From visual function deficiency to handicap: Measuring visual handicap in Mali - Schémann, Jean-François; Leplège, Alain; Keita, Tahirou; Resnikoff, Serge (Ophthalmic Epidemiology, 2002)
Blindness is a major public health problem in developing countries, even though most could be prevented by relatively simple hygienic and medical interventions. Relatively few patients use the quality health care services available, despite their low cost, due to problems of access or socio-cultural barriers. This health services research project stressed the need for measurement of subjective self-perceived health. The objectives of this study were twofold: a) To translate, adapt and integrate the cultural context found in Mali and validate two instruments for measuring, respectively, perceived vision and quality of life. b) To study the relationship between these variables and visual deficiencies by gender.The perceived vision and quality of life questionnaires were based on a translation of the Aravind questionnaire, adapted to Mali. The resulting perceived vision questionnaire comprises 13 questions, grouped according to five subscales (global vision, visual perception, sensory adaptation, visual field and depth perception). Furthermore, the 13 questions on quality of life were grouped into four subscales (personal care, mobility, social life and psychological). For both questionnaires, a global score could be computed. These two questionnaires were administered to a representative sample of 203 subjects with impaired vision, aged over 40, in a rural area in Mali.The acceptability of the questionnaires was good (1% missing data). The convergent validity was adequate for all but one subscale (psychological). The discriminate validity is acceptable for three of the six subscales where measurement can be made (visual perception, personal care, mobility). The Cronbach alpha coefficients indicate good reliability for the global scores.Analysis of mean results confirms the validity of the International Classification of Disease (ICD) definition of blindness (seeing less than 0.05 results in a steep decrease in quality of life). Moreover, blindness affects the quality of life of women more severely than that of men; this may be related to the availability of social support.
Keywords: openalex:import

Sexual Harassment of College Students by Lecturers in Zimbabwe - Shumba, Almon; Matina, Antony Erinas Masiki (Sex education (Print), 2002)
Sexual harassment of female students by their lecturers has become a serious social problem in schools and institutions of higher education in Zimbabwe. The current study is an in-depth follow-up to Zindi's study (1994) and sought to investigate and establish whether or not inappropriate relationships between male lecturers and female students exist; whether female lecturers sexually harass male students; and whether there is a relationship between sexual harassment and students' performance in their studies. There may be a relationship between sexual harassment and the performance of female students in examinations. The results of a questionnaire completed by 83 students in one higher education institution in Zimbabwe revealed the widespread sexual harassment of female students by male lecturers and the different perceptions of such harassment held by male and female students. Possible implications of these findings to education are discussed and recommendations made.
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Anthropological consideration on prevalence and fitness of β C and β S genotypes in Burkina Faso (a survey in the public schools) - Simporé, Jacques; Pignatelli, Salvatore; Melis, Paola; Musumeci, Salvatore (International Journal of Anthropology, 2002)
Keywords: openalex:import

"I Must Learn Now or Not at All": Social and Cultural Capital in the Educational Initiatives of Formerly Enslaved African Americans in Mississippi, 1862-1869 - Span, Christopher M. (Journal of African American History, 2002)
Previous articleNext article No Access"I Must Learn Now or Not at All": Social and Cultural Capital in the Educational Initiatives of Formerly Enslaved African Americans in Mississippi, 1862-1869Christopher M. SpanChristopher M. Span 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/10.2307/1562463 Views: 82Total 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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Implementing inclusive education in South Africa: teachers’ attitudes and experiences - Swart, Ruth; Engelbrecht, Petra; Eloff, Irma; Pettipher, O.R. (Acta Academica, 2002)
The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers' attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners. Die implementering van insluitende onderwys in Suid-Afrika : onderwysers se houdings daarteenoor en ervaring daarvan Die sentrale argument is dat die ontwikkeling van insluitende skole omvattende verandering vereis wat meer behels as die blote implementering van die nuwe onder-wysbeleid. Onderwysers speel 'n beslissende rol in die suksesvolle implementering van 'n insluitende onderwyssisteem, mits voldoende tyd, ondersteuning en indiensopleiding aan hulle beskikbaar is. Daadwerklike verandering vereis dus langtermyn professionele ontwikkeling van onderwysers. Hierdie artikel vergelyk die bevindinge van drie onafhanklike voorstudies wat fokus op die identifisering en beskrywing van onderwysers se houdings teenoor die nuwe stelsel en hulle ervarings van die implementering van insluitende onderwys in Suid-Afrika. Die hooftemas van hierdie studies sluit in: ontoereikende kennis aangaande die nuwe stelsel; vaardighede en opleiding benodig om insluiting te implementeer; ontoereikende steun aan onderwysers in hierdie verband; onvoldoende fasiliteite en bronne om die nuwe stelsel te implementeer; en die potensiele invloed van insluiting op die leerders.
Keywords: openalex:import

Implementing inclusive education in South Africa: teachers’ attitudes and experiences - Swart, Ruth; Engelbrecht, Petra; Eloff, Irma; Pettipher, O.R. (Acta Academica, 2002)
The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers' attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners. Die implementering van insluitende onderwys in Suid-Afrika : onderwysers se houdings daarteenoor en ervaring daarvan Die sentrale argument is dat die ontwikkeling van insluitende skole omvattende verandering vereis wat meer behels as die blote implementering van die nuwe onder-wysbeleid. Onderwysers speel 'n beslissende rol in die suksesvolle implementering van 'n insluitende onderwyssisteem, mits voldoende tyd, ondersteuning en indiensopleiding aan hulle beskikbaar is. Daadwerklike verandering vereis dus langtermyn professionele ontwikkeling van onderwysers. Hierdie artikel vergelyk die bevindinge van drie onafhanklike voorstudies wat fokus op die identifisering en beskrywing van onderwysers se houdings teenoor die nuwe stelsel en hulle ervarings van die implementering van insluitende onderwys in Suid-Afrika. Die hooftemas van hierdie studies sluit in: ontoereikende kennis aangaande die nuwe stelsel; vaardighede en opleiding benodig om insluiting te implementeer; ontoereikende steun aan onderwysers in hierdie verband; onvoldoende fasiliteite en bronne om die nuwe stelsel te implementeer; en die potensiele invloed van insluiting op die leerders.
Keywords: openalex:import

Implementing inclusive education in South Africa: teachers’ attitudes and experiences - Swart, Ruth; Engelbrecht, Petra; Eloff, Irma; Pettipher, O.R. (Acta Academica, 2002)
The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers' attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners. Die implementering van insluitende onderwys in Suid-Afrika : onderwysers se houdings daarteenoor en ervaring daarvan Die sentrale argument is dat die ontwikkeling van insluitende skole omvattende verandering vereis wat meer behels as die blote implementering van die nuwe onder-wysbeleid. Onderwysers speel 'n beslissende rol in die suksesvolle implementering van 'n insluitende onderwyssisteem, mits voldoende tyd, ondersteuning en indiensopleiding aan hulle beskikbaar is. Daadwerklike verandering vereis dus langtermyn professionele ontwikkeling van onderwysers. Hierdie artikel vergelyk die bevindinge van drie onafhanklike voorstudies wat fokus op die identifisering en beskrywing van onderwysers se houdings teenoor die nuwe stelsel en hulle ervarings van die implementering van insluitende onderwys in Suid-Afrika. Die hooftemas van hierdie studies sluit in: ontoereikende kennis aangaande die nuwe stelsel; vaardighede en opleiding benodig om insluiting te implementeer; ontoereikende steun aan onderwysers in hierdie verband; onvoldoende fasiliteite en bronne om die nuwe stelsel te implementeer; en die potensiele invloed van insluiting op die leerders.
Keywords: openalex:import

Implementing inclusive education in South Africa: teachers’ attitudes and experiences - Swart, Ruth; Engelbrecht, Petra; Eloff, Irma; Pettipher, O.R. (Acta Academica, 2002)
The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers' attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners. Die implementering van insluitende onderwys in Suid-Afrika : onderwysers se houdings daarteenoor en ervaring daarvan Die sentrale argument is dat die ontwikkeling van insluitende skole omvattende verandering vereis wat meer behels as die blote implementering van die nuwe onder-wysbeleid. Onderwysers speel 'n beslissende rol in die suksesvolle implementering van 'n insluitende onderwyssisteem, mits voldoende tyd, ondersteuning en indiensopleiding aan hulle beskikbaar is. Daadwerklike verandering vereis dus langtermyn professionele ontwikkeling van onderwysers. Hierdie artikel vergelyk die bevindinge van drie onafhanklike voorstudies wat fokus op die identifisering en beskrywing van onderwysers se houdings teenoor die nuwe stelsel en hulle ervarings van die implementering van insluitende onderwys in Suid-Afrika. Die hooftemas van hierdie studies sluit in: ontoereikende kennis aangaande die nuwe stelsel; vaardighede en opleiding benodig om insluiting te implementeer; ontoereikende steun aan onderwysers in hierdie verband; onvoldoende fasiliteite en bronne om die nuwe stelsel te implementeer; en die potensiele invloed van insluiting op die leerders.
Keywords: openalex:import; openalex:yes

Implementing inclusive education in South Africa: teachers’ attitudes and experiences - Swart, Ruth; Engelbrecht, Petra; Eloff, Irma; Pettipher, O.R. (Acta Academica, 2002)
The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers' attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners. Die implementering van insluitende onderwys in Suid-Afrika : onderwysers se houdings daarteenoor en ervaring daarvan Die sentrale argument is dat die ontwikkeling van insluitende skole omvattende verandering vereis wat meer behels as die blote implementering van die nuwe onder-wysbeleid. Onderwysers speel 'n beslissende rol in die suksesvolle implementering van 'n insluitende onderwyssisteem, mits voldoende tyd, ondersteuning en indiensopleiding aan hulle beskikbaar is. Daadwerklike verandering vereis dus langtermyn professionele ontwikkeling van onderwysers. Hierdie artikel vergelyk die bevindinge van drie onafhanklike voorstudies wat fokus op die identifisering en beskrywing van onderwysers se houdings teenoor die nuwe stelsel en hulle ervarings van die implementering van insluitende onderwys in Suid-Afrika. Die hooftemas van hierdie studies sluit in: ontoereikende kennis aangaande die nuwe stelsel; vaardighede en opleiding benodig om insluiting te implementeer; ontoereikende steun aan onderwysers in hierdie verband; onvoldoende fasiliteite en bronne om die nuwe stelsel te implementeer; en die potensiele invloed van insluiting op die leerders.
Keywords: openalex:import

Writing Differences in Teacher Performance Assessments: Effects of African American Language Use. - Szpara, Michelle Y.; Wylie, E. Caroline (2002)
PUB TYPE Reports Research (143) -Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Black Dialects; Blacks; Coding; Higher Education; *Language Patterns; Portfolio Assessment; Portfolios (Background Materials); *Preservice Teachers; Regional Dialects; *Teacher Evaluation; Whites; *Writing (Composition); Writing Achievement IDENTIFIERS *African Americans; *European Americans
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Racial Peer Group Selection in African American High School Students - Wade, Jay C.; Okesola, Olayiwola (Journal of Multicultural Counseling and Development, 2002)
This study examined the influence of racial identity and other potential factors that may contribute to African American high school students' selection of a racial peer group. Results indicated that racial identity, feelings of racial similarity, and racial composition of one's neighborhood were differentially related to peer group selection. Esta investigación examinó la influencia de la identidad racial y otros factures potenciales que pueden contribua a la selección del grupo de compañeros racial de estudiantes de la preparatoria Africano Americanos. Cien y cuatro estudiantes Africano Americanos de una preparatoria multi‐étnica completaron medidas sobre su posición de identidad racial, los sentimientos de la similtud racial, susceptibilidad a la presión de sus compañeros, y la constitución racial su vencindario.
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THE CHALLENGE OF CHRISTIAN HIGHER EDUCATION ON THE AFRICAN CONTINENT IN THE TWENTY-FIRST CENTURY - Walt, B.J. Van der (Christian Higher Education, 2002)
This article consists of three main sections. In the first, reasons are given why a vision for Christian higher education is, to a large degree, still lacking in Africa. The following factors are dealt with to explain this situation: (1) the politicaleconomic- social environment; (2) the character of Christianity on the continent; (3) the state of higher education; and (4) the implications of all these factors for Christian higher education. The second main section develops a basis for a vision for Christian higher education by listening to what Romans 12:2 says about the renewing of our minds. The final section provides an answer to the question how this vision for Christian education could be realized in Africa. A proposal is made for the establishment of an African Center for Christian Higher Education. How this could be done, and what its key activities should be are spelled out in a practical way.
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The Impact of Adult Mortality on Primary School Enrollment in Northwestern Tanzania - Beegle, Kathleen; Koda, Godlike; Aisnworth, Martha (2002)
The AIDS epidemic is doubling, or tripling the mortality of men, and women in their prime childbearing, and earning years in much of Sub-Saharan Africa, with the tragic result that an estimated one in ten African children under 15, has lost one, or both parents. High adult mortality threatens to reverse hard-won gains in raising school enrollments, and, the loss of a parent could reduce a child's chances of starting, continuing, or completing school, affecting his or her long-term productivity, earning capacity, health, and well-being. There is imperative need in understanding these impacts, which children are most affected, and which policy instruments will have the greatest impact on encouraging orphans to enter school, particularly important in countries like Tanzania, where overall enrollment rates are low, and resources are scarce. This study measures the impact of adult death, and parent's survival on primary school enrollment of children in northwestern Tanzania, where the HIV infection rates among adults as of the 90s, ranged from less than one percent, to more than twenty percent. Based on descriptive, and multivariate analyses of a longitudinal survey, the study finds that households are coping with adult deaths, by delaying enrollment in primary school, though maintaining older children's enrollment, especially so among children in poor households.
