinforcement to sustain the gains.
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The National Student Financial Aid Scheme of South Africa (NSFAS): How and Why it Works - Jackson, Roy Adlai (Cyfrwng, 2002)
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Teachers Reactions to Outcomes-Based Music Education in South African Primary Schools - Joseph, Dawn (Research Studies in Music Education, 2002)
This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.
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Effects of changing political dispensation in South Africa on growth of urban secondary school children. - Jt, Mets (PubMed, 2002)
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A review of studies of sexual behaviour of school students in sub-Saharan Africa - Kaaya, Sylvia; Flisher, Alan J.; Mbwambo, Jessie; Schaalma, H.P.; Aarø, Leif Edvard; Klepp, Knut‐Inge (Scandinavian Journal of Public Health, 2002)
This is a review of articles on sexual behaviour of school students in sub-Saharan Africa published between 1987 and 1999. The objective was to describe what is known in this regard and identify gaps in knowledge.Literature search using electronic databases and a thumb search of relevant journals identified 47 articles reporting sexual behaviours of school-based young persons aged between 14 and 24 years.The findings indicate a relatively low number of articles when one considers the scope of the problems related to adolescent sexual behaviour in the region; high prevalence rates of sexual intercourse; infrequent use of condoms and other contraceptives; and significant proportions of adolescents who have two or more lifetime sexual partners. More data are needed on the extent to which adolescents engage in non-penetrative sexual behaviour and penetrative sex other than heterosexual vaginal intercourse; characteristics of the sexual partners of adolescents; and proximal psychosocial antecedents of sexual behaviour and consistent risk-reduction behaviours.Cultural influences on sexual behaviour, the sensitivity of such research in adolescent populations, and the opportunity afforded by school systems for intervention suggest a need for additional exploratory and methodological studies. Placing such information firmly within sociocultural contexts in which young people are raised will better inform effective interventions that both delay the onset of sexual intercourse and encourage use of risk reduction strategies.
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School‐based sexual health interventions in sub‐Saharan Africa: A review - Kaaya, Sylvia; Mukoma, Wanjirû; Flisher, Alan J.; Klepp, Knut‐lnge (Social dynamics, 2002)
Abstract The vulnerability to HIV/AIDS of adolescents and youths raises the need for cost‐effective, school‐based AIDS prevention programmes that encourage safe sexual behaviour. This article reviews school‐based programmes in sub‐Saharan Africa through a critical examination of published evaluations. Our major finding is that there is a paucity of such studies that evaluate school‐based programmes. Furthermore, variations in the content, duration and intensity of the interventions, together with differences in the design of evaluations and of evaluation instruments, makes it difficult to conduct comparisons. The better designed studies do demonstrate that school‐based programmes have some effect. Most of the studies revealed expected effects on knowledge, attitudes and communication about sexuality and sexual health. Programmes also had demonstrable effects on behaviour in terms of the onset of sexual intercourse, the incidence of sexual intercourse and the number of sexual partners. Programmes less consistently affected awareness of personal susceptibility, and self‐efficacy in abstaining from risky sexual behaviours and engaging in protective behaviours (including condom use).
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A health intervention programme for children with albinism at a special school in South Africa - Lund, Patricia; Gaigher, Retha (Health Education Research, 2002)
The genetic condition albinism has a high frequency among the Sotho people of northern South Africa.Affected children have pale hair, eyes and skin-a dramatic contrast to the normal dark pigmentation.Their visual performance is poor and many attend special schools for the visually impaired.Children with albinism experience problems that are, on the one hand, physiological, and, on the other, social-psychological and educational in nature.In this self-report study 38 children at a rural special school described their eye and skin problems, a direct result of their lack of pigmentation, as well as strategies they adopted to manage their condition.A further section of the study deals with the social adaptation difficulties experienced by these children.The questionnaire tested for local belief systems about albinism and how these impact on the socialization of children with albinism.The intervention strategy proposed in this study is based on the assumption that any attempt to address both the health and social problems should be of a holistic, interactionist nature, and be based on the values and belief systems of the local community.In addressing the physical problems, the proposed intervention programme focuses on sensible sun protection habits from a young age and the active parti-
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Risk awareness, exposure to oral health information, oral health related beliefs and behaviors Among students attending higher learning institutions in Dar es Salaam, Tanzania - Masalu, Joyce R.; Mtaya, Matilda; Åstrøm, Anne Nordrehaug (East African Medical Journal, 2002)
To assess the level of exposure to information about oral health from local sources, risk awareness, oral health beliefs and behaviours among male and female students attending higher learning institutions in Dar es Salaam.A cross sectional survey.Government recognised higher education institutions in Dar es Salaam, Tanzania in 1999.The study population comprised of 1123 university students in Dar es Salaam.Level of risk awareness, exposure to oral health information, oral health beliefs and behaviour among students.Despite apparent misconceptions, the level of risk awareness was generally high and did not differ between male and female students. Univariate analysis of variance revealed that female students were exposed to more oral health information, had stronger oral beliefs and performed preventive behaviours more frequently than did their male counterparts. In multiple linear regression analysis, beliefs about the importance of preventive behaviours were significantly related to the frequency with which such habits occurred (beta = 0.19, p < 0.001) across gender and students status. This relationship was significantly stronger among females (beta = 0.33, p < 0.001) than among males (beta = 0.11 p < 0.05).The results indicate that strengthening beliefs in the presence of accurate knowledge might successfully promote students' oral health enhancing behaviour.
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Somatic and Motor Fitness Characteristics of Rural Primary School Girls in Ellisras, South Africa - Monyeki, M.A.; Toriola, A.L.; Brits, J. S.; Monyeki, KD; Kemper, H.C.G.; Pienaar, Anita E. (Asian journal of physical education and recreation, 2002)
LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to measure somatic and motor fitness characteristics in 8 to 11 (N = 232) year-old girls in Ellisras rural area of South Africa. Motor fitness was assessed with the EUROFIT test battery: 10 x 5 m shuttle run, standing broad jump, sit and reach, bentarm hang, sit-ups, flamingo balance and plate tapping. Somatic measurements were taken according to the protocol of the International Society for the Advancement of Kinanthropometry (ISAK). Significant increases were observed with age in height, body weight, girth, width, skinfolds and sum of skinfolds in the Ellisras girls (p
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University education in Kenya: current developments and future outlook - Mutula, Stephen M. (International Journal of Educational Management, 2002)
This article discusses university education in Kenya with emphasis on patterns of financing and how this has affected overall operations of the universities. Reforms that have been implemented to reduce government grants to the public universities in an attempt to make them self‐sustaining are assessed. Private universities are discussed in the context of how they differ from the public universities. Problems facing the public universities are outlined. Measures that are being put in place by the universities to cope with reduced funding are evaluated.
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Sex Differences in Mathematics Performance among African University Students - Mwamwenda, Tuntufye S. (Psychological Reports, 2002)
This research yielded sex differences for first-year undergraduate students (30 men, 43 women) in a mathematics course. Women scored lower than men, as is consistent with other research.
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Sex Differences in Mathematics Performance among African University Students - Mwamwenda, Tuntufye S. (Psychological Reports, 2002)
This research yielded sex differences for first-year undergraduate students (30 men, 43 women) in a mathematics course. Women scored lower than men, as is consistent with other research.
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Oral health related knowledge, behaviours, attitude and self-assessed status of primary school teachers in Tanzania - Mwangosi, Ibrahim E.A.T.; Nyandindi, Ursuline (International Dental Journal, 2002)
To assess the oral health related knowledge, attitudes, behaviours and self-assessed status of primary school teachers in Rungwe, Tanzania.195 final year teacher trainees and 239 in-service teachers.A structured questionnaire.School teachers were generally well informed and had moderate attitudes and behaviours to oral health related issues. However, a few but important deficiencies in this regard have been identified on which recommendations are presented. A substantial proportion of teachers reported having dental problems. However, the teachers had positive attitudes towards oral health education to pupils as part of a teaching curriculum. A professional support is called upon for teachers from the oral health personnel in terms of oral health education training at teachers' colleges, to prepare the teacher trainees for their future task.In-service teachers need to be motivated to improve their awareness on sound oral health information, attitudes and behaviours. This will facilitate their role as school oral health education providers in Tanzanian primary schools.
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An Oral History Project: Recording Recollections of the School Boycotts c. 1984 to 1987 in Grahamstown, South Africa - Nishino, Ryôta (The Australasian review of African studies, 2002)
This article arises out of an oral history project conducted in Grahamstown South Africa in 1999. Following the Soweto uprising of June 1976 Township children boycotted their schools across South Africa including in Grahamstown between 1984 to 1987. Seeking to discover the 'human side' of those Grahamstown boycotts and at the same time to examine the value of oral evidence for the history of that period I conducted interviews with a number of former students, teachers who had been teaching in the township schools and parents who had had children at school in the mid-1980s. While the number of interviews was small I found that the recollections of all those who participated in the project provided some valuable insights into their common frustrations during the boycott years. This article, largely using their own words, draws together those insights as a contribution to the growing body of oral evidence relating to that period.
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Community education for biological diversity conservation in the Shiselweni Region of Swaziland - Nkosi, Bonga S. (Journal of Biological Education, 2002)
This paper looks at the outcomes of a community education programme on biological diversity conservation for sustainable development, held in March 1998 in the Shiselweni Region of Swaziland. It highlights some ofthe community's observations and concerns in the Shiselweni Region, among which was recognition that alarge extent of biological resources are being lost in the region. The conservation of biological diversity is an important parameter in maintaining sustainable development. A major problem is that community level activities that have a negative effect on biodiversity are often undertaken without due regard to the possible effects. It was observed that self-regulation by communities could be achieved through an education process. Biological diversity conservation is dependent on the level of information and awareness among the communities in any country and Swaziland is no exception.
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Reform Implementation and the Realities within which Teachers Work: A Namibian case study - O’Sullivan, Margo C. (Compare: A Journal of Comparative and International Education, 2002)
Abstract Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their 'classroots realities', led to the development of English Language Teaching reforms that were significantly beyond teachers' capacity. Consequently, teachers did not successfully implement them. The article explores this within a framework of objective and subjective 'classroots reality' implementation factors. In view of the paucity of empirical research that explores implementation, this framework can improve our understanding of the depth and complexity of the implementation process and provide useful guidelines upon which policy makers can draw.
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Occupatiaonal hazards among student nurses at the University of Benin Teaching Hospital, Benin City, Edo-State, Nigeria - Ofili, S.O.; Sogbesan, A.N. (Africa journal of nursing and midwifery, 2002)
This study was carned out among student nurses of the University of Benin Teaching Hospital (UBTH) with the general objective of studying the occupational hazards they face. Student nurses are an un-recognised' group of health care providers such as medical doctors and registered nurses.
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Contamination levels of in-use disinfectants in a teaching hospital in Lagos, Nigeria. - Ogunsola, F.T.; Orji, B O; Oduyebo, O.O. (PubMed, 2002)
In-use testing of the disinfectants; Hibitane (5% w/v Chlorhexidinegluconate), Hibiscrub (4% w/v Chlorhexidinegluconate), Savlon (3% w/v Chlorhexidine/Cetrimide), hydrogen peroxide (6% w/v hydrogen peroxide with stabilizer) and a common household bleach Jik (3.5% w/v sodium hypochlorite), was carried out over a two-month period at a university teaching hospital in Nigeria. Contamination levels were high with 82 (63.1%) of the 130 in-use disinfectants contaminated. However, a few of the stock solutions remained sterile. One hundred and thirty-four isolates were obtained of which 120 (91%) were gram-negative with Pseudomonas species being the commonest, constituting 67.2% of all the isolates. Gram-positive organisms made up the remaining 12 (9.0%) isolates. All the Pseudomonas spp. were resistant to gentamicin, ceftazidime, nalidixic acid and perfloxacin. Contributory factors for the high contamination levels were dilution of disinfectants with tap water, inadequate care of stock solution bottles and long storage of the diluted disinfectants in the wards.
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Health and safety of laboratory science students in Ibadan, Nigeria - Omokhodion, Folashade O. (Journal of The Royal Society for The Promotion of Health, 2002)
Laboratory science students are engaged in laboratory practice under supervision during the course of their training programme. They are exposed to the risk of laboratory-acquired infection and need to be adequately informed and equipped with facilities to protect their health. A questionnaire was administered to laboratory science students to determine their perception of hazards in laboratory practice and the observance of safety codes in their work practices. Of 128 students, 118 completed the questionnaire, a response rate of 92%. Sixty of them (51%) were males and 53 (45%) were females; five students did not indicate their sex. The results revealed that only 34 (29%) of the students use gloves for handling biological samples and 26 (22%) use gloves for handling clinical waste. Ninety-four students (80%) reported that they washed their hands after handling specimens. Eighteen of the students (15%) had been immunised against tuberculosis, 80 (68%) against tetanus, six (5%) against hepatitis B, and 18 (15%) against yellow fever. Ninety-six students (81%) thought the greatest hazard in laboratory practice was harmful biological organisms, while 13 (11%) indicated that chemical agents were the greatest hazard. Virology was thought to be the most hazardous specialty by 41 students (35%) while morbid anatomy was ranked as least hazardous by 48 (41%) of the students. These findings indicate that whilst laboratory science students are aware of the hazards in laboratory practice, this knowledge is not translated to safe practices and students may endanger their health as a result of exposure to laboratory practice. They therefore need to be provided with adequate facilities to protect themselves and adequate supervision to ensure that they imbibe safe work practices during their training years.
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Evaluation of the comparative growth and reproductive performance of West African dwarf goats in the western highlands of Cameroon[(AFRA - African Regional Co-operative Agreement for Research, Development and Training related to Nuclear Science and Technology)] - Pamo, E. Tedonkeng; Tendonkeng, Fernand; Kadjio, J T.T.; Kwami, H N; Taboum, R K; Raphaël, Kana Jean; Tegodjeu, A (2002)
On-farm and on-station evaluations of the comparative growth performance of West African Dwarf Goats supplemented at an iso-nitrogenous level (6 g/animal/day) with leguminous browse Calliandra calothyrsus, Leucaena leucocephala, or Gliricidia sepium, or with cotton seed cake, were conducted around Dschang in the Western Highlands of Cameroon and at the University Experimental Farm. The animals were weighed every 21 days during the rainy season and every 14 days during the dry season for three months to evaluate their response to supplementation. Cotton seed cake, L. leucocephala, C. calothyrsus were the most accepted supplements. The weight gain of the animals fed with these supplements was significantly higher compared to that of the control animals. Mean weight of animals supplemented with G. sepium was not significantly different (P>0.05) from that of the control group during the rainy season. The average daily weight gains during the rainy period were 20.6, 19.1, 13.8, 4.5, and 3.1 g for L. leucocephala, cotton seed cake, C. calothyrsus, G. sepium and the control animals respectively, during the rainy season and 19.9, 16.1 and 1.7 g for cotton seed cake, L. leucocephala and the control animal respectively, during the dry season. Progesterone profiles were low and were unaffected by supplementation during the dry season. (author)
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The relationship between environmental education and science education in the South African context - Panday, Salesh (2002)
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Cross-Cultural Communication a Program Addressing the Effect of Migration on South African Education - Potgieter, Christo; Bredenkamp, Esther (Childhood Education, 2002)
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Financing education for all by 2015 : simulations for 33 African countries - Rakotomalala, Ramahatra; Mingat, Alain; Tan, Jee‐Peng (2002)
Education for All (EFA) by 2015 is one of eight Millennium Development Goals to which 189 countries committed themselves in 2000 as part of the effort to reduce poverty and improve the welfare of their populations. In some countries, reaching these goals will require more resources than their governments can mobilize from the domestic economy. This paper estimates that for 33 of Africa's poorest countries, the aggregate gap is about $2.1 billion annually between 2001 and 2015 (including the AIDS-related incremental costs of school services and support for the schooling of maternal and double orphans). The estimate amounts to about 28 percent of the total cost of attaining EFA by 2015 in these countries, which implies that the bulk of the financial burden of achieving EFA by 2015 will continue to be borne by the countries themselves. About two-thirds of the shortfall in funding is for recurrent costs, a result with important implications for the choice of mechanisms to channel donor support to the recipient countries. The estimate is based on country-specific simulations that set the same indicative targets for service delivery (such as pupil-teacher ratios, teacher salaries, share of spending on nonteacher inputs, and so on) for all 33 countries by 2015, based on the patterns observed in low-income countries that have already achieved EFA or are close to achieving it. The implicit assumption is that countries would reform their education sector policies as needed to ensure that resources are used to offer quality services in a cost-efficient manner.
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Investigating teachers' ‘take-up’ of reflective practice from an In-service professional development teacher education programme in South Africa - Reed, Yvonne; Davis, Harriet; Nyabanyaba, Thabiso (Educational Action Research, 2002)
Abstract One of the key phases in ‘the action research cycle’ is reflection (Kemmis & McTaggart, 1988; McNiff, 1988). The extension of teachers' reflective capabilities is one of the stated goals of the University of the Witwatersrand's teacher education programmes. In this article aspects of the findings of a 3-year research project, which investigated teachers' ‘take-up’ from a mixed-mode, inservice professional development programme initiated by the university in 1996 are discussed. The research team has described the overall project as ‘a practice-based case study of cases’. Data sources included classroom observations, videotapes of some of the lessons observed, interviews with teachers, written teacher narratives and questionnaires, and samples of learners' work- all obtained from working with the same sample of primary and secondary school teachers of English, Mathematics and Science for each of the 3 years of the project. The authors engage with what counts as ‘evidence’ of the reflective practices of teachers and consider what factors might enable or constrain the development of reflective capability by teachers working in underresourced, multi-lingual contexts. They reflect on their practices as teacher educators and outline some changes to the programme that could assist teachers to become more reflective practitioners in their classrooms and schools.
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Seismicity in Deep Gold Mines of South Africa: Implications for Tectonic Earthquakes - Richardson, Eliza; Jordan, Thomas H. (Bulletin of the Seismological Society of America, 2002)
We have studied induced seismicity associated with five deep gold mines located in the Far West Rand district, Republic of South Africa, focusing on the digital data recorded from January 1994 until February 2000 by in-mine arrays of three-component geophones. The observed seismicity, which exceeds 1,000 events per day, can be divided into two kinds of events, designated as Types A and B. Type A events are tightly clustered in time and space and generally occur within 100 m of an active mining face or development tunnel; their spectra are comparatively enriched in high frequencies, and they have an upper moment-magnitude cutoff at Mmax 1. We associate these events with the fracture-dominated rupture of com- petent rock induced by dynamic stresses during blasting and quasi-static stress per- turbations from the excavation and closure of individual stopes. In contrast, Type B events are temporally and spatially distributed throughout the active mining region; they represent friction-dominated slip in existing shear zones such as faults or dikes and have source-scaling properties that agree well with extrapolations from tectonic earthquakes. In the Far West Rand region, Type B events can have large magnitudes (M 3), but they show a distinct lower magnitude cutoff at Mmin 0. We interpret this cutoff in terms of a critical-patch size for nucleation of shear failure, and we show that the data are consistent with a rate- and state-dependent friction model in which the critical slip distance D c 10 4 m. Both the spectral predictions of this model and accelerograms of Type B events agree that f max 200 Hz.
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Seismicity in Deep Gold Mines of South Africa: Implications for Tectonic Earthquakes - Richardson, Eliza; Jordan, Thomas H. (Bulletin of the Seismological Society of America, 2002)
We have studied induced seismicity associated with five deep gold mines located in the Far West Rand district, Republic of South Africa, focusing on the digital data recorded from January 1994 until February 2000 by in-mine arrays of three-component geophones. The observed seismicity, which exceeds 1,000 events per day, can be divided into two kinds of events, designated as Types A and B. Type A events are tightly clustered in time and space and generally occur within 100 m of an active mining face or development tunnel; their spectra are comparatively enriched in high frequencies, and they have an upper moment-magnitude cutoff at Mmax 1. We associate these events with the fracture-dominated rupture of com- petent rock induced by dynamic stresses during blasting and quasi-static stress per- turbations from the excavation and closure of individual stopes. In contrast, Type B events are temporally and spatially distributed throughout the active mining region; they represent friction-dominated slip in existing shear zones such as faults or dikes and have source-scaling properties that agree well with extrapolations from tectonic earthquakes. In the Far West Rand region, Type B events can have large magnitudes (M 3), but they show a distinct lower magnitude cutoff at Mmin 0. We interpret this cutoff in terms of a critical-patch size for nucleation of shear failure, and we show that the data are consistent with a rate- and state-dependent friction model in which the critical slip distance D c 10 4 m. Both the spectral predictions of this model and accelerograms of Type B events agree that f max 200 Hz.