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Enhancing learning opportunities in Africa - distance education and information and communication technologies for learning - Murphy, Paud; Anzalone, Steve; Bosch, Andrea; Moulton, Jeanne (2002)
Africa must replace a reliance on natural resources, with a flexible educated, and healthy workforce; but in making this transition, its greatest challenges will be in improving, and expanding educational opportunity, with solutions being increasingly sought in distance education, and information and communication technologies (ICTs) to enhance quality, and access, and to stimulate educational reform. Recent experiences, and extensive research on distance education and ICTs indicates that many of these applications are as effective as conventional educational programs, and more cost-effective. Africa has had a long history of distance education, and technology in education, showing over 140 public, and private institutions offering distance education in Africa. This paper builds on the messages contained in the Africa Region's Sector Assistance Strategy - A Chance to Learn: Knowledge and Finance for Education in Sub-Saharan Africa. It examines the experience of distance education and ICTs, and, reviews the supportive infrastructure, human resources, and organizational requirements for successful applications, as well as costs structures, and evidence on cost-effectiveness. It concludes with advice for policymakers, and, outlines options for how the Bank can support efforts, and actions needed to enable provision to this support.
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The changing distribution of public education expenditure in Malawi - Al-Samarrai, Samer; Zaman, Hassan (2002)
In 1994, the newly elected Government in Malawi abolished primary school fees. Using household survey data from 1990/91, and 1997/98, this paper assesses the impact this major policy change, combined with increased Government spending on education, has had on access to schooling by the poor. This paper shows that enrolment rates have increased dramatically over the 1990s, at both the primary and secondary levels, and that crucially, these gains have been greatest for the poor. Marginal incidence analysis also shows that the distribution of public education expenditure has shifted towards the poor during the nineties. However, dropout rates at primary remain high, and the gains in access, and unit costs have been uneven across regional, and gender lines. In order to build-on these gains in access, the paper argues that Malawi needs to redress existing inequities in public education expenditure, and implement measures that raises the quality of education.
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KNOWLEDGE OF POSSIBLE PREGNANCY AT FIRST COITUS: A STUDY OF IN-SCHOOL ADOLESCENTS IN IBADAN, NIGERIA - Oyediran, Kolawole Azeez; Ishola, Gbenga; Adewuyi, Alfred A. (Journal of Biosocial Science, 2002)
This paper discusses the reproductive health knowledge of Nigerian in-school adolescents, with special reference to pregnancy occurrence at first coitus. The data were derived from an Association for Reproductive and Family Health (ARFH) survey carried out in four secondary schools in Ibadan, Nigeria, between August and October 1995. A total of 828 students were interviewed. The results revealed that the majority of sexually active adolescents were not aware of the consequences of their actions. Religious affiliation and number of wives in a male adolescent's family, and religion and marital status of a female adolescent's parents, were found to influence adolescents' knowledge of pregnancy probability at first coitus. This paper confirms earlier findings that the majority of Nigerian adolescents do not know the consequences of sex. Therefore, a clear-cut plan of action is needed to inform sexually active adolescents through an effective sex education programme.
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13-7 Morphological, physical and chemical characterization of some Tanzanian volcanic ash soils - Msanya, Balthazar M.; 大塚, 紘雄; 荒木, 茂; 藤嶽, 暢英 (日本土壌肥料学会講演要旨集, 2002)
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African-American Students' Perceptions of School Success. (the Scholarship of Teaching and Learning) - Forsbach, Terri A.; Yanowitz, Karen L.; Fiala, Thomas (Academic exchange quarterly, 2002)
Abstract Six African-American high school seniors were interviewed regarding their perceptions of factors that impact their school success. A qualitative analysis revealed that students perceived that six major factors influence success for African-American students. Based on frequencies of the categories mentioned, the issues were ranked in order of importance. The following issues were uncovered through the analysis of the students' responses and are listed in order of importance: 1) initiative; 2) self-image; 3) family; 4) teachers; 5) labeling/racism; and 6) participation in school programs. Implications for future research and practice are discussed. Ethnic minority status has been shown to place a student at risk for school failure (Pungello, Kupersmidt, Burchinal, & Patterson, 1996). There is substantial evidence that African-American students consistently score below Euro-American students on standardized test scores. Educators often overlook the impact of school as a social context on student behavior. Factors both within and outside of the school setting, as well as individual characteristics, impact students' capacity to succeed in school Through relationships generated both within and outside of school, students' attitudes toward learning are formulated. Research has shown that teachers often have lower expectations for minority students, and African-American students are aware of these low expectations (Murdock, 1999). Furthermore, perceived lowered expectations are reportedly related to lack of engagement in school (Murdock). Despite these biases and students' awareness of teachers' biases, many minority students flourish and succeed within a context that threatens the success of their peers. Protective factors that foster success have been identified in the literature. Protective factors are those influences that ... modify, ameliorate, or alter a person's response to some environmental hazard that predisposes to a maladaptive outcome (Rutter, 1985, p. 600). Cowen and Work (1988) identified three clusters of protective factors: (1) personal predispositions (positive disposition, autonomy, social responsiveness), (2) warm, supportive family environment, and (3) extrafamilial peer and adult support resources. Personal Characteristics Wolin and Wolin (1993) describe seven different resiliencies that help individuals surmount obstacles they face. Initiative refers to the person's ability to initiate action to alter their life course. Interpersonal relationships is another resiliency, and it reflects the individual's ability to establish close ties with people who have the capacity to foster their growth. Other resiliencies include independence, insight (knowing that one's life can improve and challenging the current conditions), creativity, morality, and humor. Thus, individuals who are able to persevere despite adversity possess some of the resiliencies described by the Wolins. Families Family relationships have been shown to foster school success. For instance, good parent-child relationships, a close bond with at least one caregiver who supports the child, parents who have higher expectations for their child's education, and having ample learning material in the home are all important factors (Garmezy, 1981; McMillan & Reed, 1994; Rosenfeld, Richman, & Bowen, 1998). Despite their lower success rates in school, many African-American families still value education. However, they often experience a sense of futility regarding the educational system their children attend (Wilson, Cooke, & Arrington, 1997). For example, McGinty (1999) found that successful students had parents who valued education despite their lack of involvement in the school system. Thus, we cannot assume that parents devalue education just because they are not actively involved in the school. Therefore, it is erroneous to blame the parents/families for the underachievement of African-American students. …
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African American Children and Successful Urban Public Elementary Schools. - Slaughter‐Defoe, Diana T.; Andrews, Adrianne; Zhang, Donghui (2002)
This study examines how the intersect of policy and practice, as articulated by educational leadership, created a school culture that fostered positive educational outcomes for at-risk, poor children in two Philadelphia public elementary schools. The school had reached and sustained an academic achievement standard that defied predicted levels for similar atrisk students. The study hypothesized that a philosophically coherent school community shared by pivotal stakeholders in the child's caregiving system would provide the necessary context for successful child outcomes. Between September 2000 and May 2001, researchers observed in classrooms and interviewed teachers and administrators. Results indicate that the schools had different missions and goals, and that they differed in how school community was structured and sustained by their principals and other in-school academic leaders and in related academic and social value orientations. The purposeful leadership of these two schools' principals contributed to the educational policies and practices that maximized the educational performance outcomes of at-risk students. Both schools provided extensive daily instruction in language arts mathematics, and reading. At both schools, teachers had extensive autonomy, and teacher-student interactions addressed feedback to students about academic performance, student discipline, and praise. Neither school displayed many instances of integrated approaches to racial identity development and cultural diversity within ongoing classroom instruction. (Contains 26 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
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Environmental Impact Assessment and the Nigerian Oil Industry: A Review of Experiences and Learnings - Zagi, Musa M. (All Days, 2002)
Abstract Since the issuance of Environmental Guidelines and Standards for the Petroleum Industry in 1991, over 200 pre-development Environmental Impact Assessment and post-development Environmental Evaluation Studies have been carried out by Oil and Gas Operators. This is in compliance with the relevant part of the Environmental Guidelines and Standards and other legal/administrative framework governing EIA in Nigeria. Thus, EIA has become a standard practice in environmental and project planning on some major exploration and project development activities. However, our experiences in Nigeria suggest that not much is achieved in terms of environmental management despite the increase in the number of EIA studies being carried out. The reason for this is not far fetched since it is universally accepted that EIA as a planning tool is saddled with so many weak points. Some of the major weak points associated with EIA in Nigeria include the sparsity of baseline information against which the environmental impacts are measured; lack of budgetary allocations from the operators to implement mitigative measures and monitoring plans; lack of human resources and political commitment to enforce the environmental management plan amongst others. Consequently, oil operators carried out EIA in Nigeria to a larger extent, to satisfy regulatory requirements for the obtention of environmental permits. It is against this backdrop that the process of EIA of E&P activities have been reviewed with a view to blocking some of the weak points thereby making the EIA process a worthwhile affair. Measures are now being put in place to ensure the implementation of the EIA findings throughout the project cycle including planning, design, construction, testing, operation and post operational phases. it is therefore, the aim of this paper to discuss the past and present approaches to EIA processes of E&P activities in Nigeria.
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[Pollution by wastewater for olive oil mills and drinking-water production: case study of River Sebou in Morocco] - Foutlane, A.; Saadallah, M.; Echihabi, L.; Bourchich, L. (Eastern Mediterranean health journal, 2002)
The National Office for Drinking Water [ONEP], responsible for the drinking-water supply in Morocco, faces serious difficulties in producing water of good quality at a reasonable price from the River Sebou waters. The ONEP’s three water treatment plants have been disrupted or even stopped due to the poor quality of waters received. The main source of pollution is the urban and industrial waste of the town of Fes, compounded by episodic pollution caused by the olive oil mills of Fes and its surrounding area. The ONEP study shows that the additional production costs incurred as a result of the pollution by wastewater from olive oil mills far exceeds the drinking-water rates charged in the study area.
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The National Teachers’ Institute, Nigeria - Bako, Catherine I.; Rumble, Greville (2002)
Following acceptance of an initial concept ‘paper’ in May 1974, the National Teachers’ Institute (NTI), Kaduna, Nigeria, was established by Federal government decree number 7 of 10 April 1978 in response to the national shortage of trained teachers. This case study examines the developing roles of the NTI and in particular the nature and costs of its distance-learning programme within the context of Nigeria’s educational needs.
Keywords: openalex:import

The Zimbabwe Integrated Teacher Education Course - Chivore, B. R. S. (2002)
Keywords: openalex:import

Ethiopian Community Education Initiatives: Communities, NGOs and Government Partnerships in Action. - Edo, Mengistu; Ali, Kedir; Perez, Marisol E. (2002)
In Ethiopia, Save the Children has been working with other nongovernmental organizations (NGOs), community-based organizations, and the government to develop projects that focus on nonformal strategies for improving access to basic education in marginalized communities. Common to all projects are a partnership approach, collaborative capacity building, and innovations to address the unreached. Partnerships are characterized by twoway communication, response to community-defined needs, and support of community-created initiatives. Partners have developed curricula relevant to the lifestyle of rural pastoralist communities. Capacity-building strategies include training, workshops, organized experience sharing, and experiential learning. Primary participants are community leaders, partner NGO members, local education officials, school administration and staff, parents, and teachers. Continuous training enables partners to plan and implement their own projects. 'Childcentered, active learning approaches are emphasized. Innovations to reach marginalized groups include training community-selected teachers, including communities in curriculum development, flexible school schedules, home-based schooling for girls, separate latrines for girls and boys, and employing female teachers to provide female role models for girls. Program successes have caused the government to consider nonformal strategies more seriously, as indicated by the ministry of education's sponsorship of a conference on working with NGOs. An appendix presents sample capacitybuilding sessions and objectives. (TD) Reproductions supplied by EDRS are the best that can be made from the original document.
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The Internet in schools and colleges in Sierra Leone - Kargbo, John Abdul (First Monday, ISSN 1396-0466, 2002)
Sierra Leone is introducing the Internet in its educational institutions in 2002. This article discusses some of the prospects and challenges the Internet will bring to these institutions.
Keywords: openalex:import

The Internet in Schools and Colleges in Sierra Leone: Prospects and Challenges - Kargbo, John Abdul (First Monday, 2002)
Sierra Leone is introducing the Internet in its educational institutions in the year 2002. This article discusses some of the prospects and challenges that the Internet will bring to these institutions.
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Inclusion and the deaf child in South African education : Many languages in education : issues of implementation - Aarons, Debra (Perspectives in Education, 2002)
In this article we examine the concept of Inclusive Education, and show how the interpretation of this concept might be problematic when applied to Deaf learners. We present international and national policy statements on Inclusive Education and show how these policies cannot be applied in a straightforward way in the education of Deaf learners. We claim that the barrier to inclusion in education for the Deaf is crucially a matter of language, and not of physical disability. We suggest ways in which the educational needs of Deaf learners can be most efficiently, equitably and cost-effectively met in South African Sign Language (SASL) centres. We argue that using SASL as a medium of instruction in these educational centres is the most effective way of removing barriers to learning for the Deaf and enabling them to function fully through using a language to which they have full access.