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Seismicity in Deep Gold Mines of South Africa: Implications for Tectonic Earthquakes - Richardson, Eliza; Jordan, Thomas H. (Bulletin of the Seismological Society of America, 2002)
We have studied induced seismicity associated with five deep gold mines located in the Far West Rand district, Republic of South Africa, focusing on the digital data recorded from January 1994 until February 2000 by in-mine arrays of three-component geophones. The observed seismicity, which exceeds 1,000 events per day, can be divided into two kinds of events, designated as Types A and B. Type A events are tightly clustered in time and space and generally occur within 100 m of an active mining face or development tunnel; their spectra are comparatively enriched in high frequencies, and they have an upper moment-magnitude cutoff at Mmax 1. We associate these events with the fracture-dominated rupture of com- petent rock induced by dynamic stresses during blasting and quasi-static stress per- turbations from the excavation and closure of individual stopes. In contrast, Type B events are temporally and spatially distributed throughout the active mining region; they represent friction-dominated slip in existing shear zones such as faults or dikes and have source-scaling properties that agree well with extrapolations from tectonic earthquakes. In the Far West Rand region, Type B events can have large magnitudes (M 3), but they show a distinct lower magnitude cutoff at Mmin 0. We interpret this cutoff in terms of a critical-patch size for nucleation of shear failure, and we show that the data are consistent with a rate- and state-dependent friction model in which the critical slip distance D c 10 4 m. Both the spectral predictions of this model and accelerograms of Type B events agree that f max 200 Hz.
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Seismicity in Deep Gold Mines of South Africa: Implications for Tectonic Earthquakes - Richardson, Eliza; Jordan, Thomas H. (Bulletin of the Seismological Society of America, 2002)
We have studied induced seismicity associated with five deep gold mines located in the Far West Rand district, Republic of South Africa, focusing on the digital data recorded from January 1994 until February 2000 by in-mine arrays of three-component geophones. The observed seismicity, which exceeds 1,000 events per day, can be divided into two kinds of events, designated as Types A and B. Type A events are tightly clustered in time and space and generally occur within 100 m of an active mining face or development tunnel; their spectra are comparatively enriched in high frequencies, and they have an upper moment-magnitude cutoff at Mmax 1. We associate these events with the fracture-dominated rupture of com- petent rock induced by dynamic stresses during blasting and quasi-static stress per- turbations from the excavation and closure of individual stopes. In contrast, Type B events are temporally and spatially distributed throughout the active mining region; they represent friction-dominated slip in existing shear zones such as faults or dikes and have source-scaling properties that agree well with extrapolations from tectonic earthquakes. In the Far West Rand region, Type B events can have large magnitudes (M 3), but they show a distinct lower magnitude cutoff at Mmin 0. We interpret this cutoff in terms of a critical-patch size for nucleation of shear failure, and we show that the data are consistent with a rate- and state-dependent friction model in which the critical slip distance D c 10 4 m. Both the spectral predictions of this model and accelerograms of Type B events agree that f max 200 Hz.
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Gender Differences in Self-Perceptions and Academic Outcomes: A Study of African American High School Students. Working Paper. - Saunders, John; Davis, Larry E.; Williams, Trina; Miller‐Cribbs, Julie (2002)
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Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa - Setati, Mamokgethi; Adler, Jill; Reed, Yvonne; Bapoo, Abdool (Language and Education, 2002)
In this paper we describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa. We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article in the policy and practice environment of post-apartheid South African education in which additive bi/multilingualism is officially advocated. We use the metaphor of a journey to describe how teachers and learners move from informal, exploratory talk in learners' main languages to discourse-specific talk and writing in English. A key finding from our study is that few teachers and learners completed this complex journey and that the constraints differed across classroom context, level and subject being taught.
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Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa - Setati, Mamokgethi; Adler, Jill; Reed, Yvonne; Bapoo, Abdool (Language and Education, 2002)
In this paper we describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa. We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article in the policy and practice environment of post-apartheid South African education in which additive bi/multilingualism is officially advocated. We use the metaphor of a journey to describe how teachers and learners move from informal, exploratory talk in learners' main languages to discourse-specific talk and writing in English. A key finding from our study is that few teachers and learners completed this complex journey and that the constraints differed across classroom context, level and subject being taught.
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Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa - Setati, Mamokgethi; Adler, Jill; Reed, Yvonne; Bapoo, Abdool (Language and Education, 2002)
In this paper we describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa. We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article in the policy and practice environment of post-apartheid South African education in which additive bi/multilingualism is officially advocated. We use the metaphor of a journey to describe how teachers and learners move from informal, exploratory talk in learners' main languages to discourse-specific talk and writing in English. A key finding from our study is that few teachers and learners completed this complex journey and that the constraints differed across classroom context, level and subject being taught.
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Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa - Setati, Mamokgethi; Adler, Jill; Reed, Yvonne; Bapoo, Abdool (Language and Education, 2002)
In this paper we describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa. We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article in the policy and practice environment of post-apartheid South African education in which additive bi/multilingualism is officially advocated. We use the metaphor of a journey to describe how teachers and learners move from informal, exploratory talk in learners' main languages to discourse-specific talk and writing in English. A key finding from our study is that few teachers and learners completed this complex journey and that the constraints differed across classroom context, level and subject being taught.
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Parent Involvement as Parental Monitoring of Student Motivation and Parent Expectations Predicting Later Achievement Among African American and European American Middle School Age Students - Seyfried, Sherri F.; Chung, Ick-Joong (Journal of Ethnic & Cultural Diversity in Social Work, 2002)
SUMMARY Parent involvement and parent expectations are fundamental to academic success. However, much of the research has been with elementary school aged children; consequently, we know less about the influence of parent involvement and parent expectations on the academic achievement of middle school students, and we have even less information for African American (AA) students. Do parent involvement and parent expectations have a similar effect on later Grade Point Average (GPA) for European American (EA) and AA middle school youth? Data from 567 AA and EA urban youth who participated in a longitudinal study were used in this analysis. Within group hierarchical regression analyses reveal parent involvement and parent expectations are statistically significant for both groups. However, partial correlations indicate parental involvement represents the highest unique contribution to later grade point average for EA students, and for AA students, earlier educational achievement represents the highest unique contribution to later grade point average. Implications for practice suggest that approaches to increase parent involvement may work well with improving academic achievement of EA youth, while approaches to increase early educational achievement may work well with AA students.
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Parental Participation and Accountability in Primary Schools in Uganda - Suzuki, I. (Compare: A Journal of Comparative and International Education, 2002)
Participation, a 'buzzword' in social development in both developed and developing countries, has several different interpretations in terms of purpose, form and implication. For instance, parents are encouraged to participate individually in choosing the school for their own children, and they are expected to participate collectively in school development through the work of school governing bodies. Furthermore, participation in education is often considered to be a means of assuring accountability of decentralised institutions. This paper explores the notion of parental participation in school governance, based on data obtained from field research in Uganda. It argues that parents' perceptions of the accountability of the school affect the way they participate in education. Thus, accountability is one of the crucial factors for realising local democracy through decentralisation.
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One Child at a Time: A Parent Handbook and Resource Directory for African American Families with Children Who Learn Differently. - Tidwell, Nancy R. (2002)
This handbook provides a guide to assist African American parents of children with learning disabilities to become advocates for their children and raise awareness about learning differences. An introductory section notes the disproportionate risk of African American boys for being labeled mentally retarded and placed in special education. The guide then goes on to explain what a learning disability is, types of learning disability, the Individuals .with Disabilities Education Act, accessing special education services (including the benefits of evaluation and the Individualized Education Program), rights and responsibilities under the law, common reasons for referral to special education, grade repetition, and private schools. Additional issues briefly addressed include attention deficit/hyperactivity disorder, lead poisoning, communication, and differences versus disorders. The guide concludes with specific ways parents can help their children achieve school success and make their voice heard. A resource directory lists resources on assessment and testing, legal services, schools serving children with learning disabilities (by state), summer camps, colleges and universities with programs and services, information about scholarships and financial assistance, and some national organizations. (DB) Reproductions supplied by EDRS are the best that can be made from the original document.
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Secondary education in Africa : strategies for renewal - World Bank presentations at the December 2001 UNESCO/BREDA World Bank Regional workshop in Mauritius on the Renewal of Secondary Education in Africa - Bregman, Jacob; Stallmeister, Steffi; Kim, Gwang-Jo; Rameckers, J.M.A. (2002)
Secondary education holds a privileged position in all education systems. placed between. In most African countries, however, secondary education is facing three common problems: inadequate infrastructures, improper equipment, and limited laboratories and qualified staff. Despite this, society in increasingly demanding that secondary education prepare students for jobs and prepare them for higher education. To these two missions is added a third complex one: setting up admission structures for a growing school population continually emerging from the primary sector. Also, the secondary education sector has to deal with a range of issues, including the environment, human rights, drug addiction, AIDS, poverty, and unemployment--issues that are more social problems than educational concenrs. in order to meet the challenges of the twenty-first century and play its vital role of regulator in the education system, the secondary education sector must be reorganized. Documents delineating strategies for the medium term (1996-2001), and UNESCO's two-year program (2000-2001) indicate that the best approach is to a) diversify the structures to expand payment systems for secondary-level services; b) renew study programs and pedagogy to include information technologies; and c) eradicate inequalities. COMEDAF and the World Education Forum at Dakar have set forth the following priorities for reorganizing the sector: equity, quality, developing complementary learning methids, reinforcing coordination skills, follow-up and evaluation, and diversifying learning methods. Finally, in considering secondary education reforms. the role of the informal sector of the economy--which has a major impact on poverty eradication and youth employment--must be recognized.
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Teacher and child variables as predictors of academic engagement among low‐income African American children - Tucker, Carolyn M.; Zayco, Rose A.; Herman, Keith C.; Reinke, Wendy M.; Trujillo, M.D.M.; Carraway, Kirsten; Wallack, Cory; Ivery, Phyllis (Psychology in the Schools, 2002)
Abstract A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc.
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Assessment of the Training and Development Scheme in Commercial Bank of Ethiopia - Zenebe, Yoseph (2002)
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East African Highland Malaria Resurgence Independent of Climate Change - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Directions in Science, 2002)
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"The majority they don't like answering" : classroom discourse in Kenyan primary schools - Pontefract, Caroline (2002)
This research addresses the role of classroom discourse in supporting children’s learning in Kenyan primary schools. Using a triangulated research approach, I explored the teachers’ practice and perceptions of their discourse strategies. This study involved the development of a classroom observation framework, a questionnaire schedule and a semi-structured teacher interview; this led to the generation of both qualitative and quantitative data. In developing the research instruments, 1 particularly reviewed the work of Flanders, Sinclair and Coulthard, Barnes, Wragg and Brown, and Hardman. Underpinning my study was a theoretical framework of how children learn, which was drawn from the ideas of Vygotsky, Bruner, Piaget, Edwards and Mercer. A strand within this framework was the consideration of the context of learning through a second language. The ideas of Mayor and Wells, together with their implications for classroom discourse and organisation, were discussed here. My analysis of the classroom discourse focused on the three dimensions identified by Sinclair and Coulthard: teacher initiation, pupil response and teacher feedback. Within these dimensions, my discussion considered teacher input and its combination of initiation and feedback strategies. It also considered three elements of pupil response - their nature, their length, and whether they were choral or individual. Attention was also paid to the way in which the pattern of classroom discourse ensured curriculum coverage and created a semblance of pupils’ participation in the learning, which belied their actual passivity. My study concludes with a discussion of the implications of the research findings for inservice training. Whilst acknowledging that such training alone cannot address the constraints faced in the Kenyan schools, it suggests that it has a role to play in developing teachers’ professionalism and raising their awareness of their own practice and its implications for children’s learning.
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The impact of drought on the aquifer supplying the Moroccan town of Essaouira with drinking water - Bahir, Mohammed; Mennani, A.; Jalal, M.; Fakir, Younes (Science et changements planétaires / Sécheresse, 2002)
The plio-quaternary aquifer of Essaouira's synclinal zone constitutes one of the main water resources for the rural and urban population in the area. This shallow aquifer is extensively exploited through both traditional and equipped wells. The latter provide 47% of the drinking water of Essaouira city. On the other hand, the aquifer is affected by the severe drought of 1995, whose effects are still felt today in spite of the two rainy hydrological cycles of 1996 and 1997. Qualitatively, underground waters are threatened by nitrate pollution caused by traditional withdrawal methods. The nitrate concentration found in some wells exceeds the level recommended by the OMS (45 mg/l).
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Art Education in Zimbabwe - Abraham, Rachel (International Journal of Art and Design Education, 2002)
Art education in Zimbabwe has a rather negative image which dates back to the colonial era. Art was usually confined to wealthy urban schools and taught mostly to white students. The subject was often used as a dumping ground for nonachievers and girls (who had few career options available to them outside of marriage). As a result art was considered an expensive and non‐academic subject in former Rhodesia. The situation did not improve after independence. Art still retains a poor image and has not expanded into mainstream education. However, the country has a rich artistic heritage and informal art education has developed to provide sculptures and crafts for the tourist industry. The government made art compulsory in primary education but have been unable to provide the necessary financial backing to implement the scheme. Only about 80 of the 1548 (5%) schools who have students sitting ‘O’ level examinations offer art as a subject. Third level education has been hindered by the lack of a degree course in art and design, and financial difficulties are again a concern.
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Prevalence of Intestinal Parasites among School Children in Deir El-Balah Town in Gaza Strip, Palestine - Al-Hindi, Adnan (Annals of Saudi Medicine, 2002)
Letters to the EditorPrevalence of Intestinal Parasites among School Children in Deir El-Balah Town in Gaza Strip, Palestine Adnan Ibrahim Al-HindiMD Adnan Ibrahim Al-Hindi Department of Biology, Faculty of Science, The Islamic University of Gaza, P.O. Box 108, Gaza, Palestine Search for more papers by this author Published Online:1 May 2002https://doi.org/10.5144/0256-4947.2002.273SectionsPDF ToolsAdd to favoritesDownload citationTrack citations ShareShare onFacebookTwitterLinked InRedditEmail AboutIntroductionTo the Editor. Intestinal parasites are prevalent in many countries all over the world. Low socioeconomic standards, poor sanitation, improper hygienic practices, lack of awareness and environmental factors contribute to this phenomenon. Gaza Strip in Palestine is an overpopulated area without any proper sewage disposal system in most of the localities. This, in addition to low standards of living, contribute to the high prevalence of parasitic diseases.1 Two studies on the prevalence of the intestinal parasites revealed that the most common parasites among school children in Gaza and camps were: Ascaris lumbricoides, Entamoeba histolytica, Enterobius vermicularis, Hymenolepis nana and Giardia lamblia.2,3 Higher prevalences of Ascaris lumbricoides, Entamoeba histolytica, and Giardia lamblia among children have been recorded by Al-Wahaidi in different areas of Gaza.1Deir El-Balah town is located on the Southeastern coast of the Mediterranean Sea and is bordered by Egypt on the South. The town is about 16 kilometers to the south of Gaza city and has a population of about 34,000.4 The aim of this study was to determine the prevalence of infection by some types of intestinal parasites including Ascaris lumbricoides, Entamoeba, histolytica, Giardia lamblia, Strongyloides stercoralis and Hymenolepis nana among 6-11-year-old school children in Deir El-Balah, and to determine the intensity of infection by the detected parasites.MATERIALS AND METHODSThis cross-sectional study included 650 stool samples collected from school children aged between 6 and 11 years old from Deir El-Balah town. The study population was divided into three age groups: 6-7, 8-9, and 10-11 years. Only one sample per child was investigated. All stool samples were examined microscopically on the same day of collection. Each sample was examined by direct smear microscopy, formal ether sedimentation technique and zinc sulphate flotation technique. Information such as sex, age, residence and type of sanitation system of the study population were consistently recorded. The intensity of intestinal parasites infection was estimated by microscopic counts of the parasites according to the Cheesebrough classification (1987). Data was statistically analyzed using the Epi-info version 6 program of (WHO/CDC). Simple distribution of the study variables, the cross-tabulation, chi-square test, were used to identify the significance of the relationships.RESULTSA total of 650 stool samples were examined for the common intestinal parasites including;Ascaris lumbricoides, Entamoeba histolytica, Giardia lamblia, Strongyloides stercoralis and Hymenolepis nana. Of the study population 236 subjects (36.3%) were positive for parasitosis. Table 1 shows the prevalence of the various types of the common parasites encounterd in the study and their prevalence in relation to sex. A significantly higher prevalence of infection was observed among males, 48% as compared to 27.8% in females (P<.05). Most of the positive cases were clustered in the 6-7 years age group (55%), followed by 28.4% in the older 8-9 years group. Throughout the study, no trophozoites were detected, while cysts and ova were prominent. Multiple parasitosis was observed in three samples collected from the 6-7 years age group: one child was infected with Giardia lamblia and Hymenolepis nana, one with Gardia lamblia and Entamoeba histolytica, and the third had Ascaris lumbricoides and Entamoeba histolytica.Table 1 also shows the variation in parasitic infection between males and females.Entamoeba histolytica was higher in males than in females (56 cases as compared to 30 cases).Ascaris lumbricoides was higher in females (19 as compared to 14). For Hymenolepis nana, Giardia lamblia and Strongyloides stercoralis, the variation in infection between females and males was not significant.Gardia lamblia was the most commonly isolated parasite and represented 38.1%.Table 1. Prevalence of parasites by age group and sex among 650 children.Table 1. Prevalence of parasites by age group and sex among 650 children.DISCUSSIONAscaris lumbricoides, Entamoeba histolytica, Giardia lamblia, Hymenolepis nana and Strongyloides stercoralis are common intestinal parasites constituting a public health problem and are prevalent in the communities of poor hygienic standards, lack of sanitation and low socioeconomic status. Our study revealed that Gardia lamblia was the highest parasitic infection among school children and represented 90 of the examined cases (38%), followed by Entamoeba histolytica with 86 cases (36.4%) and Ascaris lumbricoides 33 case (14%) and Hymenolepis nana with 23 cases (9.7%) while Strongyloides stercoralis infection was the lowest. Similar rates of prevalence of Ascaris lumbricoides (15.5% and 16%) have been reported among children in Abidjan City and Malaysia, respectively.5,6 Also, a prevalence of 33% for Giardia lamblia and 0.7% for Entamoeba histolytica among Saudi children,7 and 36% for Giardia lamblia among Jordanian school children8 have been reported.The present study showed higher rates of infection among males (48%) than females (28%). Deir El-Balah is a farming community, and most pupils walk across farmlands on their way to and from school. In contrast, females spend most of their time at or near their homes. Playing in sand exposes the children to higher risks of infection, as supported by Cheesebrough.9 A study done in Saudi Arabia by Kasim and El Hilue found an unexplainable higher prevalence of giardiasis among males.10Our results showed that the age group 6-7 years has the highest rate of infection (54.7%). There seems to be an influence of age on the presence of each type of parasites detected (P<0.05). Age-related prevalence variation has been reported by other investigators,9,10 who showed that more prevalence of intestinal parasites is evident in <5 year-old children. During the study, three stool samples which were negative on direct examination proved positive by the concentration technique. This indicates that direct smear microscopic examination of stool samples might not be sufficient for detecting parasites, and should be complemented by the concentration technique.The children included in this study live in poor areas with low sanitation standards.There is no closed sewage system in the refugee camps. Thus the possibility of infection tends to be very high. In the Gaza Strip, Giardia lamblia was estimated at 14.2%) among the infected Palestinian refugee school children.11 A different rate of infection was reported by Al-Wahaidi,1 who found that 48% of Palestinian refugee children were infected with Entamoeba histolytica (22.4%), Giardia lamblia (55%) and Ascaris lumbricoides (22.4%). Those children live in comparable environments as the school children in Deir El-Balah town.It was found that the prevalence of Ascaris lumbricoides in the 7-year-old refugee school children was 49%1 In the governmental records of Gaza Health Services Research Center,12 ascarisis prevalence in Gaza City constituted 44% of all infections. Poor or absent sanitation, and frequent fecal contamination of the environment with large numbers of Ascaris eggs lead to a high frequency of infection, especially among the children who are often infected with heavy loads of worms. In our study, the prevalence of ascariasis among male and female children was 14.4%. These eggs can survive in the warm moist soil protected by the outer coat, which can easily stick to the children's fingers when they play in the sand.13 Reduction of infection with increasing age may be explained by the fact that older children have more awareness regarding personal hygiene and cleanliness. During the study, it was noticed that all children in the three selected schools drink tap water. Regular water sample analyses, however, excluded the possibility of the water being a source of parasitic infections. This was contradictory to the study by Lechevallier14 who reported that Giardia cysts have been detected in 81% of raw water samples and 17% of filtered water samples in the United States. Another common source of infection in our study population is the inappropriate washing of vegetables and fruits, which may be contaminated with cysts, and ova of parasites. This study must create awareness among the local community and health authorities, which should take appropriate measures to overcome or at least minimize the exposure of our children to environmental hazards.ARTICLE REFERENCES:1. Al-Wahaidi A. "Effect of different sanitation conditions on the prevalence of infection with three types of intestinal parasites among the children in two localities in the Gaza Strip, Palestine (thesis)" . University College London, 1977 (not published). Google Scholar2. Annual Report. Health research and planning directorate statistics and information department, Palestine, 1996;. Google Scholar3. Abed YA. An epidemiological study of the prevalence of intestinal parasites and their effect of HB and growth and development in children of Jabalia village. MSc. Dissertation, Hadassah Medical School, Jerusalem, 1979. Google Scholar4. "Palestinian Central Bureau of Statistics" ., Gaza Governorate, 1997. Google Scholar5. Menan EI, Nebri NG, Adjetey TA. "Profile of intestinal helminthiasis in school aged children in the city of Abidjan" . Bull Soc Pathol Expt. 1997; 90:51–4. Google Scholar6. Mahendra Raj S, Sein KT. "Intestinal helminthiasis in relation to height and weight of early primary school children in northeast Peninsular Malaysia" . Southeast Asian J Trop Med Public Health. 1997; 28:320–4. Google Scholar7. Mazloum MA. "Haematological values and parasitic infections in school children in Riyadh, Saudi Arabia" ., J Egyptian Soc Parasitol. 1991;2831–838. Google Scholar8. Nimri LF. "Prevalence of giardiasis among primary school children of Jordan" . Child Care Health and Development. 1994; 20:231–7. Google Scholar9. Cheesebrough M. Medical laboratory, Manual of countries. Second edition. Cambridge: Butterworth Co., 1987. Google Scholar10. Kasim AA, El-Hilue MA. "Giardiasis in Saudi Arabia" . Acta Trop. 1983; 40:155–8. Google Scholar11. United Nations Relief and Work Agency Fact Sheet. UNRWA Gaza Publication Office. Gaza: November, 1996. Google Scholar12. Gaza Health Services Research Center (NPAMOH). "The status of health in Palestine. Annual Report, 1995" . Statistics and Information Division. Gaza, March1996. Google Scholar13. Zinkman WH. "Visceral larva migrants: a review and assessment indicating two forms of clinical expression, visceral and ocular" . Am J Dis Child. 1978; 132;627. Google Scholar14. LeChevallier MW, Norton WD, Lee RG. "Occurrence of Giardia and Cryptosporidium spp. in surface water supplies" . Appl Environ Microbiol. 1991; 57:2610–6. Google Scholar Previous article FiguresReferencesRelatedDetails Volume 22, Issue 3-4May-July 2002 Metrics History Published online1 May 2002 InformationCopyright © 2002, Annals of Saudi MedicinePDF download
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`Of course we must be equal, but…': imagining gendered futures in two rural southern African secondary schools - Ansell, Nicola (Geoforum, 2002)
Based on focus group discussions held with students at rural secondary schools in Lesotho and Zimbabwe, this paper argues that secondary schools provide important spaces for the (re)construction of gendered identities among rural girls in southern Africa. Central to processes of identity formation in rural secondary schools are normative discourses centring on notions of `culture' and `equal rights'. These discourses are (re)produced in secondary schools and are appropriated by students in making sense of their lives. Both are ambiguously related to dominant gender ideologies and are mobilised by students in ways which do not simply conform to an accommodation/resistance dichotomy. Also highlighted is the complex articulation of identity production and materiality. Identities are constructed in the context of the school in relation to expected material performance in contexts removed in time and space. The `culture' and `equal rights' discourses are understood and negotiated in relation to expectations of future lives beyond the spatial and temporal boundaries of the school: lives imagined in relation to particular (generally urban) geographical contexts.