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Teacher role and instructional time management in Kete-Krachi Secondary Schools Ghana - Adjei, Samuel Hanson Kwame (2002)
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Changing primary education in Palestine: Pulling in several directions at once - Al-Ramahi, Najah; Davies, Brian (International Studies in Sociology of Education, 2002)
This article uses concepts from Bernstein's theory of curriculum and pedagogic practice (1971, 1977, 1990, 1996) in order to understand the micro-processes of schooling and, in particular, to locate and understand the type of pedagogy proposed for Palestinian schools by the Integrated Learning Project (ILP) whose introduction and trajectory in the wider social context is located, adopting Bernstein's model of cultural reproduction (1990). Three means were employed for data collection: non-participant classroom observation; informal and semi-structured interviews; and interrogation of secondary sources, relying heavily on official and school documents. A conversational modality of interview with key persons responsible for planning, training and monitoring of the ILP was also used in order to provide contextual data about policy processes. What was revealed suggested that even though there were some changes in particular areas in school practice, it does not seem that they can be regarded as amounting a child-centred pedagogy. There was little evidence to show that teachers in general were working effectively toward meeting pupils' different needs.
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Culturally Competent Dietary Education for Southern Rural African Americans With Diabetes - Anderson-Loftin, Wanda; Barnett, Steve; Sullivan, P; Bunn, Peggy Summers; Tavakoli, Abbas (The Diabetes Educator, 2002)
The purpose of this article is to describe a culturally competent, dietary self-management intervention designed to improve physiological outcomes, diabetes self-management, and costs of care for high-risk African Americans with type 2 diabetes.A longitudinal, quasi-experimental design was used to evaluate the effectiveness of the intervention for 23 adult African Americans from a physician practice group in rural South Carolina. The intervention consisted of 4 low-fat dietary education classes, 6 discussion groups, and follow-up. Intervention sessions were provided by a dietitian and nurse case managers and framed as social events; families were encouraged to participate.Data suggest that the intervention significantly improved fat-related dietary habits, A1C values, fasting blood glucose, and frequency of acute care visits. A trend in reduction of lipids and weight also was observed.Culturally competent dietary self-management provides a meaningful approach to focused diabetes education for rural African Americans. Integrating nursing case management provides an innovative method of addressing the more global issues of delivery of care to underserved rural populations and decreasing the high costs of care.
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Teachers' and Pupils' Experiences of Integrated Education in Uganda - Arbeiter, Susanne; Hartley, Sally (International Journal of Disability, Development and Education, 2002)
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the findings confirmed the information drawn from the review of literature. In addition to the high teacher-pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these difficult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.
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Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence - Aronson, Joshua; Fried, Carrie B.; Good, Catherine (Journal of Experimental Social Psychology, 2002)
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
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Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence - Aronson, Joshua; Fried, Carrie B.; Good, Catherine (Journal of Experimental Social Psychology, 2002)
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
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Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence - Aronson, Joshua; Fried, Carrie B.; Good, Catherine (Journal of Experimental Social Psychology, 2002)
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
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Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence - Aronson, Joshua; Fried, Carrie B.; Good, Catherine (Journal of Experimental Social Psychology, 2002)
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
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Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence - Aronson, Joshua; Fried, Carrie B.; Good, Catherine (Journal of Experimental Social Psychology, 2002)
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
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Understanding the knowledge and attitudes of commercial drivers in Ghana regarding alcohol impaired driving - Asiamah, Godfried (Injury Prevention, 2002)
The knowledge and attitudes of commercial drivers in Ghana as regards alcohol impaired driving were investigated. This was done in order to provide information that could subsequently be used to develop antidrunk driving social marketing messages built upon the intrinsic values and motivation of these drivers.Focus group discussions were held with 43 bus and minibus drivers in the capitol city, Accra. A structured discussion guide was used to capture information related to values, risk perceptions, leisure time activities, and attitudes on alcohol impaired driving.The majority of drivers expressed an understanding that drunk driving was a significant risk factor for crashes. There was a significant under-appreciation of the extent of the problem, however. Most believed that it was only rare, extremely intoxicated drivers who were the problem. The drivers also had a minimal understanding of the concept of blood alcohol concentration and related legal limits. Despite these factors, there was widespread support for increased enforcement of existing antidrunk driving laws.In Ghana, commercial drivers understand the basic danger of drunk driving and are motivated to assist in antidrunk driving measures. There are misconceptions and deficits in knowledge that need to be addressed in subsequent educational campaigns.
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Private higher education in South Africa : Access and development : Debating process - Asmal, Kader (Perspectives in Education, 2002)
Extracted from text ... Private Higher Education in South Africa KADER ASMAL PROFESSOR KADER ASMAL is Minister for Education in the South African government. He is also involved in numerous local and international associations that operate primarily in the areas of legal studies and criminology. Professor Asmal has published widely on the legal and political aspects of apartheid as well as on labour law and decolonisation. Literature on private higher education indicates that the sector is growing in a number of countries, especially where it has not existed in the past. In countries such as the ..
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Determinants of self‐rated oral health status among school children in northern Tanzania - Åstrøm, Anne Nordrehaug; Mashoto, Kijakazi Obed (International Journal of Paediatric Dentistry, 2002)
This study aimed to assess the perceived oral health status and to explore its relationship with clinically assessed dental fluorosis among school children in Arusha town, Tanzania.A total of 478 students (mean age 15.7 years) completed questionnaires administered in the schools during May to July 2000. Clinical photos of the upper and lower incisors were taken under field conditions. A total of 461 slides were rated under laboratory conditions. The severity of dental fluorosis in the permanent maxillary central incisors was assessed using the Thylstrup & Fejerskov Index (TFI).The prevalence of dental fluorosis at TFI score > or = 2 was 74%. A total of 67% of boys and 70% of girls rated their teeth as yellow to brown, 58% of boys and 68% of girls (P < 0.05) confirmed dissatisfaction with their dental appearance. Kappa values of 0.40-0.44 were obtained between dental fluorosis (TFI > or = 2) and self-reported discoloration. The proportion of school children reporting dissatisfaction with oral condition and dental appearance increased with increasing TFI scores. Stepwise multiple logistic regression analysis explained 21% and 32% of the variance in the dissatisfaction with oral condition and dental appearance scores; TFI scores 11% and 15% of variation in points, and social and psychological variables 11% and 17%.Whereas dental fluorosis at different diagnostic cut-off points impacts self-rated oral health negatively, social and personal factors are as important in shaping the responses of school children to oral condition and dental appearance.
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Advertising effectiveness of South African newspapers in the higher business education market - Bisschoff, Christo (South African journal of higher education, 2002)
The article reports on the advertising effectiveness of the press media in the RSA with regard to the Telematic MBA degree offered by the Potchefstroom University for Christian Higher Education. The MBA degree is offered to students countrywide (even internationally) via telematic learning with study centres all over the RSA. Students apply for acceptance during November each year and successful candidates commence their MBA studies at the beginning of the next year. The advertising campaign runs from August to October, and includes a variety of media. The press plays a significant role in this campaign. The article reports on the effectiveness of the different press media, namely, daily newspapers and Sunday newspapers. In addition, the effects of the physical advertisement positioning in the papers (section of the newspaper as well as page the layout), are examined and quantified into money terms per enquiry per advertisement. Direct response evaluation is used to determine the effectiveness of an advertisement and its medium. Analysis revealed that the Sunday Times are the most cost-effective option with regard to Sunday newspapers, while in daily newspapers the Sowetan, Business Day and Beeld are also favourable options. This results correlate favourably with the CPM ratings on readership. This value of this article is therefore that it supplies a frame of reference that could be applied to future marketing campaigns in educational programmes. It also serves as a reference frame that could be used to estimate market response from advertisements in a specific newspaper. South African Journal of Higher Education Vol.16(3) 2002: 103-108
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Mediating language and cultural differences in primary education : a comparative study of Madagascar, Mauritius, Réunion and South Africa : New developments and research - Boudet, Catherine (Perspectives in Education, 2002)
This is a report of the work conducted by our research group, Groupe de Recherches sur l'Afrique du Sud, Faculte des Lettres et Sciences Humaines, UnIversite de la Reunion, (South African Research Group, Faculty of Literature and Human Sciences, University of Reunion), also known as GRAS, 10 on the mediation of linguistic and cultural differences in education in multicultural settings. The aim of this three-year research programme, started in August 1999, was to analyse educational practices and perceptions about linguistic and cultural diversity in multicultural settings, on a comparative basis. It was to involve four neighbouring countries of the South Western Indian Ocean: Madagascar, Mauritius, Reunion and South Africa.
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Description and Analysis of the USAID Girls' Education Activity in Guatemala, Morocco, and Peru. Qualitative Report. - Brush, Lorelei R.; Heyman, Cory; Provasnik, Stephan; Fanning, Marina; Lent, Drew; Wilde, Johan De (2002)
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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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National Policies on Pregnancy in Education Systems in Sub-Saharan Africa: The case of Botswana - Chilisa, Bagele (Gender and education (Print), 2002)
Abstract The article critiques pregnancy policies in the education systems in sub-Saharan Africa. Policies discussed are divided into expulsion, re-entry and continuation policies. Arguing from the standpoint of theories of oppression, it is postulated that expulsion policies symbolise direct violence against girls who become pregnant and are more common in those countries with poor human rights records. Continuation and re-entry policies are prevalent in countries that have ratified the Convention on the Elimination of all Forms of Discrimination Against Women and the Convention on the Rights of Children. It is argued that re-entry policies also violate girl mothers' right to education through a retreat ideology that requires temporary withdrawal of the pregnant girl from school. Moreover, gender inequalities are built into the policies and supported by traditional and institutional ideologies that make re-entry of the girl mother into the school difficult. The Botswana re-entry policy is reviewed to illustrate difficulties in the readmission of girl mothers to school.
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Ability Grouping in Zimbabwe Secondary Schools: A Qualitative Analysis of Perceptions of Learners in Low Ability Classes - Chisaka, Bornface Chenjerai (Evaluation & Research in Education, 2002)
The perceptions of the practice of ability grouping by students assigned to low ability classes were investigated in two secondary schools in Harare, Zimbabwe. The study sought to elicit information on the perspectives of learners assigned to low ability classes on what they considered to be the effect of ability grouping in their performance, instruction by teachers and social interaction with their peers in high ability classes. Interviews, observations and documents were used to collect data. Results revealed that ability grouping had a negative effect on the instruction and learning of learners placed in low ability classes and in social relationships of these learners and their peers in high ability classes. The learners in low ability classes were stigmatised as 'those who did not want to learn', and thus creating unhealthy relations between low and high ability students. The study recommended that schools in Zimbabwe should practise heterogeneous grouping which is likely to promote cooperative relationships and improve the learning environment of all learners.
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Freedom of religion and religious education in a pluralistic society : congress : freedom of religion under a new constitutional dispensation in South Africa - Coertzen, Pieter (Dutch Reformed Theological Journal = Nederduitse Gereformeerde Teologiese Tydskrif, 2002)
Freedom of religion is a very important part of the new Constitution of South Africa. Up until its new Constitution, Act 108 of 1996, South African laws have never had a direct article guaranteeing freedom of religion. Now freedom of religion is guaranteed in article 15 of the said Constitution. The content of what this freedom of religion implies for South Africans still to a large extent, has to be developed. For this development different religions, religious groups, church denominations and the state have to co-operate. Religious freedom reaches very deep into the fibre of a people and their deepest convictions and its consequences for many fields of existence in the life of, for instance, a church has to be worked out - how does freedom of religion for instance affect the position in law of a church, its labour relations, its deeds of mercy and its calling to religious education. On all of these issues, and many more, clarity is needed. For this clarity churches can make use of their own traditions, they can look at the way in which these matters are handled in other countries, they can go into dialogue with other religious groups and denominations and they should also go into discussion with the lawmakers of the country to see whether consensus can be found in the filling in of freedom of religion. This presentation is an attempt to co-operation, to see if we can determine the meaning of freedom of religion with regard to religious education in a pluralistic society such as South Africa.
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HIV and education in sub-Saharan Africa : responding to the impact : HIV / AIDS and education - Cohen, Desmond (Perspectives in Education, 2002)
The objective of this paper is to direct discussion away from issues of measurement of the losses of human resources due to HIV / AIDS, and the effects on schools, to a neglected set of problems that arise as a consequence. These can broadly be described as systemic, ie. in what ways is the functioning of the educational system affected by the HIV epidemic, and how does a general epidemic change what the educational system is expected to deliver as well as has the capacity to provide to the society and economy. It is argued that governments and MOEs in Africa need to examine the complex effects of the epidemic on the functioning of the educational system as a whole, recognising that education does not exist in isolation from the rest of the economy and society where the HIV epidemic is causing significant structural changes. The issues for governments and MOEs need to be seen within a context in which radical changes need to be put in place, if the educational system is to deal both with the internal effects of the epidemic on institutions and respond to a changing external set of needs.
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The Impact of Childcare and Parent–Child Interactions on School Readiness and Social Skills Development for Low-Income African American Children - Connell, Christian M.; Prinz, Ronald J. (Journal of School Psychology, 2002)
Low-income and African American children are at increased risk for school readiness deficits in terms of both cognitive and social development. This study examined the roles of childcare involvement and parent–child interaction quality on the development of school readiness and social skills among a low-income, minority sample of kindergarten children. Findings provide mixed evidence on the role of childcare exposure, with early entry into childcare predicting higher levels of social skills ratings and increased time per week in such settings predicting lower levels of social skills development. Childcare exposure had positive, although trend-level, relationships with other readiness-related outcomes after accounting for demographic characteristics of children and their families. Parent–child interactions characterized as structured and responsive to the child's needs and emotions were positively related to school readiness, social skills, and receptive communication skills development after accounting for demographic characteristics and childcare exposure. Implications for preventive intervention program development and the role of school psychologists in the areas of consultation and intervention are discussed.
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Lack of influence of red palm oil on severity of malaria infection in pre-school Nigerian children - Cooper, Karen; Adelekan, Delana A.; Esimai, A.O.; Northrop‐Clewes, Christine A.; Thurnham, David I. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2002)
Vitamin A supplements are reported to reduce febrile episodes of malaria and parasite counts, especially in children aged 12–36 months. Red palm oil (RPO) is a good source of vitamin A, is rich in α- and β-carotene and is as effective as high-dose retinyl palmitate supplements in improving vitamin A status. In western Nigeria, where malaria is endemic, RPO is widely used and consumption can be measured using plasma α-carotene as a proxy biomarker since there are few other prominent sources of this carotene in the diet. The influence of RPO consumption on malaria was investigated in 207 children (aged 0–60 months) who presented with fever in August–October 1999 at several hospital clinics around Ile-Ife. Medical and anthropometric data, body temperature, parasitaemia and plasma C-reactive protein (CRP), retinol, carotenoids and tocopherols were measured in the children. Mothers were interviewed on usage of cooking oil and mosquito nets in the home, education and occupation. Most families used RPO and median plasma concentrations of both α-carotene (0·518 μmol/L) and β-carotene (0·698 μmol/L) in the children were high. Using body temperature, parasite density and plasma CRP as markers of disease severity, multiple linear regression analysis was carried out on those for whom complete data were available (n = 138), separated into 3 age-groups of < 12 months (n = 37), 12–36 months (n = 68) and > 36 months (n = 33). In the absence of plasma retinol, plasma α-carotene explained 13·9% of the variance in parasite density (P = 0·013) but only in children aged > 36 months. The relationship with disease severity was negative i.e., there was some evidence that RPO usage protected against malaria, and other dietary indices generally indicated that better nutritional status was associated with a lower severity of malaria.
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Quality through regulation? Towards quality provision in the South African private higher education sector : Regulation and accreditation : Mediating the private and the public - Cosser, M. (Perspectives in Education, 2002)
Nearly five years have elapsed since the onset of implementation of a process for regulating private higher education provision in South Africa. While the accreditation and registration processes have certainly heightened awareness of issues of quality, it is by no means clear that regulation in and of itself assures quality. It is argued that a culture of quality needs to develop within institutions themselves as they see the need for accountability to their learners and responsiveness to the labour market and to society more broadly. Regulation may be a catalyst for such development, but it does not necessarily ensure the sustainability of quality measures. This article considers the regulatory framework within which accreditation is located, assesses the impact of the accreditation process under the South African Qualifications Authority (SAQA) and the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE), and explores the relationship between accreditation and quality. It challenges the assumption that compliance with statutory regulatory requirements necessarily enjoins quality.
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The problems of female students at Jimma University, Ethiopia, with some suggested solutions - Demise, Asresash; Shinebaum, Ruth; Melesse, Kassahun (Ethiopian Journal of Health Development, 2002)
Background: Education is perhaps the single essential measure to ensure a full participation of women in development. Women's participation in all fields of the world has become significant. Objective: This study was conducted to identify gender related problems of female students in Jimma University (JU). Methods: This study is a cross-sectional study undertaken using quantitative and qualitative methods, in which the university community (staff and students of both sexes) participated. Results: The problems most frequently cited were violence, harassment and lack of security. Lack of facilities and assertiveness, workload, and academic performance were mentioned less often. In particular, awareness towards the existence of gender discrimination in campus diverge between males (30%) and females (64%), P< 0.001. However, the solutions suggested focused on raising awareness, guidance and counseling, academic support and improvement of facilities. Conclusion: This study strongly suggests that in order to improve female achievement in tertiary education, attention should be given to personal security, material support and assertiveness creation in addition to academic needs. [Ethiop.J.Health Dev. 2002;16(3):257-266]
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AIDS Education for African-American and White School Children in One State: African-American Students Received Less - Eisenman, Rusell (Journal of Evolutionary Psychology, 2002)
Introduction As the HIV/AIDS problem has reached epidemic or pandemic proportions, states are becoming more concerned about education as a means of informing people about the dangers. HIV/AIDS is a major problem in the United States, and even more so in Africa where, according to Bittner, Russo, and Whitaker (2001), 8.7 percent of the African population is infected. AIDS usually or always results in death, and is often sexually transmitted. Thus, adolescent sexual behavior and knowledge are important areas worthy of understanding (Keeling, 1986, 1988; Roscoe & Kruger, 1990; Russell, 1991; Strunin & Higinson, 1987) as they contribute to HIV/AIDS prevention or acquisition. The state of Louisiana requires AIDS education in all public schools, and some private schools also provide such education. But, what is really being taught? Are there differences due to minority vs. white enrollment in the schools? The present study was a statewide study of AIDS teaching practices in Louisiana. Finally, minorities have been at increased risk for AIDS, and thus have a higher rate of infection with HIV/AIDS (compared to non-Hispanic whites), often due to intravenous drug usage, homosexual behavior without condoms, or other unsafe sexual practices (Brannon & Feist, 1991; Burson, 1998; Centers for Disease Control, 1989; Centers for Disease Control and Prevention, 1999; Gaw, 1993; Louisiana Department of Health and Hospitals, 1990). Would predominantly minority schools differ from predominantly white schools with regard to the amount of information provided about the HIV/AIDS problem? If anything, minority schools should teach more about the HIV/AIDS problem than majority schools, since African Americans and Hispanics have a high rate of HIV/AIDS. At the very least, minority schools should offer just as much HIV/AIDS education as the majority schools. But, look at what was previously found to be the case regarding drug education. Shockingly, Eisenman (1993) found that schools with exclusive or predominantly African American student populations were less likely than schools exclusively or predominantly with white students to teach about drugs. Since drugs, especially crack cocaine, have had a horrible effect on many African-American youths and adults, one might have thought there would be more--or at least equal--education about drugs in the African-American schools. But, there was less education. AIDS Education The present report on AIDS education is based on data obtained by Denson, Voight, and Eisenman (1993, 1994), looking at variables associated with teaching about HIV/AIDS in the state of Louisiana. Questionnaires were sent to school principals, and they were asked to fill them out and report which areas of content were covered in their school, regarding teachings about HIV/AIDS. A one page questionnaire, asking about different content areas regarding HIV/AIDS and asking which HIV/AIDS areas were taught, was sent to the principal of 217 schools. The schools were selected in a geographically stratified fashion to reflect the make-up of schools in Louisiana. That is, since about three-fourths of the schools in the state are public, that percentage was chosen for study, with one-fourth of the schools studied being private schools. Likewise, a geographically stratified method was used for such variables as school setting (urban, suburban, rural), and region of the state (northwest, north central, northeast, central, southwest, south central, or southeast). Responses were returned by 98 of the 217 schools, for a response rate of 42.5%. The response rate was lower than what one would, ideally, hope for, but the responses did reflect the wished for geographical stratification. In other words, there was no greater or lesser likelihood for rural schools than urban schools to answer the questionnaire, and so on regarding all the geographical variables mentioned above. The respondents can be thought of as similar to volunteers, since they were the ones who agreed to answer the questions. …
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Drought, desiccation and discourse: missionary correspondence and nineteenth‐century climate change in central southern Africa - Endfield, Georgina H.; Nash, David J. (The Geographical Journal, 2002)
This paper examines the role that representatives of the London Missionary Society in central southern Africa during the nineteenth century may have played in the development of geographical debates concerning the long‐term desiccation of the African continent. Observations on climate included within missionary documents are used to reconstruct a chronology of intra‐decadal climatic variability for the period 1815–1900. This reveals six drought periods and seven wet phases that affected large areas of the region, but identifies no evidence for progressive desiccation. The chronology is then used as a framework within which to view missionary perspectives on drought and desiccation. Major influences upon the development of desiccationist theory appear to include the prevalence of contemporary moral economic explanations of climatic variability, as well as the uptake and acceptance of indigenous understanding of climate change. Significantly, many of the key observations by eminent missionaries used as supporting evidence for progressive desiccation are identified as having been made during periods of severe drought. This is used to suggest that the most widely propagated evidence for desiccation may, therefore, simply be the end‐product of periods of short‐term drought rather than long‐term climatic deterioration.
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Corporate classrooms : trends and implications for South Africa : The private higher education landscape : Developing conceptual and empirical analysis - Fehnel, Richard (Perspectives in Education, 2002)
This article focuses on the small but potentially pivotal role that private higher education providers - particularly corporate classrooms - might play in the ambitious plans for the rebirth of African economies. The inquiry is located in the overlapping contexts of (1) the restructuring of South African higher education, (2) the emergence of the New Partnership for Africa's Development (NEPAD), (3) and the worldwide changes in higher education as a result of rapid globalisation. Corporate classrooms are vehicles for education and training used by corporations to build a more cohesive and efficient response to rapidly changing markets. Three important defining characteristics of corporate classrooms in South Africa have been discovered - they seek to meet individual and organisational goals for pursuing continual and simultaneous personal and professional growth and development; they make extensive use of strategic alliances and partnerships with other providers in order to design and deliver high quality services; they focus on developing the workforce of current employers in order to keep their industry competitive. Given these special characteristics, this paper argues that education and labour policy makers in South Africa should consider a framework of incentives and regulatory mechanisms that would give corporate classrooms a greater role in developing the workforce of industries deemed essential to meeting of the economic priorities of NEPAD.
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High-risk sexual behavior and pattern of condom utilization of the Gondar Collage of Medical Sciences (GCMS) Students, North-west Ethiopia - Fitaw, Yohannis; Worku, Alemayehu (Ethiopian Journal of Health Development, 2002)
Human Immuno Deficiency Virus/Acquired Immuno Deficiency Syndrome (HIV/AIDS) is unique in its devastating impact on the social, economic and demographic development. This study was conducted to assess College students' `knowledge' about condom distribution, high-risk behavior and pattern of condom utilization. A cross-sectional study was done among 383 students of GCMS. Data were collected using a pre-tested self-administered questionnaire. Out of 383 students 214 (56.1%) were sexually active. Among the sexually active students, 37.1% reported ever use of condom. Consistent condom use was reported only by 6.4%. Sexual contact with commercial sex workers was reported by 7.8% of them. Consistent use of condom regardless of partner characteristics should be encouraged among students. [Ethiop.J.Health Dev. 2002;16(3):335-338]
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Preparing More and Better Teachers: A New Vision of Teacher Development in Ethiopia. - Gidey, Maekelech (2002)
In 1994 Ethiopia committed to expanding its education system, particularly at the primary level, to reach previously marginalized communities. The unprecedented expansion of the education system resulted in large classes with few resources. The reforms aimed to implement studentcentered, active learning, but the new approach was not reflected in the teacher preparation curriculum, and there was little student teaching. As a result, there was a teacher shortage and morale was low. A new site-based system of inservice teacher development was introduced in 1997. Training center schools received special training and other inputs in order to function as local training centers for other schools in their geographic area. Staff development programs took place at regular intervals, mostly at the school level. They were practical and based on the concerns and needs of primary teachers, and they involved primary teachers themselves as facilitators. The new model faced considerable opposition at first. The program was tried out on a limited basis in Tigrai Region. Teachers reported that the cluster school-based training was important and relevant to their everyday activities in the classroom. Teachers also responded positively to the participatory, group activity-based methodologies of the workshops and to the regular contact with their colleagues that the cluster organization provided. Because of its contribution to teacher skills and morale, the program was adopted as national policy. (Contains 26 references.) (TD) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and nd Improvement EDUCATIONAL RESOURCES INFRMTION NtiTaEsRbe(EeRnIrCe)p 0/This document 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. Preparing More and Better Teachers: A New Vision of Teacher Development in Ethiopia Maekelech Gidey BESO Project' Tigrai Region 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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Secondary school teacher preparedness for the introduction of human rights education in the Midlands Province of Zimbabwe - Hapanyengwi-Chemhuru, Oswell (2002)
A journal article critiquing whether Zimbabwean teachers are equipped to teach Human Rights Education.
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Preventive magnesium supplement protects the inner ear against noise-induced impairment of blood flow and oxygenation in the guinea pig. - Haupt, H.; Scheibe, F. (PubMed, 2002)
We have recently demonstrated in the guinea pig that preventive dietary magnesium supplement can significantly reduce hearing loss caused by acute impulse noise exposure. To elucidate the underlying protective mechanisms of magnesium, the present study examined its effect on noise-induced impairment of cochlear blood flow (CoBF) and perilymphatic oxygen partial pressure (pO2) in two groups of guinea pigs maintained on optimal or suboptimal dietary magnesium status. While laser Doppler flowmetry was used to determine CoBF, perilymphatic pO2 was measured polarographically using micro-coaxial platinum needle electrodes. Auditory function was tested by recording compound action potentials. Animals were exposed to a selected high-intensity impulse noise series (L(peak) 167 dB, 1/s, 38 min). In the low magnesium groups, the noise exposure resulted in a mean decrease of CoBF and perilymphatic PO2 by about 10 and 35 per cent of the initial value, respectively. In contrast, in the high magnesium groups, neither parameter displayed any noise-induced decreases, and there was even a tendency to a slight increase. Magnesium also reduced the hearing loss significantly by 10 to 35 dB over the frequency range (2-16 kHz) tested. Both the CoBF and the perilymphatic pO2 were found to correlate with the serum magnesium. The piesent findings show that in the guinea pig preventive dietary magnesium supplement can protect the inner ear against noise-induced impairment of blood flow and oxygenation, which may partly be responsible for noise-induced hearing loss.