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The Social Relations of Rural African American Early Adolescents and Proximal Impact of the School Engagement Project - Cadwallader, Tom W.; Farmer, Thomas W.; Cairns, Beverley D.; Leung, Man‐Chi; Clemmer, Jason T.; Gut, Dianne M.; Reese, Le'Roy E. (Journal of School Psychology, 2002)
This paper reports on the social relations of rural African American early adolescents and the initial impact of a multilevel universal intervention program aimed at enhancing the productive school engagement of at-risk youth. Students' school social relations were assessed with social cognitive mapping procedures that yield information on peer group membership and social network centrality (i.e., prominence in the social structure). Risk status was determined by cluster analysis of teacher ratings of students' adjustment on multiple dimensions including aggression, academic competence, and popularity. Four subgroups were identified: Model, Aggressive, Troubled, and Below Average. Differences among clusters were found in network centrality and patterns of peer affiliations. In addition, boys in the Below Average and Troubled configurations showed an increase in social prominence after the initial intervention phase.
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‘Fighting a Worse Imperialism’: White South African Loyalism and the Army Education Services (AES) during the Second World War - Cardo, Michael (South African Historical Journal, 2002)
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From Policy to Practice: Curriculum reform in South African education - Cross, Michael; Mungadi, Ratshi; Rouhani, Sepi (Comparative Education, 2002)
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid curriculum reform have resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate. From a policy point of view, it argues that the South African experience demonstrates how the pursuit of grand philosophies and ideals such as OBE and curriculum 2005 requires, at both macro and micro, systemic and institutional levels, generally and at the level of detail, a great deal of technical and political skills that cannot be achieved overnight. This calls for realism and pragmatism in school reform by focusing attention not only on what schools in society stand for but also on what they can realistically do and achieve, given their legacies and the particular circumstances in which they operate.
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From Policy to Practice: Curriculum reform in South African education - Cross, Michael; Mungadi, Ratshi; Rouhani, Sepi (Comparative Education, 2002)
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid curriculum reform have resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate. From a policy point of view, it argues that the South African experience demonstrates how the pursuit of grand philosophies and ideals such as OBE and curriculum 2005 requires, at both macro and micro, systemic and institutional levels, generally and at the level of detail, a great deal of technical and political skills that cannot be achieved overnight. This calls for realism and pragmatism in school reform by focusing attention not only on what schools in society stand for but also on what they can realistically do and achieve, given their legacies and the particular circumstances in which they operate.
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From Policy to Practice: Curriculum reform in South African education - Cross, Michael; Mungadi, Ratshi; Rouhani, Sepi (Comparative Education, 2002)
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid curriculum reform have resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate. From a policy point of view, it argues that the South African experience demonstrates how the pursuit of grand philosophies and ideals such as OBE and curriculum 2005 requires, at both macro and micro, systemic and institutional levels, generally and at the level of detail, a great deal of technical and political skills that cannot be achieved overnight. This calls for realism and pragmatism in school reform by focusing attention not only on what schools in society stand for but also on what they can realistically do and achieve, given their legacies and the particular circumstances in which they operate.
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From Policy to Practice: Curriculum reform in South African education - Cross, Michael; Mungadi, Ratshi; Rouhani, Sepi (Comparative Education, 2002)
An important development in the post-apartheid South Africa was a departure from apartheid education through an outcomes-based curriculum reform. This resulted in several structural and policy tensions within the system. This paper highlights how these tensions have played themselves out and shows how government and stakeholders have addressed the challenges emanating from them. The paper argues that the tensions that dominated the post-apartheid curriculum reform have resulted in a significant paradigm shift focused on reclaiming knowledge and cognition in the classroom as expressed in the new revisionism in curriculum debate. From a policy point of view, it argues that the South African experience demonstrates how the pursuit of grand philosophies and ideals such as OBE and curriculum 2005 requires, at both macro and micro, systemic and institutional levels, generally and at the level of detail, a great deal of technical and political skills that cannot be achieved overnight. This calls for realism and pragmatism in school reform by focusing attention not only on what schools in society stand for but also on what they can realistically do and achieve, given their legacies and the particular circumstances in which they operate.
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Implementing higher education academic reform : a case study of the faculty of humanities, at Mohammed V University, in Rabat, Morocco - Dorhmi, Samir (2002)
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Determination of the Status of Adult Education in Swaziland. - Dube, Musa M. A. (2002)
The status of adult education in Swaziland was examined. Data were collected through a survey of 100 practitioners at 20 institutions that elicited 66 usable responses (response rate, 66%), consultative meetings with leading scholars in adult education inside and outside Swaziland, and a review of pertinent documents and literature. Key findings were as follows: (1) all 20 educational institutions except CARITAS provided adult education; (2) adult education's clientele included male and female youths and adults; (3) programs were meeting learners' needs regarding problem-solving, farming, coping, writing, resource management, and reading skills; (4) adult educators faced numerous constraints, including insufficient resources, misconceptions about adult education, a lack of competent leaders in the field, a gap between practice and research, and inadequate government support. The following were among 30 specific recommendations for improving adult education in Swaziland: (1) define adult education within the Swaziland context to give practitioners a uniform understanding of the term; (2) promote networking among practitioners and organizations providing adult education; (3) hold regular seminars and workshops for practitioners; (4) provide professional development opportunities for practitioners; (5) provide universal access to adult education; (6) increase funding for adult education; and (7) increase efforts to improve adult education's image. (Contains 23 references.) (MN) Reproductions supplied by EDRS are the best that can be made from the original document.
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Beyond education and food: psychosocial well-being of orphans in Africa - Foster, G (Acta Paediatrica, 2002)
Acta PaediatricaVolume 91, Issue 5 p. 502-504 Beyond education and food: psychosocial well-being of orphans in Africa G Foster, Corresponding Author G Foster Department of Paediatrics, Mutare Provincial Hospital, Mutare, ZimbabweGeoff Foster, Department of Paediatrics, Mutare Provincial Hospital, Mutare, Zimbabwe (E-mail. [email protected])Search for more papers by this author G Foster, Corresponding Author G Foster Department of Paediatrics, Mutare Provincial Hospital, Mutare, ZimbabweGeoff Foster, Department of Paediatrics, Mutare Provincial Hospital, Mutare, Zimbabwe (E-mail. [email protected])Search for more papers by this author First published: 02 January 2007 https://doi.org/10.1111/j.1651-2227.2002.tb03266.xCitations: 37AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume91, Issue5May 2002Pages 502-504 RelatedInformation
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Beyond education and food: psychosocial well‐being of orphans in Africa - Foster, Geoff (Acta Paediatrica, 2002)
Acta PaediatricaVolume 91, Issue 5 p. 502-504 Beyond education and food: psychosocial well-being of orphans in Africa G Foster, Corresponding Author G Foster Department of Paediatrics, Mutare Provincial Hospital, Mutare, ZimbabweGeoff Foster, Department of Paediatrics, Mutare Provincial Hospital, Mutare, Zimbabwe (E-mail. gfoster@syscom.co.zw)Search for more papers by this author G Foster, Corresponding Author G Foster Department of Paediatrics, Mutare Provincial Hospital, Mutare, ZimbabweGeoff Foster, Department of Paediatrics, Mutare Provincial Hospital, Mutare, Zimbabwe (E-mail. gfoster@syscom.co.zw)Search for more papers by this author First published: 02 January 2007 https://doi.org/10.1111/j.1651-2227.2002.tb03266.xCitations: 37AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume91, Issue5May 2002Pages 502-504 RelatedInformation
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A model for perilymphatic fistula induced hearing loss in the guinea pig cochlea - Foster, Paul K.; Luebke, Anne E. (Hearing Research, 2002)
In cases of sudden, reversible hearing loss where perilymphatic fistulas are thought to be the cause, a multitude of causes have been postulated. These include perilymphatic pressure changes, Simmons' double-break theory, perilymphatic hemorrhage, pneumolabyrinth, and others. This study was proposed to explore the role pneumolabyrinth may have in this pathology. Guinea pigs were fitted with cochlear perfusion pumps pumping artificial perilymph into the left scala tympani. One group of animals received a bubble ( approximately 1.5-2 microl) introduced into the scala tympani while the other group of animals received continuous infusion of artificial perilymph. The animals' cochlear function was monitored using distortion product otoacoustic emissions (DPOAEs) while the animals' behavior was assessed to evaluate for vestibular dysfunction. While unaffected by pump surgery, animals that received air into the scala tympani had their DPOAEs eliminated by day 2 after pump placement. On day 6, positional changes in the DPOAEs were observed where the left lateral decubitus position showed a sharp demarcation at 4 kHz, where lower DPOAE frequencies were abolished and higher ones minimally affected, with DPOAEs normal in the prone position. By days 8 and 20, DPOAEs recovered to normal amplitudes. Vestibular dysfunction was never detected in any animal that received a pneumolabyrinth. All control animals receiving a continuous perilymph infusion exhibited no loss of cochlear function throughout the testing period. The reversible nature of pneumolabyrinth induced hearing loss and the pneumolabyrinth's sole presence (without other possible causes of hearing loss, such as pressure differentials or round window membrane perforations) are powerful indicators of the role of air in the pathology of perilymphatic fistulas. In addition, the fluctuation of the hearing loss with positional changes supports the use of positional audiometry when evaluating perilymphatic fistulas.
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Gymnastics of the mind: Greek education in Hellenistic and Roman Egypt - Freud, Juliane (Choice Reviews Online, 2002)
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Towards a “language of probability” for environmental education in South Africa - Grange, Lesley Le (South African Journal of Education, 2002)
In the current phase of our history, crises abound in many spheres of life - political, ecological, economic, personal, and so on. When crises manifest themselves in society we often turn to education as a panacea for addressing these societal ills as if 'education' might not be part of the problem. All education is ideological in the sense that an educational activity can not be neutral. Educational ideologies have shaped different approaches to environmental education, and have influenced its implementation in formal education. Through a critical examination of educational ideologies that underpin environmental education, I explore possibilities and constraints (poverty) of education in addressing environmental problems. I argue that in order for environmental education to avoid the status of a peripheral pedagogy, it needs to be liberated from the ideological constraints of how it is often defined. Also, I point out that a language of probability is needed for its systemic implementation. I contend that in South Africa OBE might be a vehicle for the systemic implementation of environmental education.
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Summary of the main issues and recommendations regarding children and disability in the Report of the Committee of Inquiry into a Comprehensive Social Security System for South Africa: “Transforming the Present – Protecting the Future” - Guthrie, Teresa (2002)
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Governance in South African Higher Education. Research Report. - Hall, Martin; Symes, Ashley; Luescher, Thierry M. (2002)
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University Student Protests and Political Change in Sierra Leone - Hinton, Samuel S. (2002)
This book is generalized around the topic of university student protests and political change. The dearth of scholarly work on issues that are related to education was one reason for this study. This scholarly analysis of the dynamics between university students and autocratic political and military governments is significant in that regard. Much of Sierra Leone's educational history has been forgotten because the pursuit of such studies was considered to be a luxury.
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Lichens as a Good Bioindicator of Air Pollution by Mercury in Small-Scale Gold Mining Areas, Tanzania - Ikingura, J.R.; Akagi, Hirokatsu (Bulletin of environmental contamination and toxicology, 2002)
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The African American Sermon as an Exemplar of Culturally Relevant Adult Education - Isaac, E. Paulette; Rowland, Michael L. (2002)
Historically, the Black Church was culturally responsive to the needs of their community. In order to meet the needs of African American adult learners, the church had to assume many roles one of which was that of educator. Like many informal institutions of learning, the Black Church has been overlooked as a site for adult education research. Ten sermons of African-American preachers were analyzed to identify culturally relevant themes and their applicability for use in adult education classrooms. These five themes that relate to different aspects of African American life were revealed: (1) self-ethnic personalities/experiences; (2) self-ethnic social experiences; (3) self-ethnic psycho-cultural; (4) Africentric affirmations; and (5) self-ethnic metaphors. These conclusions were drawn from the thematic analyses: (1) African American sermons can provide adult educators with culturally relevant names that reflect self-ethnic personalities with which learners can identify; (2) negative self-ethnic social and psycho-cultural experiences of learners can be mitigated by educators made more aware; and (3) the polyrhythmic cadence of African-American sermons grow out of an oral tradition; and (4) affirmation themes are one way to mitigate against negative self-image. (A glossary of the five themes is included. The bibliography lists 27 references). (AJ) Reproductions supplied by EDRS are the best that can be made from the original document. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY t TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) The African American Sermon as an Exemplar of Culturally Relevant Adult Education Dr. E. Paulette Isaac, University of Missouri-St. Louis Dr. Michael L. Rowland, The Ohio State University U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 'his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: Historically, through different avenues, the Black Church has been culturally responsive to the needs of African American learners. One such avenue has been the African American sermon. The purpose of this study was to conduct a contextual analysis of African American sermons to identify culturally relevant themes and their applicability for use in adult education classrooms. Historically, through different avenues, the Black Church has been culturally responsive to the needs of African American learners. One such avenue has been the African American sermon. The purpose of this study was to conduct a contextual analysis of African American sermons to identify culturally relevant themes and their applicability for use in adult education classrooms.
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Using 1970-2000 climate variability in West Africa as a guide to understanding climate change in West Africa. - Jenkins, G. S.; Gaye, Amadou Thierno; Adedoyin, Akintayo (AGU Spring Meeting Abstracts, 2002)
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Characteristics of Practical Work in Science Classrooms in Namibia - Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; Kasandra, Choshi D.; Lubben, Fred (Research in Science & Technological Education, 2002)
This paper presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets, student work, lesson transcripts and observation notes were used to identify intended learning outcomes. In addition, aspects of task design (inductive-deductive; open-closed; nature of student involvement) and the context of the practical task (duration; interaction patterns; types of task information and apparatus; nature of the student record) were explored. A profile form was used and its usefulness evaluated for the analysis of 12 practical tasks. The findings showed an emphasis on conceptual as opposed to procedural objectives, and a frequent change from an inductive to a deductive approach during the execution of the tasks. Pupil practical activity was rarely consolidated as a laboratory report but functioned as an enjoyable introduction to a set of general questions on the content covered in the practical. Suggestions are made for the modification of the profile form, and for in-service activities to support teachers to use practical work more effectively.
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Adaptation Options of Farmers to Long Term Climate Change in the Sahel-Sudan - What Research into Seasonal Forecasting Opportunities Tells Us - Kirshen, Paul; Ingram, K. T.; Jost, Christine; Roncoli, Carla (AGU Spring Meeting Abstracts, 2002)
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Education and fertility in sub-Saharan africa: Individual and community effects - Kravdal, Øystein (Demography, 2002)
Using data from Demographic and Health Surveys for 22 countries in Sub-Saharan Africa, I show that the average educational level in a village or a community of a similar size has a significant depressing effect on a woman's birth rates, net of urbanization and her own education. According to simulations, average fertility for these countries would be 1.00 lower if education were expanded from the current level in the region to the relatively high level in Kenya. The exclusion of aggregate education from the model leaves a response of only 0.52. A considerable aggregate contribution is estimated even when several potential determinants of education are included. This finding illustrates the need to consider aggregate education in future assessments of the total impact of education.
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Education and Fertility in Sub-Saharan Africa: Individual and Community Effects - Kravdal, Ystein (Demography, 2002)
Using data from Demographic and Health Surveys for 22 countries in sub-Saharan Africa, I show that the average educational level in a village or a community of a similar size has a significant depressing effect on a woman 's birth rates, net of urbanization and her own education. According to simulations, average fertility for these countries would be 1.00 lower if were expanded from the current level in the region to the relatively high level in Kenya. The exclusion of aggregate from the model leaves a response of only 0.52. A considerable aggregate contribution is estimated even when several potential determinants of are included. This finding illustrates the need to consider aggregate in future assessments of the total impact of education. Although has been one of the most thoroughly studied determinants of fertility, with the perspective now often extended to include the closely related topic women's position, important questions are still poorly answered. One of these questions is whether the educational level of people in a neighborhood or a larger surrounding area has an effect on a woman's fertility above and beyond that of her own education. For example, do uneducated women who live in communities where the average educational level is high have a lower fertility than uneducated women elsewhere? This is an important question to answer because if aggregate has such an effect, fertility will decline more steeply in response to an increase in than is suggested by a model that includes only individual-level effects. Caldwell (1980) discussed the possible importance of mass education more than 20 years ago, and the mechanisms he addressed can be classified largely as aggregate-level effects. In the two decades that have elapsed, however, little empirical research has been devoted to this issue. It would be particularly valuable to gain more knowledge about the impact of schooling in sub-Saharan Africa, where many countries still display a total fertility above six, some of them without a sign of decline (e.g., Kirk and Pillet 1998). Parents may suffer from having many children, and growing up with many siblings may be detrimental to the children's well-being. In addition, large families may contribute to burdens on other families because of the possibly harmful societal effects of population growth (for a discussion of such micro- and macro-mechanisms, see, for example, Ahlburg, Kelley, and Mason 1996; Cassen 1994; Kravdal 2001 a). A reduction of fertility therefore is widely considered to be an important goal, and it would be helpful to know whether investments in are an even more promising pathway than has usually been believed (in addition to being beneficial for other reasons). There is plenty of room for improvement in the region because the average level of is still low.
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To Pamwe or to Play: the Role of Play in Arts Education in Africa - Mans, Minette (International Journal of Music Education, 2002)
Based on ongoing field research into Namibian music and dance, this article deliberates on play as an important component of childhood and an important element of Namibian performance. Considering that socialization is often described as the fundamental goal of African education, and that play is central to Namibian musical performances, this article investigates traditional functions of music as a means of socialization. Because play reflects and responds to societal value systems, the meaning of play is briefly explored, and the characteristics of play in Namibia are described in detail. The paper then proposes the increased use of play in African music education and advances the proposition in terms of the construction of a musical world and identity. The construction of a person's musical world is described in terms of the mental templates formed by a specific cultural group and by the environmental rules of play, which establish the meta-communicative frame. The article concludes with a summary of general contributions play, as a means of learning, being, and expressing can make to music education.
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African-American women's decisions to become teachers: Sociocultural perspectives - McCray, Audrey Davis; Sindelar, Paul T.; Kilgore, Karen; Neal, Lavonne I. (International Journal of Qualitative Studies in Education, 2002)
In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data revealed that the mother, women in the community, and female teachers were significant influences on the participants' decisions to teach. Moreover, their experiences and interpretations of these experiences have shaped their images of good teaching as shared, culturally responsive mothering. The participants' life histories further revealed that as their conceptions of good mothering and good teaching crystallized, their reasons for teaching transcended altruism and a love for children, resulting in perspectives on caring, and a sense of responsibility for the school success of all students. The authors suggest that improved understanding about African-American prospective teachers' lived experiences that give rise to their perceptions of and purposes for teaching hold implications for teacher education and African-American teacher recruitment and retention efforts.
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Educators' perceptions of the school as a learning organization in the Vanderbijlpark-North District, South Africa - Moloi, Kholeka Constance; Grobler, Bennie; Gravett, Sarah (South African Journal of Education, 2002)
This article outlines the principal findings of research that sought to provide a comprehensive understanding of schools as learning organisations in the Vanderbijl Park-North District of the Gauteng province of South Africa. The quantitative research methodology used was of major importance in obtaining data that were grounded largely on the theoretical framework of learning organisations as well as in the personal experiences of educators and principals. The purpose of the research was to investigate the essential features of learning organizations, the perceptions of educators in respect of these essential features and the guidelines that could be provided for schools to cope with the demands of continuous learning and adaptation in a turbulent environment. A major finding was that the learning disciplines of personal mastery, mental models, a shared vision, teamwork and systems thinking were fundamental to two factors: namely, a collaborative culture and personal beliefs about educator commitment. The school can therefore function as a learning organization by cultivating a climate where a collaborative culture and beliefs that stimulate educator commitment can develop.
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The provision of education for minorities in South Africa - Mothata, Matoane Steward; Lemmer, Eleanor (South African Journal of Education, 2002)
In the light of a lack of a consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, policy makers need to consider the adequate provision of education suitable to different minorities. The issue of minority rights in education is particularly sensitive in South Africa where members of previously disadvantaged groups regard the demand for minority protection with suspicion. An overview of the literature on the concept minority, legal provisions in international law and the main provisions in South African law is given. An analysis of documents, especially primary documents, was carried out. Unstructured interviews with a small sample of informants selected by purposeful sampling were used to obtain additional data. Findings indicated that there is no international consensus on the definition of the concept minority; the South African constitution uses the concept communities rather than minorities but in this incidence, no definition is given. However, the South African constitution contains sufficient provisions for the right of communities to education. Subject to certain limitations minority groups may open their own schools and use their own language.
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Gender and Education in AfricaLessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa by Amy Stambach. New York: Routledge, 2000. xv+206 pp. $80.00 (cloth). ISBN 0‐415‐92582‐7. $19.99 (paper). ISBN 0‐415‐92582‐5.Women’s Agency and Educational Policy: The Experiences of the Women of Kilome, Kenya by Mutindi Mumbua Kiluva‐Ndunda. Albany, N.Y.: SUNY Press, 2000. xii+194 pp. $18.95 (paper). ISBN 0‐7914‐4762‐6. - Mukudi, Edith (Comparative Education Review, 2002)
Previous articleNext article No AccessEssay ReviewGender and Education in Africa Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa by Amy Stambach. New York: Routledge, 2000. xv+206 pp. $80.00 (cloth). ISBN 0‐415‐92582‐7. $19.99 (paper). ISBN 0‐415‐92582‐5. Women’s Agency and Educational Policy: The Experiences of the Women of Kilome, Kenya by Mutindi Mumbua Kiluva‐Ndunda. Albany, N.Y.: SUNY Press, 2000. xii+194 pp. $18.95 (paper). ISBN 0‐7914‐4762‐6.Edith MukudiEdith Mukudi Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 2May 2002 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/340478 Views: 212Total views on this site Citations: 5Citations are reported from Crossref © 2002 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Ebes Aziegbe-Esho, Friday Osemenshan Anetor Religious Organisations and Quality Education for African Women: The Case of Nigeria, (Dec 2020): 73–83.https://doi.org/10.1007/978-3-030-59102-1_7Ishmael I. Munene, Paschal Wambiya Bridging the Gender Gap through Gender Difference: Aiding Patriarchy in South Sudan Education Reconstruction, Africa Education Review 16, no.55 (Mar 2019): 86–101.https://doi.org/10.1080/18146627.2018.1429052Eva Połońska-Kimunguyi From public service broadcaster to development actor: Deutsche Welle and the (con)quest of African female audiences, Critical Arts 29, no.33 (Jul 2015): 382–399.https://doi.org/10.1080/02560046.2015.1059554Monica J. Grant, Jere R. Behrman Gender Gaps in Educational Attainment in Less Developed Countries, Population and Development Review 36, no.11 (Mar 2010): 71–89.https://doi.org/10.1111/j.1728-4457.2010.00318.xSheng Yao Cheng, W. James Jacob The Changing Role of Education in a Post-September 11, 2001 World: Perspectives from East Africa, Taiwan, and the United States, (Jan 2003): 177–197.https://doi.org/10.1057/9781403982391_12
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Resource utilization by children with developmental disabilities in Kenya: discrepancy analysis of parents’ expectation-to-importance appraisals - Mutua, N. Kagendo; Miller, Janice Williams; Mwavita, Mwarumba (Research in Developmental Disabilities, 2002)
The purpose of this study was to describe parental perceptions of eight physical and human resources available to meet the needs of children with developmental disabilities in Kenya. Specifically, the study assessed the discrepancy between the importance parents attached to specified resources and the expected use of those resources by their children with developmental disabilities. Discrepancy analysis was conducted on parents' expectation-to-importance appraisals of eight resources identified in previous research including, health, education, friendships, husband/wife, religious organization, community membership/acceptance, employment/work, and home. Overall, parental appraisal of likely access-to-importance was significantly related across all eight physical and human resource areas. Discrepancy scores ranged from negative, through zero, to positive, categorized underutilized, congruent, and over-utilized, respectively. Chi-square analyses were non-significant for gender across all resources with only slight gender differences noted on three resources. Most parents reported a match between expected use and importance in five of the eight community resources, health (57.4%), friends (54.6%), religious affiliation (59.8%), acceptance in the community (60.3%), and having one's own home (62.6%). However, "husband/wife" fell outside the congruent range (50.4%), with slight gender differences noted. Finally, two resource areas where the majority of parents reported noncongruence were educational programs and employment/career service.
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A decade of entrepreneurship education in South Africa - North, Ernest J. (South African Journal of Education, 2002)
To realise the ideal of a better life for all South Africans, the entrepreneurial energies of all our people (including children) should be harnessed to ensure that the country's full potential for economic growth is unleashed. This article describes some initiatives taken by roleplayers in both the private sector and the educational sector to engage in entrepreneurship education in South Africa over the past 10 years. Special emphasis is placed on a research project in Gauteng schools on the implementation of a pilot core syllabus for entrepreneurship and economic education for pupils in the intermediate school phase. This programme entailed the training of teachers, and the modification of the pilot syllabus. The perceptions of pupils who have recently been exposed to entrepreneurship education in Curriculum 2005 are also offered.
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Pattern of soft tissue injuries to the oro‐facial region in Nigerian children attending a teaching hospital - Oginni, Fadekemi Olufunmilayo; Fagade, O.O.; Akinwande, J A; Arole, G; Odusanya, S A (International Journal of Paediatric Dentistry, 2002)
Summary. Objective. This study was designed to determine the aetiological factors and pattern of oro‐facial soft tissue injuries among children in a suburban Nigerian population. The problems encountered in the management of the patients are also highlighted. Setting. Obafemi Awolowo University Teaching Hospitals’ Complex, Ile‐Ife, Osun State Nigeria. Sample and methods. This prospective study was carried out in children aged ≤ 15 years who presented with oro‐facial soft tissue injuries between July 1996 and December 1997. Data was collected from a clinical examination of the child and a questionnaire completed by the parent or carer. Results. During the study period, 174 children were managed for oro‐facial soft tissue injuries, an incidence of 1·1%, out of a total of 15 582 child admissions. A male preponderance was found (1 : 0·74). The mean age ± SD was 7·3 ± 4·2 years and the range was 9 months–15 years. Falls were the most common aetiology followed by road traffic accident. The forehead was the most frequently injured site. A mortality of 3·4% was found. Although animal bites and burns accounted for only 13·8% of all injuries, all the deaths were a result of these aetiologies. Road traffic accidents and burn victims had the longest hospital stay. Conclusion. Although falls and road traffic accidents are frequent causes of oro‐facial soft tissue injuries, less common causes, like burns and dog bites are more likely to result in death.
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Promoting psychiatry in the medical school: the case of Uganda - Ovuga, Emilio; Buga, John; Oboke, Henry; Boardman, Jed (Psychiatric bulletin of the Royal College of Psychiatrists, 2002)
Uganda has a rich history of medical education (Odonga, 1989) that was severely harmed by the rise of Idi Amin and the years of internal strife. It is only over recent years that the country has begun to rebuild itself (Boardman & Ovuga, 1997).
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Corporate Behaviour and Political Risk: Dutch Companies in China, 1903–1941. By Frans-Paul van der Putten. Leiden: Research School of Asian, African, and Amerindian Studies, 2001. vii, 287 pp. hfl 55 (paper). - Putten, Frans-Paul van der (The Journal of Asian Studies, 2002)
Corporate Behaviour and Political Risk: Dutch Companies in China, 1903–1941. By Frans-Paul van der Putten. Leiden: Research School of Asian, African, and Amerindian Studies, 2001. vii, 287 pp. hfl 55 (paper). - Volume 61 Issue 2
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Waiting to Exhale: African American Women and Adult Learning Through Movies - Rogers, Elice E. (2002)
Scholars have addressed adults and the impact of popular culture on adult learning, but little attention has been directed toward the relationship between adult learning and African Americans. Most specifically, minimal information is related to adult learning that evolves as a result of popular culture influences. Popular culture promotes cultures of learning and teaches and facilitates a more informed literate citizenry. As a form of popular culture, movies inform adults about race, class, and gender issues. The movie, to Exhale, challenges adult audiences to think critically about race, class, and gender experiences as they occur the social context and examine problems that foster intergroup and community misunderstandings. It explores the complex themes of race, class, and gender and the quest for loving adult relationships amid the struggle to be successful African American women. African American women are given an opportunity to, see themselves in the picture and to be viewed by others as their own vibrant, complex, and independent beings. The movie serves as a site that encourages audience identification and participation, critical thinking, and promotes adult learning for African American women. An analysis of movie reviews and a literature review has revealed that the movie stimulated adult learning among African American women and served to promote informal education and learning. (12 references) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. Waiting to Exhale: African American Women and Adult Learning Through Movies
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Academic achievement and creative thinking capacity in South African medical students--an empirical study. - Rothenberg, Albert (PubMed, 2002)
To assess whether the capacity for creative thinking among medical students is related to academic advancement.A timed word-association test standardised and scored to assess the tendency for creative thinking was administered to 22 development programme students at the University of Cape Town. Results were compared with grades at the end of the academic year.There was a significant association (P < 0.05) between ranking in the upper half of the group and creative thinking scores, indicating that creative thinking may be an asset in medical education for educationally disadvantaged students.
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Drought-Intensity Duration and Frequency Analysis: A Case Study of Western Uganda - Rugumayo, Albert; Mwebaze, D. B. (Water and Environment Journal, 2002)
Abstract This paper describes (a) drought occurrences in two selected climatic zones of western Uganda and (b) examines the meteorological aspects of drought where rainfall is the main parameter of interest. Rainfall data from various stations in each climatic zone were checked for consistency using the double mass curve technique, and one representative station from each climatic zone was selected. Two probability distributions: normal and log‐normal were fitted to the data, and the log‐normal distribution provided a better fit in each case. Drought volumes, return periods, intensities, and severity indexes were determined for each climatic zone. The annual potential evapotranspiration was also calculated and plotted against the rainfall to give the soil‐moisture deficit. From the results of the analysis it was observed that droughts of a higher severity occurred in Kasese compared with Mbarara.
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NAON provides nursing education in Kenya - Schoenly, Lorry (Orthopaedic Nursing, 2002)
Schoenly, Lorry DNSc, RN,CEditor(s): Roberts, Dottie MSN, MACI, RN,C, ONC, CNS Author Information
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Storm Water Drainage in Arid and Semiarid Regions: West Bank as a Case Study - Shaheen, Hafez (An-Najah University Journal for Research - A (Natural Sciences), 2002)
Storm water drainage is as important in arid and semiarid regions as in humid regions because it is not only a drainage problem but also water resources management and planning problem. In the West Bank, storm water drainage has not been given enough care and no intensive studies have been done. This paper studies the rainfall runoff process in the West Bank as a case study towards understanding storm water drainage in arid and semiarid regions, where the process has different characteristics as being rarely heavy but significant in terms of pollution, annual runoff and/or in improving the sustainability of the water resources. The runoff to rainfall ratio in the West Bank proved to be considerably variable with no clear relation controlling the process. The arid and semiarid watersheds seem mostly to behave as variable sources and as partial contributing areas. In the Soreq and Rujeeb watersheds, studied as example watersheds, no runoff was recorded for daily rainfalls of less than 30mm. Rainfalls of more than 50mm having intensities of 10mm/hr or more proved to produce considerable runoff events. These are still characterized as partial contributing. Subsurface flow in the Soreq watershed is dominated, which indicates that the traditional unit hydrograph approach might not be applicable. Keywords: Storm Water Drainage; Arid and Semiarid Regions; Rainfall Runoff Process; Unit Hydrograph; Partial Contributing Areas. جريان مياة الأمطار في المناطق الجافة وشبه الجافة يتمتع بذات الأهمية كما في المناطق الرطبة، حيث ان ذلك لا يمثل مشكلة تصريف وجريان لمياه الأمطار فحسب، وانما يتعدى ذلك ليشمل ادارة وتخطيط مصادر المياه. إن الجريان لمياه الأمطار في الضفة الغربية لم يعط الاهتمام الكافي وليس هناك دراسات مكثفة في هذا المضمار. هذه الورقة تدرس العلاقة بين الجريان والامطار كحالة دراسية في الضفة الغربية بهدف فهم ذلك في المناطق الجافة وشبه الجافة حيث ان عملية جريان مياه الأمطار فيها تتميز بخصائص مختلفة من حيث كونها نادرة الشدة إلا أنها مهمة باعتبار التلوث والجريان السنوي اضافة الى علاقتها باستدامة المصادر المائية. إن نسبة الجريان الى مياة الأمطار في الضفة الغربية متغيرة بشكل ملحوظ دون ان يكون هناك علاقة واضحة تحكم هذه النسبة، حيث ان المناطق الجافة وشبه الجافة تتصرف غالباً كمناطق جزئية التصريف ومتغيرة المصادر فيما يتعلق بالعلاقة بين الجريان والامطار للحوادث المختلفة. في حوضي سوريك وروجيب، كمثالين تم دراستهما في هذه الورقة، لم يتم تسجيل اي جريان يذكر لامطار يومية تقل عن 30 ملم، أما الأمطار التي تزيد عن 50ملم وبشدة تتعدى 10ملم/الساعة، فقد نتج عنها تدفق وجريان ملحوظ، لكنها بقيت تتمتع بالخصائص الخاصة بالاحواض جزئية التصريف. لقد تبين ان الجريان تحت السطحي والى باطن الأرض له الأولوية مما يشير الى ان الطريقة التقليدية في احتساب منحنى التدفق والجريان السطحي لا تنطبق على حالة حوض سوريك وبالتالي على المناطق الجافة وشبه الجافة.
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Effects of mediated learning experience on Raven's matrices scores of African and non-African university students in South Africa - Skuy, Mervyn; Gewer, Anthony; Osrin, Yael; Khunou, David; Fridjhon, Peter; Rushton, J. Philippe (Intelligence, 2002)
Rushton and Skuy [Intelligence 28 (2000) 1.] found that White university psychology students in South Africa averaged between one and two standard deviations higher than African students on Raven's Standard Progressive Matrices. This new study was carried out to determine whether Feuerstein's Mediated Learning Experience would improve the scores of the African students. The sample comprised 70 African and 28 non-African first year psychology students. Subjects were given the Raven's on two occasions and, in-between, randomly constituted experimental groups were exposed to mediated learning experience. Both the African and non-African groups improved over the baseline on the Raven's compared to the control groups, with significantly greater improvement for the African group.
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Impaired renal function among children in Alexandria, Egypt. - Tawfik, Hebatullah O.; Ragab, Nahla K.; Gad, Zahira M.; El-Kersh, Mahmoud M. (PubMed, 2002)
Impairment of renal function may occur as a result of a variety of conditions. Progression to chronic renal-disease may be prevented by early detection. This epidemiologic study aimed at revealing the predisposing factors and determinants for the development of impaired renal function among Egyptian children.This is a case-control study conducted at Alexandria University Children's Hospital, Alexandria, Egypt. All cases below 12 years of age diagnosed with impaired renal function over a total duration of 6 months (October 1999 through to March 2000) were investigated. The primary study tool was a structured questionnaire, which focused on variables suspected to play a role in the impairment of renal function. For each patient, one control matched for age and sex was selected.Primary renal disease tends to account for a relatively small proportion of the etiologies of renal impairment in Egyptian children. Most of the cases encountered in this study suffered functional renal impairment secondary to severe dehydration or sepsis. Presence of congenital abnormalities of the gastrointestinal tract, heart or urinary tract, increased the possibility of suffering from impaired renal function approximately 9 times. Delays in seeking medical advice increased the risk substantially.Awareness of individuals at an increased risk, along with early diagnosis and adequate management of many predisposing conditions could prevent progression to more severe renal disease which has potentially devastating effects on every aspect of a childs' life.
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Employment equity in South Africa: lessons from the global school - Thomas, Adèle (International Journal of Manpower, 2002)
South African companies employing 50 or more employees or those with a specified financial turnover, are required to comply with the provisions of the newly introduced Employment Equity Act. Prior to the introduction of the Act, large companies in the country had already introduced strategies of affirmative action to achieve employment equity. This paper highlights some of the strategic and operational concerns surrounding employment equity legislation in South Africa and reviews broad practices of employment equity in Malaysia, India, the USA, Canada, Britain and Zimbabwe. Lessons for the effective implementation of employment equity in South Africa are identified.