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The case against bilingual and multilingual education in South Africa : laying bare the myths : Many languages in education : issues of implementation - Heugh, Kathleen (Perspectives in Education, 2002)
The issue of language in education in South Africa at the turn of the millennium remains contested. Apartheid language-in-education policy infused with unequal language proficiency demands for school pupils in the country was replaced in 1997 with a new policy based on non-discriminatory language use and the internationally accepted principle of mother-tongue education in the context of a bilingual or multilingual framework. It was designed to secure mother-tongue (L1) maintenance, proficiency in a second language (L2) (English for the majority of pupils) and optimal cognitive development. The policy has not been accompanied or followed by any significant government initiated implementation plan. It has, however, been met with several arguments against its implementation and these have found their way into publications which have been used to deflect government's responsibility regarding implementation. Whilst government remains inert on the matter, the discriminatory policy of the former apartheid government continues, by default, to be practiced in schools.
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Demand for private education in South Africa : schooling and higher education : The private higher education landscape : Developing conceptual and empirical analysis - Hofmeyer, Jane; Lee, Simon (Perspectives in Education, 2002)
South Africa has experienced a rapid growth in both independent (private) schooling and private higher education over the past decade. While the growth of the two sectors has been driven by the same forces and they exhibit common characteristics, there is generally no causal relationship between developments in independent schooling and those in private higher education. Trends in the latter have arisen independently (through similar environmental circumstances) rather than in response to trends in the former, and vice versa. The two sectors of private education differ in two main ways: most independent schools are not-for-profit organisations, while most private higher education institutions have been established on a for-profit basis; independent schools are also more financially vulnerable than private higher education institutions because they reach further down the 'socio-economic ladder' to serve poor black communities. Both private education sectors need to address the challenges posed by HIV/AIDS, the educator shortage and youth unemployment, through individual and partnership strategies. The most obvious and immediate threat to both sectors is increasing government regulation. Both face the tension between the need to retain sufficient autonomy to be true to their unique missions and the demand to be sufficiently accountable.
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Developing science process skills in special schools in South Africa - Johnson, Sally; Sadeck, Melanie; Hodges, Merle (Journal of Research in Special Educational Needs, 2002)
This paper describes research conducted alongside the implementation of ‘Translation Activities’ to teach science process skills in three Schools for Children with Special Educational Needs (known as special schools) in the Western Cape, South Africa. Teachers were interviewed about the differences of teaching science to their learners in the context of the new Outcomes Based Education Curriculum. They were then trained in the strategy and observed while they started to implement it in their classrooms. Further interviews were conducted over the period of a year to discover how this particular teaching innovation fitted with the special conditions. The case studies explain how pupils were able to spend a greater proportion of time working in groups, learning from the activities, and attempt to throw light on how access to science might be facilitated in a future system characterised by inclusion.
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Mentoring african american educational media and technology students - Jones, Toni Stokes (TechTrends, 2002)
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Development Assistance: Disability and education in Southern Africa - Kabzems, Venta; Chimedza, Robert (Disability & Society, 2002)
This paper discusses development assistance on disability and education in southern Africa. Development assistance for people with disabilities has for a long time been based on the charity and medical models. It has not been perceived in the context of national development. Many development agencies and charitable organisations tend to emphasise their own agenda, which may not necessarily be that of the local people with disabilities. As a result, the anticipated impact of development assistance in the region for people with disabilities has not been realised. This paper challenges this position and advocates for a more participatory approach by the locals. Using Lesotho as an example, the paper shows how development assistance can be made to be more successful through community participation and change of attitudes across all sectors of the community.
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The Changing Roles of Non-Governmental Organisations in Education in Malawi. - Kadzamira, Esme; Kunje, Demis (2002)
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The effects of water pollution on blood paremeters of black gobby (Gobius niger Linn, 1758). - Katalay, Selma; Parlak, Hatice (Ege Journal of Fisheries and Aquatic Sciences, 2002)
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More, better, different? Understanding private higher education in South Africa : The private higher education landscape : Developing conceptual and empirical analysis - Klerk, Vivian de (Perspectives in Education, 2002)
Current debates about languages in education are fraught with controversy and opposing views, and real-world experience reveals huge gaps between idealistic theory and on-the-ground practice. It is important to examine this issue in the light of democracy and the declared need for consultation with all stakeholders, and to consider the needs of the learners in society as well as those of the educators. One particular area of contest and debate is the teaching of Xhosa, and the use of the mother tongue for instruction. This two-part article reports on a small-scale survey which was carried out in Grahamstown in the Eastern Cape Province.43 The first of the two articles reports on questionnaire responses from the parents of 194 Xhosa-speaking children who had been sent to English-medium schools in Grahamstown. This survey included personal interviews with 26 of these parents, in which they elaborate on their views and experiences with regard to language issues. The second of the two articles reports on personal interviews which were conducted with the heads of these six English-medium schools concerning the issue of language in education and particularly the teaching of Xhosa in their schools.
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Improving the quality of partnerships between the public and private sectors in South African higher education : Access and development : Debating process - Kotecha, Piyushi (Perspectives in Education, 2002)
Extracted from text ... Improving the quality of partnerships between the public and private sectors in South African higher education PIYUSHI KOTECHA PIYUSHI KOTECHA was appointed as the Chief Executive Officer of the South African Universities Vice-Chancellors Association (SAUVCA) in April 1998. Her previous positions include National Director of the South African Association for Academic Development (SAAAD) and Director of the Wits Integrated Study Programme in Engineering (WISPE) at the University of the Witwatersrand. In 1997, she was also involved in analysing stakeholder submissions to the Green Paper on Higher Education and was a member of the drafting team for the ..
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A contested good ? Understanding private higher education in South Africa : : editorial - Kruss, Glenda; Kraak, André (Perspectives in Education, 2002)
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Encountering Archaeology in Tanzania: Education, Development, and Dialogue at the University of Dar es Salaam - LaViolette, Adria (Anthropological Quarterly, 2002)
From 1987 to 1989 I taught in the Archaeology Unit of the History Department at the University of Dar es Salaam, Tanzania, 1 and have returned to the Unit for extended periods on an average of nearly every year since, in the context of ongoing archaeological research in Tanzania and in collaboration with archaeology faculty and students at the University. The following are observations and reflections based on my initial two years of teaching there, and on the changes and continuities encountered subsequently. These may resonate with the increasing number of western-based anthropologists who have spent time engaged in educational development at the university level in Africa, and those others with long-term commitments to foreign education, conservation, and research in different capacities in non-western settings. I seek to portray certain aspects of life in the university as well as in the Archaeology Unit for both students and faculty, noting especially the challenges faced and overcome on a daily basis and in the course of academic careers. I then discuss the Archaeology Unit in terms of its effects on the personal and professional lives of Tanzanians, and on the practice of archaeology. These observations have additional meaning within an anthropology that, however self-aware and self-critical, continues to be dependent upon the hospitality of peoples and nations only several decades beyond their colonial history, a [End Page 355] history in which anthropology was intimately involved (see Brokensha 1966; Hoben 1982; Escobar 1991, 1995). The descriptions that follow are ones that could well apply in general outline to many university campuses in the developing world. I include them as background, but specifically to underscore the stressed atmosphere that prevailed in Tanzania during a period of great momentum for the Archaeology Unit and for the practice of archaeology there, and against which to chart more recent changes, many for the better, and their own repercussions. The University Setting The University of Dar es Salaam (UDSM) Archaeology Unit was formed in 1985, and is the only venue for training in archaeology in the country. Initially the curriculum was designed and taught by a Tanzanian archaeologist trained to the M.A. level at the University of California, Berkeley, and a senior American archaeologist who raised the generous private corporate and Ford Foundation funding that went into the establishment of the Unit. These funds provided teaching salaries, vehicles, field equipment, computers, a library, and operating funds to initiate the program. The Unit's founders were assisted by part-time instructors recruited from two other institutions in Dar es Salaam: the National Museum, and Muhimbili University College and Health Sciences, then the Faculty of Medicine. These faculty had earned foreign graduate degrees—M.A.s, Ph.D.s, and an M.D.—and juggled teaching at the Archaeology Unit with their full-time jobs elsewhere. I was part of a team in the second phase of development (1987-1989), two recent Ph.D.s from the U.S., engaged as full-time lecturers to continue teaching and research duties begun during the Unit's start-up phase, assisted by some part-time instructors as before. Each year between three and six students began their three-year program in archaeology, making the classes small and the resources adequate to support them. The archaeology students also took classes in history and geology to supplement their training. Following our departure in 1989, instructors from the U. K. and Norway took over the full-time teaching load, usually two at a time. Foreign lecturers were essential to the teaching force until 1993, when they were replaced with an entirely Tanzanian academic and support staff, a situation that remains today. The current full-time Tanzanian faculty have earned M.A.s, M.Phil.s, and Ph.D.s in the U.S., Sweden, Britain, and Canada, and they continue to be assisted...
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The Internet and social development : African voices on HIV / AIDS and education : HIV / AIDS and education - Lawrence, John (Perspectives in Education, 2002)
This paper draws policy conclusions from a four-month experiment to bring information technology to bear on the problem of HIV / AIDS in southern Africa during preparations for the Dakar World Education Forum in April 2000. A UNDP-sponsored interactive virtual e-dialogue among sub-Saharan African voices addressed 14 major issues currently facing educational policymakers. By networking through a neutral, user-friendly medium, this project generated surprisingly wide regional interest. Among more than 600 subscribers from 54 countries, almost half were from sub-Saharan Africa. Postings provided new and compelling evidence of institutional and individual coping behaviours throughout the subregion. The LIST offered an opportunity to share difficult but ultimately successful experiences, such as formation of associations of PLWHAs, and collective action to affect public policy. Vivid personal encounters with the effects of the epidemic were courageously shared, and major 'missing' issues needing policy attention identified. Scholarships were provided to two especially articulate LIST representatives so that they could present discussion summaries at the Dakar World Education Forum. Initial misgivings as to the suitability of an INTERNET-based virtual information-exchange on this sensitive subject proved unfounded. The Internet proved a viable policy tool for development in the subregion, and helped offset negative effects of the African diaspora.
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School-based gender violence in Africa : a risk to adolescent sexual health : HIV / Aids and education - Leach, Fiona (Perspectives in Education, 2002)
This paper examines the prevalence of gender based violence in African schools, drawing on a small number of studies. It questions the suitability of the school as the location of HIV / AIDS prevention campaigns given that schools are the site of high levels of gender violence, most of it directed at girls. If adolescents, especially girls, are indeed a high risk group for HIV infection, then the existence of widespread sexual activity in conditions of intimidation, harassment and in some cases rape is likely to contribute to its spread. Far from discouraging high risk sexual behaviour, the school may actually encourage it through a culture which promotes the development of stereotypical masculine and feminine behaviours and strong peer pressure to conform. This makes girls in particular vulnerable to aggressive sexual advances from male pupils and teachers within the school and adult men outside it. There is therefore a contradiction between the school as a location for high risk sexual practice and the school as the forum for teaching about and encouraging safe sex.
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Profits and Practicality: How South Africa Epitomizes the Global Surge in Commercial Private Higher Education. Working Paper. - Lévy, Daniel (2002)
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The role of early hemodynamic impairment and disease duration on diabetic cardiomyopathy and hypertension in central Africans with atherosclerosis - Longo-Mbenza, Benjamin; Bieleli, E.; Muls, Erik; Vangu, Ngoma; Mpadamadi, S Ditu (Journal of Diabetes and its Complications, 2002)
Diabetes mellitus (DM) is strongly associated with cardiomyopathy and hypertension. This study focuses on early hemodynamic impairment and DM exposure time amplified by atherosclerosis before the onset of associated cardiomyopathy and hypertension in central Africans. Prospectively, demographic, hemodynamic, lipid, anthropometric, and urinary data of 48 atheromatous diabetics, 39 uncomplicated diabetics, and 27 normal subjects before incidence of cardiomyopathy, hypertension, stroke, and peripheral vascular disease (PVD) were analysed. Age, waist–hip ratio (WHR), DM duration, blood pressures (BPs), pulse pressure (PP), mean arterial pressure (MAP), lipidic profile, and microalbuminuria were more elevated in atheromatous diabetics than in uncomplicated diabetes and normal subjects. PP, MAP, BP of atheromatous diabetics were significantly (P<.01) correlated with age, DM duration, and microalbuminuria, but stroke volume was negatively (P<.001) correlated with diastolic blood pressure (DBP) and microalbuminuria. The evolution of atheromatous diabetes was characterized by the onset of the highest rates of hypertension (86.2%), cardiomyopathy and congestive failure (69%), stroke (46%), and PVD (42%). Atheromatous diabetes of central Africans is associated with early and age-induced significant changes of PP, BP, the highest rates of hypertension, cardiomyopathy, stroke, and PVD. Impaired left ventricular function, as stroke volume decreases with increasing DBP, C-peptide, and microalbuminuria, precedes cardiomyopathy and congestive failure in African diabetics.
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The evolution of private provision of higher education in South Africa : The private higher education landscape : Developing conceptual and empirical analysis - Mabizela, Mahlubi (Perspectives in Education, 2002)
The private provision of higher education in South Africa shares historical roots with public higher education institutions. Over the years, the two have swung between convergence and divergence. Post-secondary education was privately offered until the state intervened through financial grants, which paved the way for state control of the governance and functioning of institutions. Private provision of higher education continued to operate on the fringes of public higher education. Later, collaborative arrangements between private and public institutions saw private post-secondary institutions making a marked comeback. This article divides the history of private provision of higher education into four periods spanning nearly 200 years, on the basis of the socio-economic and political context which influenced the establishment and operation of both private and public institutions. The state plays a crucial role in this equation, because its positioning determines whether institutions are said to be private or public.