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Correlating Individual Oligocene Silicic Flood Volcanic Eruptions Across the Conjugate Rifted Margins of Yemen and Ethiopia - Ukstins, Ingrid; Baker, Joel A.; Ayalew, Dereje; Menzies, Martin (AGUSM, 2002)
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Matching conjugate volcanic rifted margins: 40Ar/39Ar chrono-stratigraphy of pre- and syn-rift bimodal flood volcanism in Ethiopia and Yemen - Ukstins, Ingrid; Renne, Paul R.; Wolfenden, E.; Baker, Joel A.; Ayalew, Dereje; Menzies, Martin (Earth and Planetary Science Letters, 2002)
40Ar/39Ar dating of mineral separates and whole-rock samples of rhyolitic ignimbrites and basaltic lavas from the pre- and syn-rift flood volcanic units of northern Ethiopia provides a temporal link between the Ethiopian and Yemen conjugate rifted volcanic margins. Sixteen new 40Ar/39Ar dates confirm that basaltic flood volcanism in Ethiopia was contemporaneous with flood volcanism on the conjugate margin in Yemen. The new data also establish that flood volcanism initiated prior to 30.9 Ma in Ethiopia and may predate initiation of similar magmatic activity in Yemen by ∼0.2–2.0 Myr. Rhyolitic volcanism in Ethiopia commenced at 30.2 Ma, contemporaneous with the first rhyolitic ignimbrite unit in Yemen at ∼30 Ma. Accurate and precise 40Ar/39Ar dates on initial rhyolitic ignimbrite eruptions suggest that silicic flood volcanism in Afro-Arabia post-dates the Oligocene Oi2 global cooling event, ruling out a causative link between these explosive silicic eruptions (with individual volumes ≥200 km3) and climatic cooling which produced the first major expansion of the Antarctic ice sheets. Ethiopian volcanism shows a progressive and systematic younging from north to south along the escarpment and parallel to the rifted margin, from pre-rift flood volcanics in the north to syn-rift northern Main Ethiopian Rift volcanism in the south. A dramatic decrease in volcanic activity in Ethiopia between 25 and 20 Ma correlates with a prominent break-up unconformity in Yemen (26–19 Ma), both of which mark the transition from pre- to syn-rift volcanism (∼25–26 Ma) triggered by the separation of Africa and Arabia. The architecture of the Ethiopian margin is characterized by accumulation and preservation of syn-rift volcanism, while the Yemen margin was shaped by denudational unloading and magmatic starvation as the Arabian plate rifted away from the Afar plume. A second magmatic hiatus and angular unconformity in the northern Main Ethiopian Rift is evident at 10.6–3.2 Ma, and is also observed throughout the Arabian plate in Jordanian, Saudi Arabian and Yemeni intraplate volcanic fields and is possibly linked to tectonic re-organization and initiation of sea floor spreading in the Gulf of Aden and the Red Sea at 10 and 5 Ma, respectively.
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Matching conjugate volcanic rifted margins: 40Ar/39Ar chrono-stratigraphy of pre- and syn-rift bimodal flood volcanism in Ethiopia and Yemen - Ukstins, Ingrid; Renne, Paul R.; Wolfenden, E.; Baker, Joel A.; Ayalew, Dereje; Menzies, Martin (Earth and Planetary Science Letters, 2002)
40Ar/39Ar dating of mineral separates and whole-rock samples of rhyolitic ignimbrites and basaltic lavas from the pre- and syn-rift flood volcanic units of northern Ethiopia provides a temporal link between the Ethiopian and Yemen conjugate rifted volcanic margins. Sixteen new 40Ar/39Ar dates confirm that basaltic flood volcanism in Ethiopia was contemporaneous with flood volcanism on the conjugate margin in Yemen. The new data also establish that flood volcanism initiated prior to 30.9 Ma in Ethiopia and may predate initiation of similar magmatic activity in Yemen by ∼0.2–2.0 Myr. Rhyolitic volcanism in Ethiopia commenced at 30.2 Ma, contemporaneous with the first rhyolitic ignimbrite unit in Yemen at ∼30 Ma. Accurate and precise 40Ar/39Ar dates on initial rhyolitic ignimbrite eruptions suggest that silicic flood volcanism in Afro-Arabia post-dates the Oligocene Oi2 global cooling event, ruling out a causative link between these explosive silicic eruptions (with individual volumes ≥200 km3) and climatic cooling which produced the first major expansion of the Antarctic ice sheets. Ethiopian volcanism shows a progressive and systematic younging from north to south along the escarpment and parallel to the rifted margin, from pre-rift flood volcanics in the north to syn-rift northern Main Ethiopian Rift volcanism in the south. A dramatic decrease in volcanic activity in Ethiopia between 25 and 20 Ma correlates with a prominent break-up unconformity in Yemen (26–19 Ma), both of which mark the transition from pre- to syn-rift volcanism (∼25–26 Ma) triggered by the separation of Africa and Arabia. The architecture of the Ethiopian margin is characterized by accumulation and preservation of syn-rift volcanism, while the Yemen margin was shaped by denudational unloading and magmatic starvation as the Arabian plate rifted away from the Afar plume. A second magmatic hiatus and angular unconformity in the northern Main Ethiopian Rift is evident at 10.6–3.2 Ma, and is also observed throughout the Arabian plate in Jordanian, Saudi Arabian and Yemeni intraplate volcanic fields and is possibly linked to tectonic re-organization and initiation of sea floor spreading in the Gulf of Aden and the Red Sea at 10 and 5 Ma, respectively.
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Matching conjugate volcanic rifted margins: 40Ar/39Ar chrono-stratigraphy of pre- and syn-rift bimodal flood volcanism in Ethiopia and Yemen - Ukstins, Ingrid; Renne, Paul R.; Wolfenden, E.; Baker, Joel A.; Ayalew, Dereje; Menzies, Martin (Earth and Planetary Science Letters, 2002)
40Ar/39Ar dating of mineral separates and whole-rock samples of rhyolitic ignimbrites and basaltic lavas from the pre- and syn-rift flood volcanic units of northern Ethiopia provides a temporal link between the Ethiopian and Yemen conjugate rifted volcanic margins. Sixteen new 40Ar/39Ar dates confirm that basaltic flood volcanism in Ethiopia was contemporaneous with flood volcanism on the conjugate margin in Yemen. The new data also establish that flood volcanism initiated prior to 30.9 Ma in Ethiopia and may predate initiation of similar magmatic activity in Yemen by ∼0.2–2.0 Myr. Rhyolitic volcanism in Ethiopia commenced at 30.2 Ma, contemporaneous with the first rhyolitic ignimbrite unit in Yemen at ∼30 Ma. Accurate and precise 40Ar/39Ar dates on initial rhyolitic ignimbrite eruptions suggest that silicic flood volcanism in Afro-Arabia post-dates the Oligocene Oi2 global cooling event, ruling out a causative link between these explosive silicic eruptions (with individual volumes ≥200 km3) and climatic cooling which produced the first major expansion of the Antarctic ice sheets. Ethiopian volcanism shows a progressive and systematic younging from north to south along the escarpment and parallel to the rifted margin, from pre-rift flood volcanics in the north to syn-rift northern Main Ethiopian Rift volcanism in the south. A dramatic decrease in volcanic activity in Ethiopia between 25 and 20 Ma correlates with a prominent break-up unconformity in Yemen (26–19 Ma), both of which mark the transition from pre- to syn-rift volcanism (∼25–26 Ma) triggered by the separation of Africa and Arabia. The architecture of the Ethiopian margin is characterized by accumulation and preservation of syn-rift volcanism, while the Yemen margin was shaped by denudational unloading and magmatic starvation as the Arabian plate rifted away from the Afar plume. A second magmatic hiatus and angular unconformity in the northern Main Ethiopian Rift is evident at 10.6–3.2 Ma, and is also observed throughout the Arabian plate in Jordanian, Saudi Arabian and Yemeni intraplate volcanic fields and is possibly linked to tectonic re-organization and initiation of sea floor spreading in the Gulf of Aden and the Red Sea at 10 and 5 Ma, respectively.
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Matching conjugate volcanic rifted margins: 40Ar/39Ar chrono-stratigraphy of pre- and syn-rift bimodal flood volcanism in Ethiopia and Yemen - Ukstins, Ingrid; Renne, Paul R.; Wolfenden, E.; Baker, Joel A.; Ayalew, Dereje; Menzies, Martin (Earth and Planetary Science Letters, 2002)
40Ar/39Ar dating of mineral separates and whole-rock samples of rhyolitic ignimbrites and basaltic lavas from the pre- and syn-rift flood volcanic units of northern Ethiopia provides a temporal link between the Ethiopian and Yemen conjugate rifted volcanic margins. Sixteen new 40Ar/39Ar dates confirm that basaltic flood volcanism in Ethiopia was contemporaneous with flood volcanism on the conjugate margin in Yemen. The new data also establish that flood volcanism initiated prior to 30.9 Ma in Ethiopia and may predate initiation of similar magmatic activity in Yemen by ∼0.2–2.0 Myr. Rhyolitic volcanism in Ethiopia commenced at 30.2 Ma, contemporaneous with the first rhyolitic ignimbrite unit in Yemen at ∼30 Ma. Accurate and precise 40Ar/39Ar dates on initial rhyolitic ignimbrite eruptions suggest that silicic flood volcanism in Afro-Arabia post-dates the Oligocene Oi2 global cooling event, ruling out a causative link between these explosive silicic eruptions (with individual volumes ≥200 km3) and climatic cooling which produced the first major expansion of the Antarctic ice sheets. Ethiopian volcanism shows a progressive and systematic younging from north to south along the escarpment and parallel to the rifted margin, from pre-rift flood volcanics in the north to syn-rift northern Main Ethiopian Rift volcanism in the south. A dramatic decrease in volcanic activity in Ethiopia between 25 and 20 Ma correlates with a prominent break-up unconformity in Yemen (26–19 Ma), both of which mark the transition from pre- to syn-rift volcanism (∼25–26 Ma) triggered by the separation of Africa and Arabia. The architecture of the Ethiopian margin is characterized by accumulation and preservation of syn-rift volcanism, while the Yemen margin was shaped by denudational unloading and magmatic starvation as the Arabian plate rifted away from the Afar plume. A second magmatic hiatus and angular unconformity in the northern Main Ethiopian Rift is evident at 10.6–3.2 Ma, and is also observed throughout the Arabian plate in Jordanian, Saudi Arabian and Yemeni intraplate volcanic fields and is possibly linked to tectonic re-organization and initiation of sea floor spreading in the Gulf of Aden and the Red Sea at 10 and 5 Ma, respectively.
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British Influence on Military Training and Education in South Africa: The Case of the South African Military Academy and its Predecessors - Visser, Deon (South African historical journal, 2002)
(2002). British Influence on Military Training and Education in South Africa: The Case of the South African Military Academy and its Predecessors. South African Historical Journal: Vol. 46, No. 1, pp. 63-82.
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Spirituality and Academic Performance among African American College Students - Walker, Katrina L.; Dixon, Vicki (Journal of Black Psychology, 2002)
This study examines spirituality and religious participation among African American and European American college students. Although the terms spirituality and religious participation have been used interchangeably in some research literature, this study measured them as two distinct constructs. Of particular interest was the relationship between these variables and academic performance. A questionnaire developed by the research team was administered to 192 (109 European American, 83 African American) college students. Findings were consistent with previous research suggesting that African Americans have higher levels of spiritual beliefs and religious participation than European Americans do. Correlation analyses suggested that spiritual beliefs and religious participation were positively related to academic performance for both groups; however, pattern of the relationship was different. Beliefs and participation were salient for African Americans, whereas participation was salient for European Americans. The study raises the important questions of how to incorporate spirituality into programming as well as treatment and interventions.
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The Transition of Gambian Children to New York City Public Schools. - Weiner, Dana (2002)
Noting the need to develop strategies to ease the transition of children from families recently arriving in the United States from Gambia into the public school system in New York City, this paper compares the school life in Gambia with that of Bronx, New York. Information on school life in Gambia was obtained through literature and through interviews of 2 parents and 4 children, ages 8 to 10 years, from Gambia presently living in the Bronx. The paper describes the typical school life of a Gambian child and notes that most students finish schooling at the age of 16. The deplorable conditions in boarding school are also described. Interviews with children revealed that they recalled similar experiences from their early childhood in Gambia, preferred school life in New York City, but missed certain aspects of their home country. Descriptions of the students' educational activities in Gambia and the United States and participation in Arabic School in the United States illustrate difficulties in making the transition to a new country, in learning a new language, and fitting into a new culture. Parents suggested strategies to ease the transition of Gambian children, including employing African teachers and teaching about Africa in the school. Additional strategies suggested in the paper include teaching children in their native language while they gradually learn English, allowing children to attend Arabic School after regular school instruction, and incorporating Internet technology into multicultural lessons. (Contains 10 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. The Transition of Gambian Children to New York City Public Schools.
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Factors influencing the choice of English as language of learning and teaching (LoLT) — a South African perspective - Wet, Corene De (South African Journal of Education, 2002)
In accordance with the South African Constitution and the South African Schools Act, the Department of Education's Language-in-Education policy aims to promote multilingualism and the development of the official languages and to pursue the language policy most supportive of general conceptual growth amongst learners. The majority of South Africans prefer English and not their home language as language of learning and teaching (LoLT) after the first four years of schooling. Why? In an attempt to address the issue of choice of LoLT, in this article I report, against the background of a literature overview, on an empirical investigation on the perceptions of a group of educators and student educators, on the importance of languages in politics, education, science and technology, trade and industry, and cultural activities, as well as on educational matters pertaining to the LoLT. I explore the problematic sociolinguistic issues concerning the choice of English over home language as the LoLT.
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Learning to Export: Evidence from Moroccan Manufacturing - Fafchamps, Marcel; Hamine, Said El; Zeufack, Albert (2002)
The authors test two alternative models of learning to export: productivity learning, whereby firms learn to reduce production cost, and, market learning, whereby firms learn to design products that appeal to foreign consumers. Using panel, and cross-section data on Moroccan manufacturers, the authors uncover evidence of market learning, but little evidence of productivity learning. These findings are consistent with the concentration of Moroccan manufacturing exports in consumer items - the garment, textile, and leather sectors. It is the young firms that export. Most do so immediately after creation. The authors also find that, among exporters, new products are exported very rapidly after production has begun. The share of exported output nevertheless, increases for 2-3 years after a new product is introduced. Old firms are unlikely to switch to exports, even in response to changes in macroeconomic incentives. The authors find a positive relationship between exports, and productivity, and conclude that it is the result of self-selection: it is the more productive firms that move into exports. Policy implications are discussed.
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Lusaka, Zambia during SAFARI-2000: A Collection Point for Ozone Pollution - Thompson, Anne M.; Witte, Jacquelyn C.; Freiman, Marcelle; Phahlane, N. Agnes; Coetzee, Gert J. R.; Bhartia, P. K. (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 (155 deg S, 28 deg E) in early September 2000. Over 90 ppbv ozone was recorded at the surface (1.3 km elevation) and column tropospheric ozone was greater than 50 DU during a stagnant period. These values are much higher than concurrent measurements over Nairobi (1 deg S, 38 deg E) and Irene (25 deg S, 28 deg E, near Pretoria). The heaviest ozone pollution layer (800-500 hPa) over Lusaka is due to recirculated trans-boundary ozone. Starting out over Zambia, Angola, and Namibia, ozone heads east to the Indian Ocean, before turning back over Mozambique and Zimbabwe, heading toward Lusaka. Thus, Lusaka is a collection point for pollution, consistent with a picture of absolutely stable layers recirculating in a gyre over southern Africa.
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Food science education and research in South Africa : towards the future - Minnaar, Amanda (2002)
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Directions in HCI education, research, and practice in Southern Africa - Kotzé, Paula (2002)
This paper focuses on the current status and directions of human-computer interaction (HCI) education, research, and practice in Southern Africa.
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Memorable patients: Zambia needs basic medicines and HIV education - Elphick, David (The BMJ, 2002)
About 500 km along the Great East Road from Lusaka, in Zambia, lies a mission hospital. This hospital serves a population of almost 200 000 subsistence farmers—a population devastated by AIDS. Mabvuto is 25 years old and is dying on the male medical ward of this hospital. He is cachectic and weak. He has chronic diarrhoea and cough. Oesophageal candidiasis makes swallowing painful. He had one child who died last year at the age of 2 years. He is HIV positive. He has been abandoned and stigmatised by his own family. His bewildered wife is on the point of despair. She cannot understand what has happened to her husband. His family believes it …
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Prevalence of filarial antigenaemia in Papua Nnew Guinea: results of surveys by the School of Public Health and Tropical Medicine, James Cook University, Townsville, Australia. - Melrose, Wayne; Pisters, Peter W.T.; Turner, Peter; Kombati, Zure; Bp, Selve; Jeffrey, H. Samet; Speare, Richard (PubMed, 2002)
During the period from 1991 to 1997 the School of Public Health and Tropical Medicine, James Cook University carried out filariasis surveys in several parts of Papua New Guinea using the newly introduced Onchocerca gibsoni monoclonal (Og4C3) and immunochromatographic test (ICT) antibody-based assays for filarial antigen and, in some cases, a Knott's test for microfilariae. The average prevalence of filarial antigenaemia and microfilaraemia was 56% and 35% respectively confirming earlier survey results that filariasis is hyperendemic in many parts of the country. The antigen tests detected 25% more cases than the Knott's test and the simplicity of the ICT and its capacity to produce almost instant results make it an ideal tool for surveys.
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African American Students' Early Outcomes of College: Links between Campus Experiences and Outcomes. - Walpole, MaryBeth; Bauer, Constance J.; Gibson, Carolyn E.; Kanyi, Kamau; Toliver, Rita (2002)
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Vitamin A status of pre-school children in Ibadan (South West Nigeria), risk factors and comparison of methods of diagnosis. - Akinyinka, O. O.; Usen, Stanley; Akanni, Abimbola A.; Falade, Adegoke G; Osinusi, K; Ajaiyeoba, I A; Akang, Edidiong Nnamso (PubMed, 2002)
Vitamin A deficiency (VAD) and protein energy malnutrition (PEM), sharing common aetiological factors, are important public health problems in many developing, countries. A cross-sectional survey of the vitamin A status of 128 well nourished and 230 malnourished pre-school children was carried out in order to define factors associated with increased risks of VAD and also to determine the predictive values of CIC-T in identifying serum retinol of < 10 microg/dl in these children. The proportional morbidity rates of VAD defined by serum retinol concentrations (7.3%) and CIC-T (6.2%) was similar (p>0.05), and children aged < 3 years accounted for 70% of VAD cases. VAD occurred in 6.3% and 7.8% of well-nourished and malnourished children respectively. The risk of VAD was increased following measles, history of persistent diarrhoea and wasting. The predictive value of CIC-T is highly dependent on CIC-T such that abnormal and normal smears classification appears to be very robust and predictive of serum retinol of < 10 microg/dl, with sensitivity of 83.3% (95%CI: 61.8-94.5), and specificity of 73.3% (95%CI: 68.3-78.5). Judging by the proportional morbidity rate in this study, VAD appears to be a significant public health problem in both malnourished and well-nourished Nigerian children, especially in children < 3 years of age. The history of measles and persistent diarrhoea appear to increase the risk of VAD. The simplicity, sensitivity and specificity of CIC-T suggest that this procedure is a good screening tool for epidemiological survey of vitamin A status.
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Prevalence of children with disabilities in central region, Ghana. - Biritwum, Richard B.; Devres, J P; Ofosu-Amaah, S; Marfo, C; Essah, E R (PubMed, 2002)
A cross sectional survey was conducted in Central Region, Ghana to determine the prevalence of children with disabilities. Forty-seven (1.8%) out of a total of 2,556 children under fifteen years of age had disabilities. About a third, had difficulty with movement of which post poliomyelitis infection disability formed the majority. Twelve children (25.5%) had difficulty with hearing and speech (deaf and dumb). Three children were reported as having epilepsy and 2 others had mental retardation. There was no case of total blindness, however, two children complained of poor vision and three others had a squint. Other disabilities identified, included one child each with kyphosis (hunch back), hydrocephalus (very large head) and extensive facial scars from burns. Disability was more common among children who had not been immunized or who did not have immunization card at the time of interview. The prevalence of disability was higher among female children in the rural community and in children with no formal education. Prevalence of disability increased with age. The prevalence of disability was 14.4 per 1,000 for children (1-5) years, 16.6 per 1000 for children (6-9) years and 3.7 per 1,000 for (10-15) years age group. Younger children had better immunization status and lower disability rates. Thirty percent of the children with disability said they were experiencing discrimination especially among the female children. This study has demonstrated that there is a need to intensify the preventive efforts at reducing the problem of childhood disability and to increase public support to the disabled children by avoiding discrimination and encouraging education and training of the disabled children.