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Information Manpower Capacity Building for Decentralization in Uganda through Industrial Training - Magara, Elisam; Nyumba, Joyce Bukirwa (IFLA Journal, 2002)
La decentralisation en Ouganda a cree un besoin de specialistes qualifies en information dans le gouvernement local, mais meme lorsque de tels postes sont annonces, ils n'attirent pas de candidats, probablement parce que les etudiants ne percoivent pas l'environnement de travail local. L'article presente les resultats d'une etude exploratoire menee par l'Ecole africaine de bibliotheconomie et sciences de l'information (East African School of Library and Information Studies - EASLIS) de l'Universite Makerere a Kampala en Ouganda, dans le but d'identifier des domaines possibles d'exploration pouvant servir de base pour un projet sur le renforcement des capacites des professionnels de l'information pour la decentralisation. Le projet sera conduit dans les zones de Bushenyi, de Mubende, de Tororo, et de Lire, en mettant l'accent sur la gestion des archives, des bibliotheques et des services d'information.
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African and Western views of rhythm literacy and the implications for the teaching of music in Zimbabwean primary schools - Matiure, Sheasby (2002)
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Educational integration of children with disabilities in schools in the Midlands Region of Zimbabwe - Maunganidze, Levison; Kasayira, Joseph M. (2002)
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Voices of Teachers in Academic and Vocational Schools: Perceived Consequences of Secondary Education Reform in Egypt. - Megahed, Nagwa; Ginsburg, Mark (2002)
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Refugee Education in a Changing Global Climate: The Case of Sudanese in Egypt. - Moro, Leben Nelson (2002)
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Measurement of Risk and Protective Factors for Drug Use and Anti-Social Behavior among High School Students in South Africa - Morojele, Neo K.; Flisher, Alan J.; Muller, Martie; Ziervogel, Carl F.; Reddy, Priscilla; Lombard, Carl (Journal of Drug Education, 2002)
The study sought to examine, for South African adolescents: 1) the reliability of sub-scales of the Communities that Care Youth Survey (CTC Youth Survey) of risk and protective factors for drug use and anti-social behavior; and 2) the extent to which tobacco, alcohol and marijuana use can be predicted from community, family, school, and peer-individual factors based on sub-scales of the CTC Youth Survey. On two occasions, 92 male and 31 female, Grade 8 and 11 students completed measures concerning: 1) their past month tobacco, alcohol and marijuana use; and 2) various community, family, school, and peer-individual factors. Cronbach alpha coefficients of sub-scales of the questionnaire ranged between .60 and .94. Kappa values were at least moderate (above .40) on 19 sub-scales, and on the remaining sub-scales observed agreement levels ranged between .49 and .94. Each domain predicted tobacco, alcohol, and marijuana use. Multiple logistic regression analyses revealed that alcohol use was most strongly accounted for by the peer domain, tobacco use by the school domain, and marijuana use by the peer and community domains. The findings support use of the CTC Youth Survey, with slight revisions, among South African high school students.
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Survey of blindness and visual impairment in Bioko, Equatorial Guinea - Moser, Carlos L. (British journal of ophthalmology, 2002)
This study was designed to estimate the prevalence of blindness and its main aetiologies in Bioko, an onchocerciasis endemic zone of Equatorial Guinea.Random sampling was applied, proportionally to population distribution into urban or rural areas. All the subjects underwent a basic eye examination by trained nurses. In the presence of any ocular affection or a visual acuity of less than 0.3, the subject was visited by the ophthalmologist. This visit included direct and indirect ophthalmoscopy, anterior segment examination with a slit lamp, and intraocular pressure recording. Blindness and visual impairment were defined by using the WHO criteria.3218 subjects were screened, with a mean age of 34.1 (SD 21.6) years, ranging from 1 month to 102 years (median 34 years). The overall prevalence of blindness was 3.2% (95% CI: 2.6% to 3.9%). Unilateral blindness was present in 4.2%. Visual impairment was diagnosed in 200 patients (6.8%). More than 20% of the acuities inferior to 0.7 improved when explored with a pinhole. The main causes of blindness were cataracts (61.3%); macular affection (25.3%), optic atrophy (16%), and glaucoma (13.3%). Ocular onchocerciasis was detected in 12 cases (0.4%).Ocular onchocerciasis was very uncommon in an area of high endemicity. Results also pointed at the lack of basic ophthalmologist eye care and optician resources in the island.
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The views of educators regarding inclusive education in Namibia - Möwes, Andrew D. (2002)
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The Quest for Education in Post Colonial Kenya: My Personal Experiences. - Mungai, Anne Marie Wairimu (2002)
This paper recounts the personal and educational experiences of a Kenyan woman now living in the United States. The paper relates her misfortune of failing the primary school national examination, which meant that she would not be adMitted to a government high school. It discusses education during the British colonial period in Kenya and traces her passage through a Catholic boarding school with 300 students from all walks of life. The paper describes the woman's life in the United States where she attended graduate school. The education system in Kenya is described, giving the historical background of the traditional Kenyan system, and noting the beginning of modern western education in Kenya. It also considers the education of females in Kenya. After Kenyan independence, education was seen as a vehicle to train more human resources to enhance economic development; distribute national income; bring national unity; and ameliorate national disparities. The paper states that Kenya defines the objectives of education as follows. Education must:(1) serve to foster national unity; (2) serve the needs of national development; (3) foster, develop, and communicate the rich and varied cultures of Kenya; (4) prepare and equip the youth of Kenya with expertise to play an effective role in the life of the nation; (5) promote social justice and morality by instilling right attitudes; and (6) foster positive attitudes towards other nations. It concludes by discussing primary (elementary) education in Kenya. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. 1 The quest for education in Post Colonial Kenya: My personal experiences Anne M. Mungai Ph.D Ade 1phi University Education Studies 234 Harvey Hall Garden City, N. Y. 11510 71 Emailmungai*adelphi.edu Paper presented at the 2002 annual CIES conference Orlando, FL, March 6-9
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Democratic values, humanism and African language learning : Many languages in education : issues of implementation - Murray, Sarah (Perspectives in Education, 2002)
This article describes the movement of African learners into formerly coloured, Indian and white schools and the resulting mismatch between the languages spoken by these learners and their teachers. It argues that English- and Afrikaans-speaking teachers need to learn African languages in order to understand and communicate fully with learners. However, it identifies overly academic approaches to African language teaching as an impediment to achieving this goal. It offers as an alternative a humanistic, community-based approach to language learning developed by the TALK Project. It describes some of the successes of this approach - particularly in the realm of values education - and some of its limitations.
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Education Decentralization in Sub-Saharan Africa--Espoused Theories and Theories in Use. - Naidoo, Jordan (2002)
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Language Dominance and Hope for Language Equality in South Africa: Examples from Schools. - Napier, Diane Brook; Napier, John D. (2002)
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A seven-year audit of a diarrhoea training unit (DTU) in Port Harcourt, Nigeria. - Nte, Alice; Oruamabo, R S (PubMed, 2002)
The Diarrhoea Training Unit [DTU] of the University of Port Harcourt Teaching Hospital in Nigeria was established in 1991 and has, in addition to treating cases, been involved in training medical students, paediatric residents, health workers and mothers caregivers on correct case management of diarrhoeal disease. The accomplishment of the Unit over a defined time frame, January 1993 to December 1999, was evaluated by employing predetermined indicators and the data were analyzed by using the Statistical Package PEPI [Computer Programs for Epidemiologic Analysis Version 2.07a]. Eight thousand, four hundred and eighty-six cases (4557 males and 3929 females) of acute diarrhoea were treated. Those with severe dehydration were eleven times fewer in 1998 and eight times fewer in 1999 than in 1993. The number of Oral Rehydration Salts (ORS) sachets used in the Unit increased from 3064 in 1993/94 to 17,549 in 1998/99. There was no reduction in the number of cases treated, but the case-fatality rates dropped from 6 per 1000 in 1993 to 0.6 per 1000 in 1999 [likelihood ratio chi2 = 9.874, p = 0.02]. There was a significant reduction in the proportion of patients with bloody stools towards the end of the observation period [chi2(trend) = 82.60, 1 df, p = 0.000 (1.00E-19)]. These results indicate some positive impact on the severity of diarrhoea in the area, but preventive measures should now constitute the main thrust.
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A psychiatric training programme for general practitioners in primary health care in Egypt - Okasha, Ahmed; Fahmy, M. S.; Haggag, Wafaa; Awad, Magdi; Okasha, Tarek; Moez, K. Abd El (Primary Care Psychiatry, 2002)
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Formal education does not improve the acceptance of cesarean section among pregnant Nigerian women - Onah, HE (International Journal of Gynecology & Obstetrics, 2002)
To investigate the relationship between formal education, personal beliefs and the acceptance of cesarean section among pregnant Nigerians.A questionnaire survey was made of antenatal mothers seen over a 5-month period at a tertiary hospital in Enugu, Nigeria.A total of 1148 subjects were interviewed. Although as a single variable, formal education was significantly related to a more favorable attitude to cesarean section among the respondents, it ceased to be related when their beliefs about the operation were corrected for.Pregnant Nigerians' beliefs about cesarean section are more important than formal education in determining whether or not they accept it, hence the need to correct such false beliefs during antenatal classes.
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Language(s) of reflection in teacher development programmes in South Africa - Reed, Yvonne (World Englishes, 2002)
The research discussed in this article was undertaken in response to the following: (1) the proposal in the Language Task Action Group’s document, Towards a National Language Plan for South Africa (1996), that a national language policy be designed to promote the development and status of the historically disadvantaged African languages and to counter the hegemony of English; (2) the Department of Education’s Language‐in‐Education‐Policy for schools which promotes additive bilingualism and multilingualism, with all the languages that a learner knows being viewed as resources for further learning; and (3) the Norms and Standards for Educators , published in the South African Government Gazette in February 2000, which states that ‘reflexive competence’—competence in reflection—is one of the three strands of competence required of all teachers. Providing support for the development of such competence has been one of the goals of the flexible learning Bachelor of Education programme of the University of the Witwatersrand since its inception in 1999. The majority of the teachers in this B Ed programme speak and write English as an additional language but where they have been required to demonstrate aspects of their reflexive competence, they have been expected to do this in English only. This article reports on a small‐scale project which investigated whether a group of teachers participating in a B Ed programme would prefer to engage in reflective discussion (oral or written) in English, in their main language(s) or to switch between languages. In other words, which language(s) would they prefer to use in order to demonstrate aspects of their ‘reflexive competence’? The findings, in support of opportunities for codeswitching being included in oral presentations and reflective writing in teacher development programmes, warrant further investigation.
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Medical ethics education: thoughts on a South African medical bioethics curriculum - Richards, P.D.G.; Howarth, Graham; Richards, Penelope (South African journal of higher education, 2002)
Medical ethics is becoming an increasingly integral part of undergraduate medical curricula world-wide. The recent social, educational and political changes in South Africa have emphasised the place of bioethics within the emerging integrated medical curricula in southern Africa. The bioethics programmes that are designed are often reliant on "developed" European/western paradigms for their source material and use a number of pedagogic styles to teach the subject within the formal medical curriculum. There has been little development of African syllabi in bioethics that reflect the plasticity of African thought, as well as developing the skills of ethical awareness, moral reasoning and ethical practice that are appropriate for the African context. In this article a possible starting point for such a syllabus is proposed in order to pave the way for open debate among those who are or who wish to be involved with the teaching of bioethics to learners in Africa. South African Journal of Higher Education Vol.16(3) 2002: 89-94
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Mainstreaming HIV / AIDS in the education systems in sub-Saharan Africa : some preliminary insights : HIV / AIDS and education - Rugalema, Gabriel; Khanye, Vivian (Perspectives in Education, 2002)
This article is based on a theoretical exploration of the concept of mainstreaming and actual experience of the African ministries of education in the region. The empirical part of the article is largely based on the initiative of the Association for the Development of Education in Africa (henceforth ADEA) on Identifying Promising Approaches to HIVAIDS in Education in sub-Saharan Africa. The initiative was conceived in April 2001 and it is ongoing. The article examines the application of the concept of mainstreaming in education programming. It argues that even though there is tangible evidence of the process of mainstreaming HIV in education systems, there are still both theoretical or rather conceptual problems as well as problems related to implementation of programmes. Our purpose is exploratory since not all country case studies under the ADEA initiative have been completed. However, available data enable us to ask such fundamental questions as the following. Have the ministries of education managed to mainstream HIV / AIDS in their respective education systems? If so, how? Is the level or phase of mainstreaming reached by respective ministries sufficient? What are the problems facing the process of mainstreaming in the education sector? The rest of this paper seeks to answer these questions by focusing on the process of mainstreaming as attempted by various ministries of education that are participating in the ADEA initiative.