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Uncovering the Harem in the Classroom: Tania Kamal-Eldin's Covered: The Hejab in Cairo, Egypt and Hollywood Harems Within the Context of a Course on Arab Women Writers - Abdo, Diya (Women’s Studies Quarterly, 2002)
In an effort to promote understanding in the wake of September 11, Women Make Movies undertook a special Response to Hate campaign. Under this initiative, the organization lent their videos relating to Arabs and Muslims free of charge to organizations and institutions wishing to educate on the experiences of Arabs and Muslims, especially women. The offer came to my attention as I was constructing a course on Arab women writers. From the Women Make Movies catalog, I selected two films by Tania Kamal-Eldin, an Egyptian-born scholar and filmmaker currently residing in the United States: Covered: The Hejab in Cairo, Egypt was included in the Response to Hate offer, and Hollywood Harems was a regular feature. In the following essay I examine these films and the ways in which I hope to utilize them in the classroom. In adopting them for my course, I accept the generous offer, and the challenge, presented by the Response to Hate campaign. The films, supplementing the literary selections that are the core of my course, will no doubt help to educate my students about Arab and Muslim women and counter the gross misunderstandings perpetuated by consistent misrepresentation of Arab and Muslim culture. The Teacher, the Students, the Course In the spring of 2002, 1 will teach a course, Arab Women Writers in English, at Drew University, a small liberal arts college in Madison, New Jersey. The course will focus on the ways in which Arab women writers negotiate their, as one writer so aptly put it, feminist longings and post-colonial conditions (Abu-Lughod). The course has emerged from my own location and experience and reflects the area that is increasingly my central academic focus. The course will be a first for myself as well as the university. Born, raised, and educated in Amman, Jordan, I am completing a Ph.D. in English literature at Drew. Since my arrival in the United States, my self-imposed exile and perpetual homesickness have honed my cultural and national identity. Regularly exposed to women's issues and discourses on feminism, I began to think of myself in terms of multiple identities: Arab/Palestinian and woman. As a result, my literary interests shifted toward twentieth-century Arab women's writing. The syllabus I have devised includes seven novels by Lebanese, Jordanian, Palestinian, Syrian, Egyptian, Algerian, and Moroccan women writers, as well as an anthology of essays, short stories, and poems by women from these and countries. The texts deal with historical, political, social, religious, and cultural aspects of Arab society. Our discussion will focus on, among things, women and war, religion, patriarchy, colonialism and the colonial legacy, and sexuality. I hope that the students will come to formulate a vision of Arab feminism within the specific religious and political history of the region. After September 11, however, it became clear that my course at Drew would need to encompass much more. Particularly in need of examination would be the politics of representation of Arab women, whether it be by the West or by Arab women themselves. Because the class meets a general education requirement, the nature of the audience becomes extremely relevant. My students may be male or female; Arab, Muslim, or neither; freshmen or seniors; women's studies or English majors; or anything else. Some of these students I know personally from previous courses or as residents in the Islamic Culture Theme House in which I serve as advisor. Others I will be meeting for the first time. Some students will have enrolled to learn more about their culture, about their religion, or about women in a culture. No doubt some students' interest will have been sparked by recent events and the now ubiquitous images of Muslims and Muslim women in the media. Many will enter with preconceived notions of Arab women and Arab culture, falsehoods that the media has largely reinforced since September 11. However, I maintain the hope that my students will be intelligent critical thinkers with open minds to learn about other women and feminisms. …
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Methodological challenges encountered in conducting a comparative study of psychiatric nursing education approaches in two African countries: Botswana and Nigeria - Adejumo, Oluyinka; Ehlers, V.J. (Archives of psychiatric nursing (Print), 2002)
This article discusses some methodological challenges encountered when conducting a comparative study of psychiatric nursing education approaches adopted in two sub-Saharan African countries - Botswana and Nigeria. The article identifies the methodological problems encountered and ways in which these challenges were addressed, including the triangulation of data collection strategies guided by Lewin's force field analysis and utilizing curriculum evaluation checklists. Data collection sources included a self-reporting questionnaire completed by psychiatric nurse educators, focus group discussions with practicing psychiatric nurses, interviews with representatives of the nursing regulatory bodies, and analyses of documents and records related to psychiatric nursing education in the two selected countries. Recommendations are provided for conducting further comparative studies that could enhance the globalization of psychiatric nursing education within the African continent, and possibly across other countries' borders as well.
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Some key issues in African traditional education - Adeyemi, Michael Bamidele (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 2002)
ABSTRACT. Against a background discussion of the concept and general purpose of education, this article examines sorne key issues in African traditional education, namely its philosophical foundations, content and methods, strengths and weaknesses. The philosophical foundations of African traditional education are the five principles of preparationism, functionalism, communalism, perennialism and holisticism. We have highlighted the physical, social and spiritual content of African traditional education and the practical method of teaching and learning. The strengths and weaknesses of African traditional education are discussed and the attention of readers directed to possible areas for further study. PRINCIPAUX ENJEUX DE L'EDUCATION TRADITIONNELLE AFRICAINE RESUME. Avec en toile de fond le concept philosophique et le but general de l'education, cet article analyse certains des grands enjeux de l'education traditionnelle africaine, a savoir: les fondements philosophiques, le contenu et les methodes, les points forts et les faiblesses. Les fondements philosophiques de l'education traditionnelle africaine sont les cinq principes du «preparationnisme», du fonctionnalisme, du communalisme, de la perennite et de l'holisme. Nous avons mis en lumiere le contenu physique, social et spirituel de l'education traditionnelle africaine et la methode pratique et communautaire d'enseignement et d'apprentissage. Les points forts et les faiblesses de l'education traditionnelle africaine sont analyses par rapport a la societe contemporaine. Nous terminons cet article en attirant l'attention du lecteur sur d'eventuels domaines d'etudes plus approfondies.
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Sublethal effects of aquatic pollution in Lake Maryut on the African sharptooth catfish, Clarias gariepinus (Burchell, 1822) - Adham, Khadiga G. (Journal of Applied Ichthyology, 2002)
Some aspects of the physiology and biochemistry of the African sharptooth catfish, Clarias gariepinus (Burchell, 1822), were studied along with an array of physicochemical characteristics of the water in Lake Maryût, Egypt. Data were compared to those of a reference fish hatchery. At least 11 of the conventional water pollutants (Cd, Cu, Fe, Pb, Mn, Hg, Ni, Zn, turbidity, chemical oxygen demand and ammonia nitrogen) were elevated in the most polluted main basin of the lake. In turn, serologic analysis of the indigenous catfish C. gariepinus pointed at functional impairment of the liver, heart and kidney as reflected by the elevated activities of alanine aminotransferase, aspartate aminotransferase, lactate dehydrogenase, creatine kinase, cholinesterase, glucose and creatinine. Reduced nucleic acid measurements [the ratio RNA/DNA and the relative RNA content (r)] indicated diminished protein synthesis and impaired growth in polluted fish. In some instances, glucose and nucleic acid measures were elevated in favour of fish from moderately polluted basins of the lake rather than in reference fish. Fish seemed to profit from the typical geographical habitat in the lake, regardless of the virtual contamination there, versus reference fish that seemed to suffer congestion stress and food competition in the confined and overcrowded commercial pond.
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From student teachers to newly qualified teachers in Ghana: insights into becoming a teacher - Akyeampong, Kwame; Lewin, Keith (International Journal of Educational Development, 2002)
This paper explores the perceptions of three groups of teacher education trainees in Ghana—those beginning training, those completing training, and those with two years’ experience in schools. A structured instrument was used to assess responses to statements about the status of teachers and teaching, teacher control, preferences for posting and different aspects of learning and teaching. Some differences were found between the responses of the groups. The direction of these differences was not always consistent with the aspirations of training curricula, suggesting other factors might be influential, and that more attention should be given to establishing what initial teacher training can and cannot achieve.
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Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education - Akyeampong, Kwame; Stephens, David (International Journal of Educational Development, 2002)
Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.
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The Social Outcomes of Education and Feedbacks on Growth in Africa - Appiah, Elizabeth N.; McMahon, Walter W. (Journal of Development Studies, 2002)
Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short-term positive effects of education on health. There are significant net education effects reducing poverty, inequality and crime, the latter after netting out negative externalities from growth and white-collar crime. Education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects. They reveal that indirect feedback effects including those on non-market outcomes are larger than the direct effects. Some effects are immediate, but many of the lags are long. So policy options for a continent in crisis that consider these lags are considered.
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A REFLECTION ON THE WORLD BANK EDUCATION PROJECTS IN NIGERIA BETWEEN 1965 AND 2001 - Babalola, Joel B. (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 2002)
ABSTRACT. By 1997, Nigeria was cited by the World Bank as one of the 38 severely indebted low-income countries in the World. This debt crisis coupled with the strings attached to foreign aid have made education loans less attractive to Nigerians. In spite of this, the government still sees World Bank lending as an attractive financial mode to revitalize its financially strained education system. This paper contributes to the debate by considering World Bank projects between 1965 and 2001, from a borrowers' perspective, to provide needed information for both donors and recipients. Using a level-specific approach, the paper argues that the World Bank primary education book project was an example of foreign aid as an up-front input financing that was made to coincide with the onset of international agitation for democracy in Nigeria. Second level education projects were typical examples of projects where Bank-recipient differences were obvious. The third level education project typified cases where loans were being used to force the Bank's market-oriented reforms on recipients. Consequently, in 2000, there was a resistance by the academic community to the World Bank's Nigerian Universities System Innovation Project. One important lesson for the international donors from this appraisal is that those who feel that their interests will be adversely affected may stop reforms, particularly if they are well informed and organized to mobilize confrontation. REFLEXION SUR LES PROJETS D'ENSEIGNEMENT DE LA BANQUE MONDIALE AU NIGERIA ENTRE 1965 ET 2001 RESUME. En 1997, la Banque Mondiale a declare que le Nigeria etait l'un des 38 pays du monde a faible revenu les plus endettes. Cet endettement, associe aux modalites contraignantes qui se rattachent a l'aide etrangere, explique que les prets d'enseignement soient moins attrayants pour les Nigerians. Malgre cela, le gouvernement considere toujours les prets de la Banque Mondiale comme un moyen financier attrayant pour raviver son systeme d'education dont la situation financiere est extremement precaire. Cet article contribue au debat en etudiant les projets realises par la Banque Mondiale entre 1965 et 2001, dans l'optique d'un emprunteur, afin de fournir des renseignements necessaires a la fois aux donateurs et aux beneficiaires. Selon une demarche propre a chaque niveau, l'auteur de cet article soutient que le projet de livres d'enseignement primaire de la Banque Mondiale est un exemple d'aide a l'etranger accordee pour coincider avec le debut des pressions internationales exercees sur le Nigeria pour qu'il revienne a la democratie. Les projets d'enseignement secondaire sont des exemples types de projets qui font clairement ressortir les differences entre les beneficiaires de la generosite de la Banque. Le troisieme projet d'aide a l'enseignement illustre les cas ou les prets servent a imposer aux beneficiaires les reformes de la Banque axees sur les forces du marche. C'est pourquoi, en 2000, le milieu universitaire a oppose une resistance au Projet d'innovation du reseau des universites nigerianes de la Banque Mondiale. Une importante lecon que les donateurs etrangers doivent tirer de cette evaluation est que ceux qui estiment que leurs interets risquent d'etre compromis peuvent mettre un terme aux reformes, surtout s'ils sont bien renseignes et organises pour mobiliser les protestataires.
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Analysis of the southeast Beni-Suef, northern Egypt earthquake sequence - Badawy, Ahmed; Abdelfattah, Ali K. (Journal of Geodynamics, 2002)
Abstract On 11 October 1999, a moderate earthquake of local magnitude ML 4.9 hit northern Egypt. This event shook the greater Cairo region and northern part of the Nile valley and was felt in much of northern Egypt with epicentral intensity of V (EMS). It was followed by eight aftershocks with local magnitude ranging from 1.6 to 3.2. A detailed analysis of this sequence, cross-correlation analysis, fault plane solutions and source parameter estimations is performed in the present article. A cross-correlation analysis allowed us to recognize a number of correlated events, which were used for earthquake ancestry using a master event technique. The focal mechanism solutions for the main-shock and the largest aftershock are moderately controlled and indicate strike-slip faulting with a dip-slip normal component. Rupture directivity, aftershock distributions and isoseismal lines were combined in an attempt to determine which of the two nodal planes is the fault plane. The dynamic source parameters of the southeast Beni-Suef earthquake sequence have been estimated from the P-wave spectra of the Egyptian National Seismograph Network (ENSN). The spectral amplitude of the main shock records displayed two distinct corner frequencies that reflect a complex rupture process. The averaging of the obtained values at different stations shows that the main shock occurred on a fault length of 1.5 km with relative displacement 9 cm, stress drop of 49 bar and seismic moment of 5×10 22 dyn/cm. The aftershocks show a relatively similar source parameters fault length of 0.3⩽ L ⩽0.6 km, relative displacement of 0.05⩽ u ⩽0.2 cm, seismic moment of 2.3×10 19 ⩽ M 0 ⩽1.1×10 20 dyn.cm and stress drop of 0.7⩽Δ σ ⩽4 bar.
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Impaired beta-cell and alpha-cell function in African-American children with type 2 diabetes mellitus--"Flatbush diabetes". - Banerji, Mary Ann (PubMed, 2002)
The incidence of type 2 diabetes mellitus (T2DM) in children and adolescents has substantially increased over the past decade. This is attributed to obesity, insulin resistance and deficient beta-cell function. In children a pubertal increase in insulin resistance and an inability to mount an adequate beta-cell insulin response results in hyperglycemia. Adults with T2DM have a diminished first phase response to intravenous glucose and a delayed early insulin response to oral glucose. Long-term studies show progressive loss of beta-cell function in T2DM in adults; however, such long-term studies are not available in children. To characterize beta- and alpha-cell function in African-American adolescents with established T2DM, we used mixed meal, intravenous glucagon and oral glucose tolerance testing and compared them to obese non-diabetic controls. T2DM was defined as fasting C-peptide >0.232 nmol/l and absent autoimmune markers. BETA-CELL FUNCTION: Meal testing in 24 children and adolescents with T2DM, mean age 14 years, BMI 30 kg/m2, Tanner stage II-V, HbA1c 8.9%, were compared with BMI- and age-matched controls. Forty percent presented with DKA. Half were treated with insulin and half with diet/oral anti-diabetic agents. Although absolute C-peptide response in both groups was similar, the incremental rise in C-peptide relative to plasma glucose in the patients with T2DM compared to controls was 40% and 35% lower 30 and 60 min after the meal, p <0.007 and p <0.026. Glucagon testing in 20 pediatric patients with T2DM compared with 15 matched controls showed significantly lower 6 min stimulated C-peptide relative to the ambient plasma glucose in patients with T2DM compared to controls (0.039 +/- 0.026 vs 0.062 +/- 0.033, p <0.05). The clinical utility is that 78% of patients with a 6 min C-peptide <1.4 nmol required insulin, while 81% of those >1.4 nmol required oral anti-diabetic agents, p <0.0001. Furthermore, the duration of T2DM up to 5 years after diagnosis was associated with lower fasting and glucagon-stimulated C-peptide levels, implying worsening beta-cell function over time, even in children and adolescents. ALPHA-CELL FUNCTION: During meal testing, children and adolescents with T2DM had less suppression of plasma glucagon than non-diabetic controls; this was more severe with longer duration of T2DM and poorer glycemic control. BETA-CELL RECOVERY: In African-American and Hispanic adults, intensive treatment of blood glucose may achieve beta-cell recovery with 35-40% of newly diagnosed patients going into remission after 6 months treatment. They remain off anti-diabetic pharmacological agents in remission for a median of over 3 years with normal HbA1c levels. We hypothesize this to be due to removal of a critical component of glucose or lipotoxicity at the level of the beta-cell and/or peripheral tissue. Four of 20 African-American children presenting with mean glucose 650 mg/dl maintained normal HbA1c levels on small doses of metformin after initial treatment with multiple insulin injections with or without metformin. This suggests a marked recovery of beta-cell function, similar to that in adults.T2DM in children, as in adults, is characterized by insulin deficiency relative to insulin resistance. Plasma C-peptide levels may be clinically useful in guiding therapeutic choices, since patients with lower levels required insulin treatment; beta-cell function is also diminished with longer duration of T2DM. The possibility exists that in children, as in adults, intensive glycemic regulation may allow for beta-cell recovery and preservation. Thus, optimum beta- and alpha-cell function are central to the prevention of DM and maintenance of good glycemic control in African-American and Hispanic children and adolescents with T2DM.
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Achieving universal primary education in Uganda : the 'big bang' approach - Bertoncino, Carla; Wang, Lianqin; Murphy, Paud (RePEc: Research Papers in Economics, 2002)
Uganda's primary enrollment rates have risen remarkably since 1996, when the Government eliminated fees in a bold attempt to achieve universal primary education. But the massive expansion in numbers has affected the quality of education; and it will be a major challenge to cope with the rising demand for post-primary education. Key lessons learned include: Successful education reform in developing countries like Uganda require high levels of political and education management commitment that is sustained over a long period. The big bang approach can be a very powerful policy instrument for getting all the children into school and Uganda had managed to do this very well. Timely, flexible donor support is a critical factor.
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Petrology of ultramafic nodules from São Tomé Island, Cameroon Volcanic Line (oceanic sector) - Caldeira, Rita; Munhá, José (Journal of African Earth Sciences, 2002)
Ultramafic xenoliths were found in recent alkali basalts from São Tomé Island. These include spinel peridotites (lherzolites, harzburgites and dunites) and pyroxenites (orthopyroxenites and clinopyroxenites). Textures and mineral compositions indicate that pyroxenites originated from crystal/liquid separation processes operating on magmas similar to those giving rise to their present host rocks whereas spinel peridotite xenoliths had an accidental origin; Fo (>89) and Ni (>0.36 wt.%) contents in olivines, Mg# (91–95) of orthopyroxenes and low Ti in clinopyroxene (primary crystals: TiO2<0.06 wt.%) and in spinel (TiO2<0.1 wt.%) are within the range reported for abyssal peridotites, indicating São Tomé spinel peridotites represent refractory residues of melting. Nevertheless, the lack of correlation between mineral chemistry and modal composition suggests that spinel peridotite xenoliths are not simple residues and were affected by infiltration of fluid/melts within the mantle. The wide temperature range obtained for spinel peridotites (700 to >1150 °C) is compatible with a long period of pre-entrainment cooling supporting Fitton's [Tectonophysics 94 (1983) 473] hypothesis that proposes oceanic lithosphere uprising in the Cameroon Volcanic Line prior to the initiation of the current thermal regime, related to São Tomé magmatism. The association of upper mantle (peridotite) xenoliths with igneous cumulates (pyroxenites) suggests that the spinel peridotite suite originated in the uppermost mantle above the São Tomé magma storage zone(s), probably in a region of high strain rate, near the boundary between the mantle and the overlying oceanic crust.
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Pediatric oncology nursing education in Morocco: A collaborative effort - Chammas, Georgette; McCarthy, Patricia; Robertson, Bobby; Wilimas, Judith A.; Razzouk, Bassem I.; Ribeiro, Raul C. (Journal of Pediatric Oncology Nursing, 2002)
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An Evaluation of Special Units for Children with Mental Retardation at Botswana Primary Schools. - Dart, Gareth; Didimalang, C.; Pilime, S. (2002)
Although there have been a number of overviews of the state of special units in Botswana in general over the last few years there appears to be little work done specifically looking at the effectiveness of the units. What was needed therefore was an in-depth study that focused on these units with the aim of evaluating their current level of service. To do this effectively with the resources available, the evaluation team decided to concentrate on those units that are concerned with provision for children with mental disability. The evaluation sought to: • Identify the objectives set out by government in the formation of these units; • Identify objectives that are deemed to be desirable for this sort of provision in the current literature on this type of provision; • Highlight success and good practice in the light of these two sets of objectives; • Illuminate areas where objectives are not being met; • Seek to find out why the objectives are not being met, and • Offer some proposals so that the gap between policy and practice becomes less. The literature review was an integral part of the study as the team needed to identify good practice in the field under study. We identified existing goals and criteria for the units in question as they currently exist in documentation in Botswana and then expanded the search to identify examples of good practice in the wider African context and in the context of Western education systems with the reasoning that much of the education system in Botswana is based on an amalgam of those practices and ideas.
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Spirituality in African Education: Issues, contentions and contestations from a Ghanaian case study - Dei, George J. Sefa (International Journal of Children's Spirituality, 2002)
This article explores Ghanaian educators' and students' understandings of spirituality and its role and implications in education. Using a Ghanaian case study of two selected school sites, the article addresses local conceptions and responses to educational reform initiatives and the specific implications of spirituality and values in education. In particular, the article examines how students and teachers employ local meanings of self, personhood, and the individual identifications with the group/collective to promote learning and teaching. Attention is paid to understanding what it means to teach and learn culture, history, and spirituality within a holistic paradigm. The article also highlights contestations in educators' and students' views regarding the place of spiritual and religious values in the educational system. It is argued that educational change will emerge from understandings of the goal and purpose of education as pursued through educators' and students' teaching and learning practices.