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Lessons Learned from the USAID Girls' Education Activity in Guatemala, Morocco, and Peru. - Rugh, Andrea B.; Brush, Lorelei R. (2002)
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Education for Health Providers in the Prevention of the Transmission of Hepatitis C virus: A Case Study in Rural Egypt - S, El Katsha (Promotion & Education, 2002)
FrenchSpanish; CastilianCette étude de cas a été conçue pour identifier des stratégies d'éducation pour la santé pour prévenir la transmission du virus de l'hépatite C en Egypte au niveau communautaire. Des études épidémiologiques ont montré que les injections réalisées sans précaution et l'utilisation des instruments de soin par le personnel soignant étaient vraisemblablement responsables de la transmission du VHC. Cet article décrit un projet pilote qui s'adresse aux personnels de santé des centres gouvernementaux de soins de santé primaires. Les objectifs du projet étaient les suivants: 1) augmenter les connaissances du personnel soignant sur l'hépatite, en particulier le VHC; 2) utiliser ces connaissances pour mettre en place des pratiques sans risque dans les centres de soins de santé primaires; et 3) permettre au personnel soignant de répondre aux besoins de leurs patients et des membres de la communauté. Des études formatives ont permis d'apprécier les connaissances du personnel sur le VHC; les pratiques dans les centre de soins ont également été observées. Médecins, infirmières, techniciens, de même que le personnel régional du Ministère de la Santé et de la Population ont participé à des ateliers de formation et d'information, pour lesquels des messages et affiches ont été réalisés. En réponse aux demandes des personnels soignants et avec leur collaboration, des petits manuels simples sur le VHC et sur la stérilisation, à l'usage des médecins et des infirmières des centres de soins de santé primaires ont été produits et testés. Toutes les activités ont été suivies et évaluées et des recommandations ont été émises en faveur d'un programme durable et viable d'éducation pour la santé s'adressant aux personnels soignants qui puisse être par la suite testé au niveau du district. L'expérience de ces chercheurs au niveau communautaire et dans les unités de soins de santé primaires, apporte aussi aux professionnels de terrain, en première ligne, d'autres pays, des idées pouvant contribuer à la promotion de la santé dans leurs propres centres locaux.Este caso práctico pretendía identificar estrategias de educación para la salud para la prevención de la transmisión del virus de la hepatitis C en Egipto a nivel comunitario. Los estudios epidemiológicos del área objeto de estudio y de otras zonas de Egipto habían indicado la probabilidad de que la utilización de las jeringuillas y de otros instrumentas sin tener en cuenta las normas de seguridad por parte del personal sanitario pudiera transmitir el VHC. Este estudio describe un programa pilota dirigido al personal sanitario de los locales gubernamentales de asistencia primaria de salud. Los objetivos del programa eran: 1)aumentar los conocimientos del personal sanitario respecto de la hepatitis, especialmente del VHC;2)utilizar estas conocimientos para garantizar la seguridad de su práctica profesional en el entorno de la asistencia primaria de salud, y3)preparar al personal sanitario para que responda a las necesidades de los pacientes y de los miembros de la comunidad. La investigación formativa identificó el conocimiento que tenía el personal acerca del VHC y observó sus prácticas en los centras de salud. Doctores, enfermeras, técnicos y bedeles, así como el personal regional del Ministerio de Salud y Población participaron en seminarios informativos y formativos de tipo informai en los que se elaboraron mensajes y carteles. En respuesta a las peticiones del personal sanitario y con su colaboración, se elaboraron y se probaron unos folletos sencillos sobre el VHC y sobre la esterilización destinados a doctores y enfermeras del ámbito de la asistencia primaria de salud. Se hizo un seguimiento y evaluación de las actividades y se formularon recomendaciones para la elaboración de un programa de educación para la salud destinado al personal sanitario que pudiera ser probado a nivel de distrito. La experiencia de los investigadores a nivel comunitario y en las unidades de asistencia primaria de salud también aporta ideas a los trabajadores de primera línea de otros países que pueden contribuir a la promoción de la salud en sus respectivos entornos locales.
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Magnetotelluric images of the crustal structure of Chyulu Hills volcanic field, Kenya - Sakkas, Vassilis; Meju, Max A.; Khan, M. Aftab; Haak, V.; Simpson, Fiona (Tectonophysics, 2002)
Electromagnetic experiments were conducted in 1995 as part of a multidisciplinary research project to investigate the deep structure of the Chyulu Hills volcanic chain on the eastern flank of the Kenya Rift in East Africa. Transient electromagnetic (TEM) and broadband (120–0.0001 Hz) magnetotelluric (MT) soundings were made at eight stations along a seismic survey line and the data were processed using standard techniques. The TEM data provided effective correction for static shifts in MT data. The MT data were inverted for the structure in the upper 20 km of the crust using a 2-D inversion scheme and a variety of starting models. The resulting 2-D models show interesting features but the wide spacing between the MT stations limited model resolution to a large extent. These models suggest that there are significant differences in the physical state of the crust between the northern and southern parts of the Chyulu Hills volcanic field. North of the Chyulu Hills, the resistivity structure consists of a 10–12-km-thick resistive (up to 4000 Ω m) upper crustal layer, ca. 10-km-thick mid-crustal layer of moderate resistivity (∼50 Ω m), and a conductive substratum. The resistive upper crustal unit is considerably thinner over the main ridge (where it is ca. 2 km thick) and further south (where it may be up to 5 km thick). Below this cover unit, steep zones of low resistivity (0.01–10 Ω m) occur underneath the main ridge and at its NW and SE margins (near survey positions 100 and 150–210 km on seismic line F of Novak et al. [Novak, O., Prodehl, C., Jacob, A.W.B., Okoth, W., 1997. Crustal structure of the southern flank of the Kenya Rift deduced from wide-angle P-wave data. In: Fuchs, K., Altherr, R., Muller, B., Prodehl, C. (Eds.), Structure and Dynamic Processes in the Lithosphere of the Afro-Arabian Rift System. Tectonophysics, vol. 278, 171–186]). These conductors appear to be best developed in upper crustal (1–8 km) and middle crustal (9–18 km) zones in the areas affected by volcanism. The low-resistivity anomalies are interpreted as possible magmatic features and may be related to the low-velocity zones recently detected at greater depth in the same geographic locations. The MT results, thus, provide a necessary upper crustal constraint on the anomalous zone in Chyulu Hills, and we suggest that MT is a logical compliment to seismics for the exploration of the deep crust in this volcanic-covered basement terrain. A detailed 3-D field study is recommended to gain a better understanding of the deep structure of the volcanic field.
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Democratising Education in a Decentralised System: South African policy and practice - Sayed, Yusuf (Compare: A Journal of Comparative and International Education, 2002)
This paper examines the democratisation of education in South Africa within the context of the policy of educational decentralisation with regards to key policy texts, namely, the South African Schools Act (SASA) and the National Norms and Standards for School Funding (NNSSF). It begins by exploring the concept of decentralisation with specific reference to the notions of democratisation and participation. This leads to an examination of these concepts within the South African context. The final section examines the policy impact of participation and democratisation in relation to the powers and functions of School Governing Bodies (SGBs) by considering four illustrative examples, namely, religion, language, admissions and teacher employment. The paper concludes by considering the policy gap between policy rhetoric and practice in relation to attempts to entrench democracy and participation, and enhance participation at the school level.
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Therapeutic effect of parenteral magnesium on noise-induced hearing loss in the guinea pig. - Scheibe, F.; Haupt, H.; Ising, H; Cherny, Lily (PubMed, 2002)
We have recently demonstrated in the guinea pig that preventive dietary magnesium supplement can significantly reduce impulse noise induced hearing loss by on average 18 dB. The purpose of the present study was to examine whether magnesium might also have a therapeutic effect on noise trauma. Anesthetized guinea pigs were exposed to an impulse noise series (1/s) of L(peak) 167 dB (L(eq,ls) 127 dB) for 38 min. The permanent hearing threshold shift (PTS) was determined one week post-exposure, using auditory brainstem response audiometry at a frequency range of 0.5-32 kHz. The total magnesium concentrations of perilymph (PL), cerebrospinal fluid and blood were analysed by atomic absorption spectrometry at different times of treatment. In a first set of experiments, animals on a low initial magnesium status were injected either of 4 different dose levels of magnesium (1.14-3.42 mmol MgSO4 s.c./kg per day) for 3 days or saline as a placebo. The treatment was started immediately after the exposure. The magnesium groups received drinking water with an additive of 39 mmol MgCl2/l for one week and the placebo group tap water (0.43 mmol Mg/l) alone. A dose level of 2.85 mmol Mg has proved to be most effective and reduced the PTS by 13-20 dB compared to the placebo group. The magnesium concentrations increased to above 4 mmol/l in serum and to 1.2 mmol/l in PL during the first 3 days of this treatment. In a second set of experiments, we tested the dependence of the therapeutic efficacy on the post-exposure time of onset of the optimal treatment (1 min, 2 h and 4 h), using guinea pigs on normal initial magnesium status. In the 1 min-group, the reduction of hearing loss was similar to that found in the first series. The therapeutic effect decreases with the length of time elapsed between the end of exposure and the beginning of treatment. In a few animals, hair cell stereocilia were examined using scanning electron microscopy. The results also revealed a magnesium related reduced susceptibility of hair cell stereocilia to impulse noise exposure.
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‘We are guinea pigs really’: Examining the realities of ICT-based adult learning - Selwyn, Neil; Gorard, Stephen; Williams, Sara (Studies in the Education of Adults, 2002)
The use of information and communications technology (ICT) to facilitate easy access to lifelong learning for all is one of the central tenets of the UK government's drive to establish a ‘learning society’. At the heart of initiatives such as the ‘University for Industry’ and ‘learndirect’ are the objectives of increasing access to educational opportunities, thereby widening adult participation in lifelong learning. In so doing the government has invested considerable faith (and finance) in the role of ICT as the primary means of overcoming traditional barriers to lifelong learning. Yet, to date, this growing area of adult education remains over-discussed and under-researched. This article therefore presents an initial empirical examination of the nature of this apparently ‘new’ form of adult learning. Utilising the concept of ‘learning trajectories’ and based on in-depth interviews with 36 adult learners in four different ICT-based settings this article examines: (i) the extent to which ICT can be said to be widening participation in learning to previously ‘disengaged’ adults; and (ii) the experiences, attitudes and views of those learners currently participating in ICT-based learning.
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A scenario for indigenous minority education in South Africa : the case of Schmidtsdrift San Combined School : Many languages in education : issues of implementation - Siegruhn, Amanda (Perspectives in Education, 2002)
This article considers the social and educational context within which the implementation of indigenous San languages in the Schmidtsdrift San Combined School would take place and then proceeds to make recommendations for a language and cultural maintenance programme specific to this school. The school serves two different communities, the !Xun and the Khwe, who live in one settlement. The former belongs to the San grouping and the latter to the Khoe grouping. Research conducted at the target school indicated the following educational concerns, commonly reported in the education of indigenous communities worldwide. Learners were found to have a low cognitive and academic proficiency in the language of learning at the school, which in this case is Afrikaans. Most learners struggle even to conduct a basic conversation in Afrikaans. Teachers are outsiders to the community and have little understanding of the cultural and linguistic paradigm of the !Xun and the Khwe. Thus far there are no trained teachers from within the community to alleviate the current educational crisis. Furthermore, there is little parental interest and involvement in the running of the school. Given these factors, it has been recommended that the relevant provincial education department works closely with the community, through existing community structures, to create a vision of communal learning. A language and cultural maintenance programme would offer a starting point whereby community members become tutors and co-teachers. Such a maintenance programme may need to be broadened to include more academic support and bridging through the mother tongues of learners.
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The Jagged Tear: Human capital, education and AIDS in South Africa, 2002-2010 - Simkins, Charles (2002)
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Equity Legislation in South Africa with Specific Reference to HIV/Aids and Disability - Smit, Nicola (International Journal of Comparative Labour Law and Industrial Relations, 2002)
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Assessing intellectual potential in rural Tanzanian school children - Sternberg, Robert J.; Grigorenko, Elena L.; Ngorosho, Damaris; Tantufuye, Erasto; Mbise, Akundaeli Safari.; Nokes, Catherine; Jukes, Matthew; Bundy, Donald (Intelligence, 2002)
What do conventional intellectual-ability tests tell us about the abilities of Black Africans living in non-Westernized environmental contexts? We examined an aspect of this question in a study employing dynamic testing, conducted in rural villages near Bagamoyo, Tanzania. A total of 358 experimental-group children in 10 schools, ranging in grade levels from 2 to 5, participated in the study. An additional 100 students of the same ages served as control participants. All experimental-group participants received three dynamic tests (administered in Kiswahili) of largely fluid intellectual abilities: Syllogisms, Sorting, and Twenty Questions. Each test given to the experimental group comprised administration of a separately scored (a) pretest, (b) intervention teaching cognitive skills and strategies contributing to success on that kind of test, and (c) posttest. Control participants received only the pretest and posttest. In addition, scores were available for the experimental-group children on reference tests of intellectual abilities and school achievement. We found that scores of children in the experimental group increased significantly from pretest to posttest relative to scores of children in the control group. Pretest scores of experimental-group children were relatively weak predictors of posttest scores, whereas pretest scores of control-group children were significantly stronger predictors of posttest scores. Posttest scores on the dynamic tests generally were better predictors than were pretest scores of the reference ability and achievement measures.
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The nature of the private higher education sector in South Africa : further quantitative glimpses : The private higher education landscape : Developing conceptual and empirical analysis - Subotzky, George (Perspectives in Education, 2002)
The rapid proliferation of private provision in South African education has attracted considerable policy attention. Thought to be linked to the decline in public enrolment, this rapid expansion was perceived as a direct threat to the public sector. However, very little is known about the nature of the private sector, the distribution of its enrolment and its programmatic focus. This article draws from previous research to provide an overview of the quantitative data for a sub-set of 60 registered private higher education institutions. The study found that the private sector appears to be significantly smaller than it was thought to be, with most enrolment clustered in the lower qualification levels and in the three dominant fields of business, education and information technology. The registered institutions are examined in terms of institutional type, size, area of programmatic focus, race, gender and origin of students. The results indicate that the private higher education sector does not pose an immediate threat to the public system. This may change as existing institutions consolidate themselves and new partnerships are formed in response to changing policy and market conditions. Whether the private sector will become a complementary or a competitive part of the system as a whole will be determined in part by government's regulatory framework.