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Learning to Export: Evidence from Moroccan Manufacturing - Fafchamps, Marcel; Hamine, Said El; Zeufack, Albert (2002)
Fafchamps, Hamine, and Zeufack test two alternative models of learning to export: productivity learning, whereby firms learn to reduce production costs, and market learning, whereby firms learn to design products that appeal to foreign consumers. Using panel and cross-section data on Moroccan manufacturers, the authors uncover evidence of market learning but little evidence of productivity learning. These findings are consistent with the concentration of Moroccan manufacturing exports in consumer items - the garment, textile, and leather sectors. It is the young firms that export. Most do so immediately after creation. The authors also find that, among exporters, new products are exported very rapidly after production has begun. The share of exported output nevertheless increases for 2-3 years after a new product is introduced. Old firms are unlikely to switch to exports, even in response to changes in macroeconomic incentives. The authors find a positive relationship between exports and productivity and conclude that it is the result of self-selection: It is the more productive firms that move into exports. Policy implications are discussed. This paper - a product of Macroeconomics and Growth, Development Research Group - is part of a larger effort in the group to investigate the microeconomic foundations of export and growth performance using plant-level data.
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Introduction: Cultural Capital and African American Education - Franklin, V. P. (Journal of African American History, 2002)
Previous articleNext article No AccessIntroduction: Cultural Capital and African American EducationV. 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 2Spring 2002Cultural Capital and African American Education A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.1086/JAAHv87n2p175 Views: 379Total views on this site Citations: 4Citations are reported from Crossref PDF download Crossref reports the following articles citing this article: Crystal R. Sanders More Than Cookies and Crayons: Head Start and African American Empowerment in Mississippi, 1965–1968, The Journal of African American History 100, no.44 (Nov 2017): 586–609.https://doi.org/10.5323/jafriamerhist.100.4.0586 Dionne Danns and Michelle A. Purdy Introduction: Historical Perspectives on African American Education, Civil Rights, and Black Power, The Journal of African American History 100, no.44 (Nov 2017): 573–585.https://doi.org/10.5323/jafriamerhist.100.4.0573 Sundiata Keita Cha-Jua Recovering the History of African American Cooperative Economics, The Journal of African American History 100, no.44 (Nov 2017): 693–697.https://doi.org/10.5323/jafriamerhist.100.4.0693 Sonya Ramsey "We Will Be Ready Whenever They Are": African American Teachers' Responses to the Brown Decision and Public School Integration in Nashville, Tennessee, 1954-1966, The Journal of African American History 90, no.1-21-2 (Nov 2017): 29–51.https://doi.org/10.1086/JAAHv90n1-2p29
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Primary health care in complex humanitarian emergencies: Rwanda and Kosovo experiences and their implications for public health training. - Gardemann, Joachim (PubMed, 2002)
In a complex humanitarian emergency, a catastrophic breakdown of political, economic, and social systems, often accompanied by violence, contributes to a long-lasting dependency of the affected communities on external service. Relief systems, such as the Emergency Response Units of the International Federation of Red Cross and Red Crescent Societies, have served as a sound foundation for fieldwork in humanitarian emergencies. The experience in emergencies gained in Rwanda in 1994 and Kosovo in 1999 clearly points to the need for individual adjustments of therapeutic standards to preexisting morbidity and health care levels within the affected population. In complex emergencies, public health activities have been shown to promote peace, prevent violence, and reconcile enemies. A truly democratic and multi-professional approach in all public health training for domestic or foreign service serves as good pattern for fieldwork. Beyond the technical and scientific skills required in the profession, political, ethical, and communicative competencies are critical in humanitarian assistance. Because of the manifold imperatives of further public health education for emergency assistance, a humanitarian assistance competence training center should be established. Competence training centers focus on the core competencies required to meet future needs, are client-oriented, connect regional and international networks, rely on their own system of quality control, and maintain a cooperative management of knowledge. Public health focusing on complex humanitarian emergencies will have to act in prevention not only of diseases and impairments but also of political tension and hatred.
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Community, Commitment, and African American Education: The Jackson School of Smith County, Texas, 1925-1954 - Gill, Peggy B. (Journal of African American History, 2002)
This essay presents a narrative about the Jackson School in Smith County, Texas, utilizing the voices of former teachers and students who experienced its origin and evolution between 1925 and 1954. It covers the significant events in the story of the school as remembered by African American community members who participated in the day-to-day life of the school. community members of Jackson Heights, Texas faced overwhelming odds in the struggle to provide quality schooling for the community's children. Their stories of sell-sacrifice and effort provide encouragement for today's educators and add to the understanding of the history of African American education. stories of these people, from a retired tenant farmer to a retired administrator, give depth and understanding to how a community was able to develop the resources and commitment to provide excellent education in spite of outside political pressures, unequal distribution of funds, and inequitable treatment within the wider community. Although t his essay only addresses the period of time before desegregation, Jackson School continues to be supported by the Jackson Heights community. Community members continue to refer to our although the Jackson School currently serves as a primary school for the entire district. Men and women from Jackson Heights drop by the school on a regular basis to have lunch in the cafeteria with the children and share memories of their school. While few written records exist to document the evolution of this school, the personal memories are rich and vivid and provide evidence of the individual and collective efforts to develop social and human capital for the community. Former teachers and students of Jackson School describe a highly successful school with strong community ties, and extensive parent participation. As Peter Coleman reported in studies about school and community, The most important task facing the school in the immediate future is collaboration with parents in building active communities of learners. (1) Michael Fullan indicates that schools and community ideally would function as a unitary whole. (2) That ideal notwithstanding, Coleman found that most schools today exist in constricted worlds where parents and the wider community are outsiders, seldom engaged in reciprocal relationships with the school. Today's educational and community leaders seek ways to develop and maintain mutually beneficial relationships, but succeed infrequently. (3) Former teachers of Jackson School tell of the essential contribution of resources by the Jackson Heights community that encouraged the development and maintenance of these mutually beneficial relationships. This cultural capital contributed by the community allowed the teachers to fulfill their personal and professional commitments to the children, the school, and the community. It was the material and spiritual support from the African American community that sustained the teachers and allowed them to meet their individual and collective goals. CULTURE, COMMUNITY, AND EDUCATION In examining Jackson School, two recent studies provide understanding of the system of education in place throughout the South during this time period and tell of the interactions of African American culture, community, and education. Vanessa Siddle Walker studied the history of an African American school community in a small town in North Carolina from 1933 to 1969, the period of legal school segregation. (4) While acknowledging the gross inequalities present in the segregated school systems of the South, she chose to study the successes of the school within the framework of its challenges. Using historical ethnography and drawing on state and local documents and interviews with former students and teachers, Siddle Walker explored parent involvement with and advocacy for Caswell County Training School, and the ethic of caring demonstrated by the teachers and principals of Caswell County Training School. …
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The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana - Hedges, John (International Journal of Educational Development, 2002)
This paper addresses some of the issues surrounding the posting of newly trained teachers in Ghana. It specifically investigates the assertion that the posting system is ‘ineffective’ from the perspective of newly trained teachers who have been through the process. It emerged from analysis of the qualitative data that newly trained teachers’ experiences and perceptions of the posting process had a significant impact on their occupational culture. The research draws upon documents, interviews with members of the education bureaucracy, and interviews with 23 newly trained teachers posted to basic schools in rural areas in Central Region. The paper illuminates some of the problems involved in posting newly trained teachers to rural schools and looks for explanations as to why some teachers take up their postings and others do not.
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Immigration and African American Educational Opportunity: The Transformation of Minority Schools - Hook, Jennifer Van (Sociology of Education, 2002)
This article uses school-level data from the Schools and Staffing Survey and the California Department of Education to assess the extent to which African Americans versus non-Hispanic whites attend schools with children with limited English proficiency (LEP) and to test ecological theoretical expectations about spatial patterns arising within the context of multiethnic, multiracial communi ties. In areas with few immigrants, LEP students do not crowd the schools attended by most African American and non-Hispanic white children. In areas with a significant LEP population, a pattern of segregation emerges between non Hispanic white students, on the one hand, and LEP and African American stu dents, on the other. In California, LEP students are represented in schools attended by average African Americans at about twice the level as schools attended by average non-Hispanic whites. At the same time, non-Hispanic whites are greatly underrepresented in African American students' schools. This pattern is particu larly strong in metropolitan statistical areas (MSAs) and school districts where the LEP student population reaches about 10 percent, even after MSA and district composition are taken into account
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Pattern and Outcome of Admissions in the Children's Emergency Room of the University of Nigeria Teaching Hospital, Enugu. - Ibeziako, SN; Ibekwe, RC (Nigerian journal of paediatrics, 2002)
A five-year review of the pattern and outcome of paediatric admissions in the Children Emergency Room (CHER) of the University of Nigeria Teaching Hospital (UNTH) Enugu, showed a total of 10,267 admissions, a discharge rate of 50.4 percent, a transfer-out rate of 44.3 percent, and a mortality of 5.1 percent. The commonest causes of admission were febrile convulsions (21.5 percent), severe malaria with anaemic heart failure (18.4 percent), acute lower respiratory tract infections (ALRTI) in 16.1 percent, diarrhoeal diseases (12.3 percent), complications of sickle cell anaemia (7.6 percent), acute neurological conditions (7.6 percent), acute asthma (5.2 percent) and neonatal conditions (4.8 percent). Surgical emergencies constituted 6.1 percent of all admissions while chronic medical conditions were only 0.4 percent. Among those that died, neonatal deaths involving mainly out-born babies accounted for 10.4 percent, while the leading causes of mortality beyond the neonatal period were severe malaria with severe anaemia in 30.0 percent, ALRTI in 19.3 percent and severe dehydration with shock in 10.9 percent. The majority of deaths (73.5 percent) in children under five years of age occurred in those aged two years and below with a peak in the age group, 7- 12 months. The vulnerability of our children to communicable but preventable diseases is highlighted. The provision of Children's Emergency Units is recommended where they do not exist. A cleaner environment, sustained health education and disease surveillance among the under-five for early detection of ill health and appropriate intervention will most likely reduce the burden of paediatric emergencies. At the appropriate level of care, facilities to ensure prompt response by blood transfusion services should be ensured. Nigerian Journal of Paediatrics 2002; 29: 103-108.
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Political symbolism as policy craft: explaining non-reform in South African education after apartheid - Jansen, Jonathan D. (Journal of Education Policy, 2002)
Abstract The policy literature in developing countries is replete with narratives of ‘failure’ attributed to the lack of resources, the inadequacy of teacher training, the weak design of implementation strategy, and the problems of policy coherence. This research on education policymaking after apartheid presents the following puzzle: what if the impressive policies designed to change apartheid education did not have ‘implementation’ as their primary commitment? Drawing on data from seven detailed case studies, the construct of ‘political symbolism’ is proposed as a first step towards developing a more elaborate theory for explaining one of the most intractable problems in policy studies: the distance between policy ideals and practical outcomes.
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What the Harvard/Mathematica Study Says about Vouchers and Low-Income African-American Students. - Johnson, Kirk A.; Kafer, Krista (2002)
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Review Article: A review of studies of sexual behaviour of school students in sub-Saharan Africa - Kaaya, Sylvia; Flisher, Alan J.; Mbwambo, Jessie; Schaalma, H.P.; Aarø, Leif Edvard; Klepp, Knut‐Inge (Scandinavian Journal of Public Health, 2002)
Aims: This is a review of articles on sexual behaviour of school students in sub-Saharan Africa published between 1987 and 1999. The objective was to describe what is known in this regard and identify gaps in knowledge. Methods: Literature search using electronic databases and a thumb search of relevant journals identified 47 articles reporting sexual behaviours of school-based young persons aged between 14 and 24 years. Results: The fi ndings indicate a relatively low number of articles when one considers the scope of the problems related to adolescent sexual behaviour in the region; high prevalence rates of sexual intercourse; infrequent use of condoms and other contraceptives; and signifi cant proportions of adolescents who have two or more lifetime sexual partners. More data are needed on the extent to which adolescents engage in non-penetrative sexual behaviour and penetrative sex other than heterosexual vaginal intercourse; characteristics of the sexual partners of adolescents; and proximal psychosocial antecedents of sexual behaviour and consistent risk-reduction behaviours. Conclusions: Cultural infl uences on sexual behaviour, the sensitivity of such research in adolescent populations, and the opportunity afforded by school systems for intervention suggest a need for additional exploratory and methodological studies. Placing such information fi rmly within sociocultural contexts in which young people are raised will better inform effective interventions that both delay the onset of sexual intercourse and encourage use of risk reduction strategies.
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Human Capital Externalities and Returns to Education in Kenya - Kimenyi, Mwangi S.; Manda, Damiano Kulundu; Mwabu, Germano (2002)
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A Community-Based Physical Education and Activity Intervention for African American Preadolescent Girls: A Strategy to Reduce Racial Disparities in Health - Klebanoff, Randi; Muramatsu, Naoko (Health Promotion Practice, 2002)
Physical activity habits fostered and developed early in life tend to persist into adulthood, reducing the incidence of chronic diseases associated with a sedentary lifestyle in later life. This is of particular importance for racial and ethnic minority populations who experience significant disparities in rates of chronic disease. Thus, promoting physical activity in minority children is an effective strategy for reducing these health disparities. Unfortunately, however, recommendations for effective implementation of such programs are sorely lacking. This article describes the development and implementation of Lively Ladies, a physical education and activity intervention targeted to low-income, preadolescent, African American girls in a community-based youth services organization. Low-income, minority girls face the catch-22 situation of being at higher risk for physical inactivity while having limited or no access to physical fitness programs. This article demonstrates that community-based youth organizations can play an important role in changing this situation. The authors’ experience with Lively Ladies indicates the effectiveness of a theory-based program addressing modifiable psychosocial and environmental determinants of behavior. They provide recommendations to guide future design and implementation of community-based physical education and activity interventions for a population group that tends to have increased risk for physical inactivity and limited access to fitness programs and facilities.
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University Crisis, Student Activism, and the Contemporary Struggle for Democracy in Kenya - Klopp, Jacqueline M.; Orina, Janai R. (African Studies Review, 2002)
Abstract: In many parts of Africa, university systems are in crisis; squalid conditions, student strife, and increasing state violence have turned many campuses into battlegrounds. Through an in-depth look at the Kenyan case, this paper examines some of the deep political dynamics of the current desperate situation. We demonstrate how in Kenya, state–university links involve attempts by higher-level government officials to control campuses through patronage, surveillance, and violence and how institutional configurations facilitate this. As the burden of repression falls on student activists who challenge current power configurations, we examine the current crisis through a student lens. By presenting and analyzing the historical narrative of student activism on campus, we show the inadequacy of overly structural, economic approaches to the crisis favored by the World Bank and some of its critics. Instead, we show the critical importance of understanding how the university crisis is organically linked to wider political processes, including local struggle over democratization of the state and economy.
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University Crisis, Student Activism, and the Contemporary Struggle for Democracy in Kenya - Klopp, Jacqueline M.; Orina, Janai R. (African Studies Review, 2002)
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Social-demographic and reproductive characteristics of mothers delivered at the Korle-Bu Teaching Hospital, Ghana - Klufio, Cecil A.; Lassey, A.T.; Annan, B. (East African Medical Journal, 2002)
To measure selected socio-demographic and reproductive history characteristics of parturients at the Korle-Bu Teaching Hospital (KBTH), Accra, Ghana, and to compute the risk load.A non-randomised cross-sectional survey.Korle-Bu Teaching Hospital, Accra, Ghana.Korle-Bu Teaching Hospital, a tertiary institution delivers about 11,000 women annually. From 1st November to 12th December 1994, 961 parturients were studied out of 978 delivered during the study period. Seventeen questionnaires were excluded from analysis because of errors and omissions that could not be corrected before the parturients' discharge from hospital.The data sources were the patients' antenatal and delivery records, and a structured interviewer-administered questionnaire.More than three percent of the subjects were less than 18 years, and 10.8% were over 35 years of age. Before the index delivery, 5.8% were grand multiparae. Eighteen per cent had never been to school. Seventeen per cent of parous subjects had experienced a perinatal death. The non-educated had significantly more births. The mean birth interval was less than two years in 26.4%. Fifty percent of those who had been previously pregnant had a history of at least one induced-abortion. Only 21.0% of the 961 subjects had ever used a family planning method. The risk load was 53.0%.Analysis of the historical factors of parturients surveyed at the KBTH showed a high risk load related mainly to lack of education. Formal education of the female child and family health education of our women are recommended to reduce the high past abortion rate and risk load. Additionally, postpartum tubal ligation for those who have completed their families will further reduce the risk load.
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SCHOOL FOR PROGRESS: THE RE‐ROUTING OF BCMS MISSIONARIES INTO EDUCATION FOR THE END OF EMPIRE IN KARAMOJA, UGANDA - Knighton, Ben (International Review of Mission, 2002)
International Review of MissionVolume 91, Issue 361 p. 256-277 SCHOOL FOR PROGRESS: THE RE-ROUTING OF BCMS MISSIONARIES INTO EDUCATION FOR THE END OF EMPIRE IN KARAMOJA, UGANDA BEN P. KNIGHTON, BEN P. KNIGHTON Dr Ben Knighton is registrar and research tutor for the Oxford Centre of Mission Studies. He is a former principal of St Andrew's College of Theology and Development, Kabare, Kenya, where he lived from 1991 to 1998. Ben Knighton worked for the Bible Churchmen's Missionary Society (BCMS), now called “Crosslinks”, in Karamoja from 1984 to 1986; this enabled him to complete a thesis on the history and culture of the Karamojong.Search for more papers by this author BEN P. KNIGHTON, BEN P. KNIGHTON Dr Ben Knighton is registrar and research tutor for the Oxford Centre of Mission Studies. He is a former principal of St Andrew's College of Theology and Development, Kabare, Kenya, where he lived from 1991 to 1998. Ben Knighton worked for the Bible Churchmen's Missionary Society (BCMS), now called “Crosslinks”, in Karamoja from 1984 to 1986; this enabled him to complete a thesis on the history and culture of the Karamojong.Search for more papers by this author First published: 25 March 2009 https://doi.org/10.1111/j.1758-6631.2002.tb00344.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume91, Issue361April 2002Pages 256-277 RelatedInformation
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The Malawi integrated in-service teacher education programme: an experiment with mixed-mode training - Kunje, Demis (International journal of educational development, 2002)
Malawi adopted free primary education in 1994 following the democratic election of a new government. This resulted in a massive increase in the demand for primary teachers. Pre-career, full-time teacher education was replaced by the Malawi integrated in-service teacher education programme (MIITEP). This was a mixed-mode system where periods of college-based training alternated with distance and local level support for training with a school base. The programme was introduced in 1997 and has successfully trained over 18,000 teachers. This paper describes the programme, and presents evidence on different elements of its implementation. It draws attention to its strengths and weaknesses and some of the conditions which need to be met to improve its quality.
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Entrepreneurship Training for Emerging SMEs in South Africa - Ladzani, Watson; Vuuren, Jurie Jansen Van (Journal of Small Business Management, 2002)
Journal of Small Business ManagementVolume 40, Issue 2 p. 154-161 Entrepreneurship Training for Emerging SMEs in South Africa Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author First published: 17 December 2002 https://doi.org/10.1111/1540-627X.00047Citations: 80AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume40, Issue2April 2002Pages 154-161 RelatedInformation
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Entrepreneurship Training for Emerging SMEs in South Africa - Ladzani, Watson; Vuuren, Jurie Jansen Van (Journal of Small Business Management, 2002)
Journal of Small Business ManagementVolume 40, Issue 2 p. 154-161 Entrepreneurship Training for Emerging SMEs in South Africa Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author First published: 17 December 2002 https://doi.org/10.1111/1540-627X.00047Citations: 80AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume40, Issue2April 2002Pages 154-161 RelatedInformation
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Entrepreneurship Training for Emerging SMEs in South Africa - Ladzani, Watson; Vuuren, Jurie Jansen Van (Journal of Small Business Management, 2002)
Journal of Small Business ManagementVolume 40, Issue 2 p. 154-161 Entrepreneurship Training for Emerging SMEs in South Africa Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author First published: 17 December 2002 https://doi.org/10.1111/1540-627X.00047Citations: 80AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume40, Issue2April 2002Pages 154-161 RelatedInformation
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Entrepreneurship Training for Emerging SMEs in South Africa - Ladzani, Watson; Vuuren, Jurie Jansen Van (Journal of Small Business Management, 2002)
Journal of Small Business ManagementVolume 40, Issue 2 p. 154-161 Entrepreneurship Training for Emerging SMEs in South Africa Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author First published: 17 December 2002 https://doi.org/10.1111/1540-627X.00047Citations: 80AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume40, Issue2April 2002Pages 154-161 RelatedInformation
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Entrepreneurship Training for Emerging SMEs in South Africa - Ladzani, Watson; Vuuren, Jurie Jansen Van (Journal of Small Business Management, 2002)
Journal of Small Business ManagementVolume 40, Issue 2 p. 154-161 Entrepreneurship Training for Emerging SMEs in South Africa Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author Watson M. Ladzani, Watson M. Ladzani Technikon Southern Africa, South Africa,Search for more papers by this authorJurie J. Van Vuuren, Jurie J. Van Vuuren University of Pretoria, South AfricaSearch for more papers by this author First published: 17 December 2002 https://doi.org/10.1111/1540-627X.00047Citations: 80AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume40, Issue2April 2002Pages 154-161 RelatedInformation
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Colonialism, Nationalism and Legal Education: The Case of Mandatory Palestine - Likhovski, Assaf (Social Science Research Network, 2002)
This chapter examines the impact of colonial interests and nationalist ideology on legal education in Mandatory Palestine in the first half of the twentieth century. The chapter briefly dicusses legal education in the British Empire in the first part of the twentieth century and then analyzes the curriculum and the concept of law and legal education that characterized the two competing law schools that existed in Palestine at that time: a British law school and a nationalist one, established by Zionist lawyers. In the specific context of Mandatory Palestine, the chapter argues, the two models of legal education that were espoused by the two schools were used to support the conflicting political aims of British colonialism and Jewish nationalism. The British school propagated an image of law as neutral, practical, technical and autonomous, because this legitimized British colonial practices such as the dominance of British judges and legislators in the legal system of Palestine, as well as the gradual Anglicization of the law of Palestine. The Jewish law school, on the other hand, advocated an academic, historical-sociological approach to the study and teaching of law because such an approach legitimized the demands of the founders of the Jewish school for the creation of a new legal system in Palestine based on a secular version of ancient Jewish law.
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Campus Involvement among African American Students at Small, Predominantly White Colleges - Littleton, Robert A. (The College Student Affairs Journal, 2002)
This article focuses on the campus involvement of African American students on small, predominantly white college campuses. The results represent a portion of a larger study, which intended to describe the experiences of African American students who persisted to their junior or senior year. Four small colleges in the Southern Appalachian region of the United States served as research sites. A qualitative approach was followed where twenty-four students and five administrators participated in semistructured interviews. The importance of campus involvement for African American students at predominantly white colleges is the focus of this project. This article is part of a much larger study, which focused on student persistence (Littleton, 2001). Based on a review of related literature, most studies focusing on African American student persistence were conducted at mid-size or large public universities. The purpose of the study was to fill a gap in the literature on the experiences of African American students who persist at small colleges. The focus was persistence towards graduation instead of a retention-based study that may have only examined factors leading to student departure. The goal was to provide faculty and administrators at small colleges with practical knowledge and recommendations for enhancing the experiences of African American students that would, in effect, increase the likelihood of their persistence. Background Although other theories (Bean, 1980; Pace, 1980; Cross, 1978) provided a background for this research, two are referenced for the purpose of this article: Student Integration Model (Tinto, 1987) and Theory of Student Involvement (Astin, 1984). Tinto (1987) proposed that the more a student is integrated into the institution, both academically and socially, the more likely that student will persist towards graduation. While motivation and other pre-college attributes (e.g., high school GPA, parental support, etc.) are important, Tinto's theory is based on student interactions with various campus members after enrollment. Tinto (1987) proposed that integration occurs in two areas: academic and social. Both areas have formal (e.g., academic performance and extra-curricular activities) and informal (e.g., faculty/staff interaction and peer-group interaction) realms. The formal component of integration consists of the student's intellectual fit into the academic program and the level of involvement in extracurricular activities. Thus, if the student feels he/she can meet the academic standards and become a part of the social life on campus, the likelihood of positive integration is high. The informal component of integration consists of the student's interactions with faculty outside the classroom and her/his sense of belonging to a peer group. The Theory of Student Involvement also serves as a framework for this article. Astin (1984) proposed that if students are involved, the likelihood of retaining them is greater. Astin (1984) defined involvement as the amount of physical and psychological energy that the student devotes to the academic experience (p. 297). Thus, the highly involved student placed her/ his energy into studying, spending time on campus, participating in student activities, and communicating with faculty members. The term involvement was used because it implied a behavioral component more susceptible to direct observation and measurement. Involvement theory suggests that active involvement and participation must be present for successful retention programs. Method Site and Sample Each of the four participating institutions was located in small towns or rural areas in the Southern Appalachian region of the United States. Enrollment at these institutions ranges from 900 to 1,600 with an average African American population of four to five percent. The criteria chosen for student participants were threefold. The students were: African American, of junior or senior classification, and in good standing with their academic institution. …
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Chevkinite-group minerals from salic volcanic rocks of the East African Rift - MacDonald, Raymond J.; Marshall, A. S.; Dawson, J. B.; Hinton, R. W.; Hill, Peter (Mineralogical Magazine, 2002)
Abstract Electron microprobe analyses are presented of chevkinite-group minerals occurring as microphenocrysts in peralkaline rhyolites of the Greater Olkaria Volcanic Complex (Kenya) and as a groundmass phase in a peralkaline quartz trachyte lava from the Tarosero volcano (Tanzania), both in the East African Rift Valley. Their compositions conform closely to the formula: ( REE , Ca, Th) 4 Fe 2+ (Fe 2+ , Al, Ti, Zr, Nb) 2 Ti 2 (Si 4 O 22 ). Compared to published analyses of chevkinite-group minerals, the Olkaria phases are relatively enriched in Nb and the LREE ; the Tarosero phase is more calcic and relatively Zr- and Nb-rich. The main substitution in the A site at Olkaria is Ca ⇌ Ce. The overall charge-balancing substitution seems to be (McDowell, 1979): Phenocryst/glass ratios are presented for Nb, REE , Sr, Th, U and Y in two, and Ba, Zr and Hf in one, Kenyan samples. Partition coefficients are lower in the more peralkaline rock, with the exception of Sr, which is higher. The lower values are consistent with a lower degree of polymerization of more peralkaline melts. The higher Sr value may be a function of Sr partitioning into phenocryst phases coexisting with chevkinite.
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An Analysis of Free Primary Education Reform Policy in Malawi - MacJessie-Mbewe, Samson (International Journal of Educational Reform, 2002)
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Perceived Parental Disorders as Risk Factors for Child Sexual, Physical and Emotional abuse among High School Students in the Mpumalanga Province, South Africa - Madu, Sylvester Ntomchukwu; Idemudia, Sunday Erhabor; Jegede, Ayodele S. (Journal of Social Sciences, 2002)
AbstractThis is an investigation into the perceived parental disorders as risk factors for child sexual, physical and emotional abuse among high school students in the Mpumalanga Province (South Africa). 559 participants filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked questions about perceived parental disorders, and childhood sexual, physical and emotional abusive experiences of participants. Logistic Regression Analysis shows that among all the participants, parental psychiatric problems and parental physical domestic violence are risk factors for child sexual abuse. Parental drug or alcohol problems and parental physical domestic violence are risk factors for child physical abuse. Parental psychiatric hospitalisation, parental psychiatric problems, and parental physical domestic violence are risk factors for child emotional abuse. 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 risk factors while designing programmes for the eradication of child sexual, physical and emotional abuse.Key Words: Parental disorderschild abusehigh school studentsSouth Africa
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A two years retrospective review of episiotomy at Jimma Teaching Hospital, southwestern Ethiopia. - Marai, W (PubMed, 2002)
Episiotomy is one of the most commonly performed obstetric interventions. The practice has been on the rise since hospital confinement became the tradition of childbirth. Unlike the rising cesarean section rate the rise in episiotomy rate has not been challenged. There is evidence that episiotomy rate of over 30% is not acceptable and it should be done on selective basis than routinely. A retrospective review of all deliveries that took place at Jimma teaching Hospital from Sept 23, 1998 to Sept 23, 2001 was done to determine the episiotomy rate and factors influencing the practice. The overall incidence of episiotomy among 2861 vaginal deliveries was 25%. The incidence of episiotomy by specific procedure was: 6 out of 21 forceps deliveries (29%), 30 out of 101(30%) vacuum deliveries and 8 out of 71(11%) destructive deliveries. 47% of nulliparas and 5% of multiparas needed episiotomy. The mean ages of patruents delivering by episiotomy and spontaneous vertex delivery were 22 +/- 4 and 26 +/- 6 years respectively. The difference was significant (p < 0.0001). There was not statistically significant difference in mean birth weight, head circumference and gestational age between the two groups. The incidence of episiotomy in this study was low compared to the findings of other studies from both developing and developed countries. Similar studies are warranted in other hospitals of the country to address the practice pattern. Prospective studies should be done to establish indications and outcomes of episiotomy.
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Christian education in the Baptist convention of South Africa with special reference to churches in the Transvaal : a practical theological investigation - Matshiga, Dumile Johannes (2002)
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Learning-led competitiveness: a challenge for Kenneth King, South African development - McGrath, Simon; Rogerson, Christian M.; Visser, Kobus (Africa insight, 2002)
For some, globalisation offers real possibilities for the eradication of world poverty; for others it is at the root of problems of poverty and inequality globally. Our position in this paper is that whilst it is possible to see real benefits within the broad and complex trends associated with globalisation much of globalisation remains biased towards the interests of the North. Nonetheless in this paper we shall work from the assumption that, whatever its problems, globalisation is here to stay for the foreseeable future. Thus the development challenge is to work to reduce its threats and increase its opportunities for countries, enterprises, communities and individuals. In our analysis, we seek to engage with this challenge by looking at South Africa's experiences in selected sectors since 1994 and by considering how they measure up to the challenge of responding to globalisation.
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The Social Outcomes of Education and Feedbacks on Growth in Africa - McMahon, Walter W.; Appiah, Elizabeth M. (Social Science Research Network, 2002)
This paper estimates the net education effects on economic growth as well as non-market delayed effects on health, poverty, political stability, and other key measures of economic development in Africa. It seeks to do this more comprehensively than this has been done before, as well as to estimate the delayed feedback effects from the non-market outcomes on economic growth and the externalities. It does this by means of a simulation model based on panel and cross country data. However, the effects of education considered here are shown to be consistent with those found in the mainstream of the research on each outcome based on microeconomic data. After developing the micro analytic conceptual framework, the regression estimates are presented in full together with a discussion of the net direct and indirect effects of education on each outcome. These are shown on average to improve nationwide infant mortality, increase longevity, strengthen civic institutions and democratization, increase political stability, and increase investment in physical capital. The later have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short term positive effects of education on health. There are significant net education effects (after controlling for other things) that reduce poverty, inequality, and crime, the latter after netting out negative externalities from growth and white collar crime. Net education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects in a process referred to here as endogenous development. They reveal that indirect feedback effects on growth and also on non-market outcomes are larger than the direct effects! Some effects are immediate, but many of the lags are 25 years +. So policy options for a continent in crisis that consider these long lags are considered. A full explanation of the basis for the estimates and of the undirect effects and feedbacks is available in W. McMahon, Education and Development: Measuring the Social Benefits, Oxford University Press, paperback out in Jan. 2002.
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Managing Challenges to the Integration of Technology into Schools in a Developing Country: A South African Perspective - Mentz, Elsa; Mentz, Kobus (American Educational Research Association Annual Meeting, 2002)
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Affective and Social Issues among High Achieving African American Students: Recommendations for Teachers and Teacher Education - Milner, H. Richard (Action in Teacher Education, 2002)
Abstract In this article, the author outlines affective and social issues as well as needs among high achieving African American students. In particular, he discusses high achievers in terms of: (a) urban schooling, (b) emotional and psychological experiences, (c) exclusion and isolation, (d) powerlessness, (e) token status, and (f) pigeonholing. The author posits that affective and social issues among high achieving African American students have been virtually ignored in theoretical and empirical work. Most often, studies and theory have focused on cognitive issues, rather than affective and social. Accordingly, more attention needs to be paid to these issues as we work to identify and to retain high achieving African American students. The article concludes with practical recommendations for teachers and for teacher education. A call is extended for more attention to these matters.
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NTTC under the microscope: problems of change in primary teacher education in Lesotho - Ntoi, Vuyelwa; Lefoka, J.P. (International Journal of Educational Development, 2002)
This paper reviews the introduction of a new primary Diploma in Education at the National Teacher Training College. As the only institution responsible for initial primary teacher education in Lesotho, it carries much responsibility for bringing about change and improving the quality of teachers. The introduction of the Diploma in Education (Primary) (DEP) in 1998 was to meet this challenge. The paper draws from several sub-studies of the Multi-Site Teacher Education Research (MUSTER) Project1, using a variety of research methods. It describes the new curriculum, how it is taught, and how students perceive it, and identifies several contradictions and disjunctions both within the programme and within the college. The paper concludes with a discussion about how curriculum reform can be managed in such a teacher training college.
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Knowledge, Attitude, and Behavior of Secondary (High) School Students Concerning HIV/AIDS in Enugu, Nigeria, in the Year 2000 - Nwokocha, Ada R.C.; Nwakoby, Bonny A.N (Journal of Pediatric and Adolescent Gynecology, 2002)
To investigate the knowledge, attitude, and behavior of secondary (high) school students concerning HIV/AIDS as a way of assessing the need for inclusion of reproductive health education in the school curriculum.A questionnaire was constructed to expose depth of knowledge and attitude of respondents concerning HIV/AIDS.This was a workshop venue, a civic center, outside a school compound.Three hundred and sixty students were randomly selected from 5 secondary (high) schools in Enugu, Nigeria.The questionnaire was administered just before the commencement of a workshop.All the students responded to the questionnaire but none responded to all the questions.The students had a defective knowledge of the disease. They were aware and afraid of the disease as being deadly but not sure of the cause, nature, or modes of transmission and prevention, except that illicit sexual activity should be avoided. Their attitude and behavior were consequently defective. Their main source of information was the media.There is need to provide students with correct, detailed, and broad-based information on reproductive health as part of the school curriculum to help them acquire adequate knowledge and develop appropriate attitude and behavior towards HIV/AIDS and other STDs.
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Prevalence of Yersinia enterocolitica Among Diarrhoeal Patients Attending University of Benin Teaching Hospital Benin City, Nigeria - Omoigberale, AI; Po, Abiodun (Sahel Medical Journal, 2002)
OBJECTIVE: This study was undertaken to determine the prevalence of Yersinia enterocolitica among diarrhoeal patients attending University of Benin Teaching Hospital. Diarrhoeal is still a major cause of morbidity and mortality in Nigeria due to lack of clean portable water, and poor personal and environmental hygiene among majority of Nigerians. DESIGN: A cross-sectional study of the patients presenting with diarrhoea to the hospital was done. SETTING: The study was carried out in both children and adults presenting with diarrhoea at the University of Benin Teaching Hospital, Benin City from June to December, 2001. SUBJECTS: A total of 215 patients were prospectively admitted into the study. This consisted of 95 males and 120 females. These were 139 children and 78 adults. Samples taken from them were subjected to cold temperature enrichment at 40C and subsequently subcultured in Deoxycholate citrate agar (DCA) and MacConkey agar (MCA) plates and incubated at 250C and 370C. Microscopy, culture and biochemical tests were done on all the samples. The sources of drinking water of the patients were determined and the literacy status of the 78 adults amongst them was also noted. RESULTS: 47 (21.9%) of the 215 patients were positive for Yersinia enterocolitica. The highest prevalence of 32.8% was recorded among children age 1-9 years. There was a strong association between sources of drinking water and prevalence of Yersinia enterocolitica. The prevalence was also found to be high among illiterate and semi illiterate adults. Sex did not play any positive role in the infections (x2, p>0.05) CONCLUSION: In addition to rotavirus and bacteria such as Shigellae, Yersinia enterocolitica has been found to be responsible for gastroenteritis which is still a major cause of morbidity and mortality among majority of Nigerians. It is recommended that provision of clean portable water for drinking and addressing the poverty status of the populace by the various tiers of governments would go a long way to reducing morbidity and mortality associated with gastroenteritis. KEY WORDS: Prevalence, Yersinia enterocolitica, portable drinking water, Agar Sahel Med. J. Vol.5(4) 2002: 182-185
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School Matters: Pathways to Academic Success Amongst African American and Latino Adolescents - Rodríguez, James L.; Jackson, Lisa R. (Applied Developmental Science, 2002)
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A Study of Students' Academic Change in Mathematics Achievement: A Case for African American Students. - Rugutt, John K.; Ellett, Chad D.; Kennedy, Eugene (2002)
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Low incidence of syphilis among factory workers in Ethiopia: effect of an intervention based on education and counselling - Sahlu, T. (Sexually transmitted infections (Print), 2002)
The prevalence and incidence of syphilis infection were examined in a cohort study of factory workers in Ethiopia.Between February 1997 and March 1999, 409 men and 348 women were enrolled and followed in the cohort study.The prevalence (95% CI) of past/current syphilis (positive TPPA serology) was 28.9% (25.7% to 32.3%), and factors associated with past/current syphilis were markers of risky sexual behaviours including HIV infection. In this cohort of factory workers subject to public information/education meetings, testing for HIV antibodies, and individual counselling, the incidence (97.5% one sided CI) of new syphilis infections was 0/691 = 0 (0 to 0.5) per 100 person years.This study has documented a reduction in risky sexual behaviours and a low syphilis incidence among factory workers participating in a cohort study on HIV infection progression in Addis Ababa.
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Working in the rain: pressures and priorities for teacher education curriculum design in South Africa: a case study of the University of Durban-Westville - Samuel, Michael (International Journal of Educational Development, 2002)
This case study of the transformation of teacher education in post-apartheid South Africa is a reflection on the pressures and priorities that characterise curriculum design and development in a society undergoing rapid change. It focusses on the varied sources behind the process of curriculum transformation, indicating how an historically disadvantaged institution chose to redesign its model of teacher professional development to reflect a more progressive interpretation of the process of becoming a teacher. The influences impacting on the design of the teacher education curriculum emanate both from within the institution itself and from the wider external environment of changing educational policy which signalled a departure from apartheid traditions. This paper suggests that the process of transformation is characteristically messy, contradictory and complex.
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Cultural Capital and African American Agency: The Economic Struggle for Effective Education for African Americans in Franklin, Tennessee, 1890-1967 - Savage, Carter Julian (Journal of African American History, 2002)
Previous articleNext article No AccessCultural Capital and African American Agency: The Economic Struggle for Effective Education for African Americans in Franklin, Tennessee, 1890-1967Carter Julian SavageCarter Julian Savage 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 2Spring 2002Cultural Capital and African American Education A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.2307/1562464 Views: 37Total views on this site Citations: 1Citations are reported from Crossref PDF download Crossref reports the following articles citing this article: Dionne Danns and Michelle A. Purdy Introduction: Historical Perspectives on African American Education, Civil Rights, and Black Power, The Journal of African American History 100, no.44 (Nov 2017): 573–585.https://doi.org/10.5323/jafriamerhist.100.4.0573
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Changing forms of teacher education in South Africa: a case study of policy change - Sayed, Yusuf (International Journal of Educational Development, 2002)
This paper examines some aspects of teacher education policy change in South Africa. It contextualises the changes by firstly examining the apartheid teacher education system and then mapping the changes that have occurred in teacher education in South Africa since 1994. Using a case study of the Further Diploma in Educational Management at the University of Pretoria, it provides a critical analysis of one particular current path to teacher education in South Africa, namely the ‘franchise’ public/private teacher education provision. The paper concludes by discussing the related policy possibilities and problems of teacher education policy since 1944. It highlights how institutions have stategically responded to change in a transitional context, and draws attention to the disjunction between policy intentions and outcomes.
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Distribution of genotypes of F-specific RNA bacteriophages in human and non-human sources of faecal pollution in South Africa and Spain - Schaper, Mélanie; Jofre, Joan; Uys, Marinda; Grabow, W. O. K. (Journal of Applied Microbiology, 2002)
Journal Article Distribution of genotypes of F‐specific RNA bacteriophages in human and non‐human sources of faecal pollution in South Africa and Spain Get access M. Schaper, M. Schaper Department of Microbiology, University of Barcelona, Spain Search for other works by this author on: Oxford Academic Google Scholar J. Jofre, J. Jofre Department of Microbiology, University of Barcelona, Spain Search for other works by this author on: Oxford Academic Google Scholar M. Uys, M. Uys Department of Medical Virology, University of Pretoria, South Africa Search for other works by this author on: Oxford Academic Google Scholar W.O.K. Grabow W.O.K. Grabow Department of Medical Virology, University of Pretoria, South Africa Search for other works by this author on: Oxford Academic Google Scholar Journal of Applied Microbiology, Volume 92, Issue 4, 1 April 2002, Pages 657–667, https://doi.org/10.1046/j.1365-2672.2002.01600.x Published: 01 April 2002 Article history Received: 23 July 2001 Revision received: 16 October 2001 Accepted: 23 October 2001 Published: 01 April 2002
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