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The Education Policy Analysis in the Last Decade of the 20th Century in a Third World Country with Reference to Tanzania (1990-2000): The Shift Away from "Education for Self-Reliance.". - Swai, Fulgence (2002)
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The effect of pre-school education on academic performance in primary school: a case study of grade one pupils in Botswana - Taiwo, A. A.; Tyolo, J.B (International Journal of Educational Development, 2002)
Evidence abounds in the literature of a direct link between pre-primary education and academic performance in the primary school. The salutary effect of the ‘Head start’ programme inaugurated in the United States of America in the early 1960s on the academic performances of its beneficiaries in the lower primary is such a piece of evidence. Premised on this commonality between pre-primary education and academic achievement in the primary school, the study aimed at finding out whether there were significant differences in the performances of Botswana grade one pupils with pre-school education experience and their counterparts without such an experience on selected tasks in English language, mathematics and science. Using purposive sampling technique for school selection, a total of 120 grade one pupils were randomly selected for the study from four selected primary schools in Botswana. In addition, 20 grade one teachers from the study schools participated in the study. For data collection purpose, each pupil-subject was individually interviewed for about 20 min on the study tasks; and the opinions of the twenty teachers on the subject of the study was sampled by the use of a questionnaire. The results of the study indicated that pupils with pre-school education experience significantly out-performed their counterparts without such experience in all the three school subject areas surveyed by the study. This trend of the impact of pre-school education on academic achievement at the early primary school level was corroborated by the opinions of the primary school teachers. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in grade one easier and faster for children so exposed.
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Determinants of the private costs of primary and early childhood education: findings from Plateau State, Nigeria - Urwick, James (International Journal of Educational Development, 2002)
This study examines the variability of private expenditure on primary and pre-primary education in a developing country and its relationship with characteristics of households, schools and pupils. Findings are reported from two small surveys, in one urban and one rural area, located in a part of Africa where there is a marked contrast in funding and organization between public and private schools. Implications are discussed for the presentation of the private costs of education in general, and for educational policy issues in the Nigerian context. Changes are advocated which would enhance cooperation between public and private educational agencies.
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Becoming literate in Mozambique - the early stages in Sena (Cisena) and Shangaan (Xichangana) : Many languages in education : issues of implementation - Veloso, Teresa (Perspectives in Education, 2002)
This article relates experiences of drafting adult literacy materials in Mozambican languages and testing bilingual education programmes, developed by INDE, the research and curriculum development branch of the Ministry of Education in Mozambique and where the author worked from 1990 to 2000. Mozambique, a country with more than 20 Bantu languages, attained independence from Portugal, in 1975, with an illiteracy rate of 93%. Literacy was considered a priority for development in the country. Massive literacy work took place spontaneously, followed by literacy campaigns organised by the Ministry of Education, all of them using only Portuguese. By 1980 illiteracy had been reduced to 72%. Since that time participation in adult literacy declined dramatically, and the dropout rate increased. By 1984, Mozambican educators, searching for explanations for the failure, began to believe that since Portuguese was not spoken by the majority of the population and particularly not by women, language might be a factor in this failure. In 1988 the Nucleus for the Study of Mozambican Languages (NELIMO), in the Arts Faculty at Eduardo Mondlane University in Maputo, convened the First Seminar for Standardisation of Mozambican Languages, which formulated scientific bases for the orthography of 15 languages. The Ministry of Education began to consider the introduction of Mozambican languages in adult literacy on an experimental basis, as part of bilingual (mother tongue-Portuguese) education programmes. INDE was charged with the implementation of these experimental projects, and during the 1990s the Sena (Cisena)-Portuguese and the Shangaan (Xichangana, or sometimes Changana)-Portuguese bilingual education programmes were successfully implemented, in close cooperation with NELIMO. Materials were drafted, tested and redrafted for broader use, and literacy tutors were trained and monitored. The experience gained in Mozambique confirms findings from the international literature, namely that it is more pedagogically feasible and more encouraging to learn to read in a language you already know. It also shows that written knowledge of the mother tongue provides a secure basis for the learning of a second language. The drafting literacy materials, a collaborative process where several actors are involved in testing the materials and also arriving at consensual agreement over orthographic conventions, is time-consuming and laborious. It has, though, in Mozambique contributed to the development of indigenous languages and their standardisation.
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Welcoming African-American and Cambodian Art into the Classroom - Venet, Cheryl (Art Education, 2002)
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Academic Performance among African American and Caucasian College Students: Is the Family Still Important? - Walker, Katrina L.; Satterwhite, Tammy N. (College student journal, 2002)
This study assessed the role of the family on academic performance among African American and Caucasian college students. Family functioning, family status, and demographic variables were examined in a questionnaire. Results suggested that although the family continues to be important at the college level, the effect is small. Future research should examine the impact of the family in the context of peer and institutional variables for African Americans and Caucasians separately. ********** It has been well documented that the family plays a meaningful role in a child's academic performance and development (Cornell & Grossberg, 1987; Thompson, Alexander, Entwisle, 1988; Tucker, Harris, Brady and Herman, 1996). Although the link between family and academic performance has been well established for school-age children and teenagers, the literature on college students is limited (Cutrona, Cole, Colangelo, Assouline, Russell, 1994). The majority of research on parenting with college populations examines academic adjustment as an outcome, not academic performance (Hickman, Bartholomae, & McKenry, 2000; Lopez, 1991; Wintre & Yaffe, 2000). For the studies that have examined academic performance as an outcome, many have only focused on family status variables or parental expectations for grades. This study examines the relationship between academic performance and family functioning, family status, and demographic variables for African American and Caucasian college students. Family variables Parental support, parental expectations, and family cohesion are of particular interest in this study. Parental support is defined as the encouragement and assistance given to facilitate students' academic development. The literature reports inconsistent findings relative to parental support and college academic performance. In one study, parental support was a significant predictor of GPA in two independent samples of college students on a predominantly White campus, however, the variable explained only 2.3% and 5% of the variance in GPA (Cutrona et al, 1994). Thus, students of parents who expressed beliefs in their competence and shared their interests and concerns had higher GPA's. Contrary to Cutrona and colleagues, other researchers have reported that parental support was not strongly related to college students' academic performance (Jay & D'Augelli, 1991), especially college GPA (Maton, Douglas, Coms, VieraBaker, Lavine, Gouze & Keating, 1996). It was, however, moderately related to psychological adjustment (Jay & D'Augelli, 1991), adjustment (Gloria, Kurpius, & Willson, 1999), and academic persistence and commitment (Aspinwall & Taylor, 1992; Maton et al, 1996), which may indirectly impact academic performance. Allen (1992) suggests that African American students often turn to Black student organizations or peers for social support. Among adolescents, Gonzales, Cauce, Friedman, and Mason (1996) examined parental support in the larger context of peer and neighborhood variables, and the impact on academic performance. Findings suggested that maternal support is related to GPA for African American adolescents, but peer support and neighborhood variables had a more significant impact on academic performance than family status and parenting variables. The literature on parental expectations and academic performance is more consistent than the parental support literature, although it is not without inconsistencies. Upon closer examination of the literature, one will learn that the differences in findings are in some instances based on race (Debord, Griffin, & Clark, 1977; Dornbusch, Ritter, Leiderman, Roberts, & Fraleig4, 1988). Early literature suggested that Caucasian parents' grade expectations were related to students' actual grade achievement (Entwisle & Hayduk, 1978; Thompson, Alexander, and Entwisle, 1988), while African American parents' expectations were unrealistically high and unrelated to actual grades (Entwisle & Hayduk, 1978). …
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An appraisal of theological training for untrained church leaders in Sub Saharan Africa : with particular reference to the training program of Veritas College - Wiid, Willem Jacobus (2002)
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A Profile of HIV/AIDS Epidemic in the African-American Community: Implications for a Culturally-Sensitive and Ethnic-Specific Health Promotion and Education Programme for African-Americans - Williams, Patrick B. (Promotion & Education, 2002)
FrenchSpanish; CastilianL’ éducation favorisant le changement des comportements et des attitudes a été à maintes reprises recommandée comme stratégie efficace pour la prévention et le contrôle communautaires des infections liées au VIH. Pendant les dix dernières années, il semblerait que les programmes de contrôle de ces maladies dans les communautés Afro-Américaines n'aient observé aucun changement significatif, car le VIH/SIDA, d'autres maladies sexuellement transmissibles et certaines maladies dégénératives continuent d'être les principales causes de mortalité et d'incapacité parmi la population. Des statistiques récentes indiquent que les Afro-Américains, qui représentent 13 % de la population américaine, ont constamment porté le poids le plus lourd des problèmes liés au VIH/SIDA. On compte dans cette communauté 52 % de tous les séropositifs, 37 % de tous les cas de SIDA diagnostiqués et 63 % de tous les cas de SIDA pédiatriques de la nation. Si l'on va encore plus loin, alors que les femmes Afro-Américaines ne représentent que 13,6 % de la population féminine des Etats-Unis, on a recensé parmi elles 67.4 % de tous les cas de femmes séropositives, et plus de 57 % des femmes atteintes de SIDA déclaré aux Etats-Unis. Cet article qui analyse l'ampleur des problèmes liés au VIH/SIDA parmi les Afro-Américains en termes d'incidence, de prévalence et de taux d'infection par ethnie et par race, aborde aussi des facteurs importants qui ont influencé cette prévalence du SIDA chez les Afro-Américains: des programmes de promotion de la santé et d'éducation pour la santé inadaptés à la communauté, des fossés de communication énormes entre les professionnels de santé et les Afro-Américains, une sous-culture de la drogue et de la pauvreté, une méconnaissance de la santé et des problèmes sociaux et le manque de fonds alloués à différents programmes de prévention du VIH/SIDA pour des minorités ethniques. L'article étudie et recommande des stratégies de promotion de la santé et d'éducation pour la santé spécifiques sur le plan ethnique et sensibles culturellement, pour la prévention et le contrôle du VIH/SIDA parmi les Afro-Américains.Se ha afirmado repetidamente que una educación que promueva el cambio de actitudes y de comportamientos constituye una estrategia eficaz de prevención y control de las infecciones relacionadas con el VIH en el seno de una comunidad. En los últimos diez años, el programa de control de enfermedades en las comunidades afroamericanas no parece haber constatado cambios significativos mientras que el VIH/SIDA, otras ETS y algunas enfermedades degenerativas siguen siendo las principales causas de muerte y discapacidad en la población. Las estadísticas recientes indican que la comunidad afroamericana, que constituye el 13% de la población de los EE.UU., ha soportado la mayor carga de problemas relacionados con el VIH/SIDA lo que supone el 52% de todos los seropositives de VIH, el 37% de los casos de SIDA diagnosticados y el 63,8% de todos los casos de SIDA infantil del país. Es más, las mujeres afroamericanas que representan el 13,6% de la población estadounidense constituyen actualmente el 67,4% de todas las mujeres seropositivas y más del 57% de la población femenina de los EE.UU que ha desarrollado completamente la enfermedad. Este estudio, que pretende calibrar la magnitud de los problemas relacionados con el VIH/SIDA en la comunidad afroamericana en relación con la incidencia, la predominancia y la tasa de infección de la enfermedad por etnia/raza, también aborda los principales factores que han influido en la distribución del VIH/SIDA en dicha comunidad. Entre los factores que favorecen la epidemia del SIDA entre la población afroamericana se hallan: falta de adecuación de los programas de educación para la salud y de promoción de la salud para dicha comunidad, el abismo de comunicación entre los profesionales de salud y la comunidad afroamericana, la subcultura de la pobreza y de la droga, los escasos conocimientos de salud y de los problemas sociales relacionados y la insuficiencia de recursos de los diversos programas de prevención del VIH/SIDA dirigidos a las minorías étnicas. El estudio recomienda y contempla estrategias de promoción de la salud y de educación para la salud que tengan en cuenta las características culturales y étnicas de la comunidad afroamericana para la prevención y control del VIH/SIDA en dicho segmenta de población.
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Environmental Impact Assessment and the Nigerian Oil Industry: A Review of Experiences and Learnings - Zagi, M.M. (Proceedings of SPE International Conference on Health, Safety, and Environment in Oil and Gas Exploration and Production, 2002)
Environmental Impact Assessment and the Nigerian Oil Industry: A Review of Experiences and Learnings M.M. Zagi M.M. Zagi Department of Petroleum Resources Search for other works by this author on: This Site Google Scholar Paper presented at the SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production, Kuala Lumpur, Malaysia, March 2002. Paper Number: SPE-74074-MS https://doi.org/10.2118/74074-MS Published: March 20 2002 Cite View This Citation Add to Citation Manager Share Icon Share Twitter LinkedIn Get Permissions Search Site Citation Zagi, M.M. "Environmental Impact Assessment and the Nigerian Oil Industry: A Review of Experiences and Learnings." Paper presented at the SPE International Conference on Health, Safety and Environment in Oil and Gas Exploration and Production, Kuala Lumpur, Malaysia, March 2002. doi: https://doi.org/10.2118/74074-MS Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex Search nav search search input Search input auto suggest search filter All ContentAll ProceedingsSociety of Petroleum Engineers (SPE)SPE International Conference and Exhibition on Health, Safety, Environment, and Sustainability Search Advanced Search AbstractSince the issuance of Environmental Guidelines and Standards for the Petroleum Industry in 1991, over 200 pre-development Environmental Impact Assessment and post-development Environmental Evaluation Studies have been carried out by Oil and Gas Operators. This is in compliance with the relevant part of the Environmental Guidelines and Standards and other legal/administrative framework governing EIA in Nigeria. Thus, EIA has become a standard practice in environmental and project planning on some major exploration and project development activities. However, our experiences in Nigeria suggest that not much is achieved in terms of environmental management despite the increase in the number of EIA studies being carried out. The reason for this is not far fetched since it is universally accepted that EIA as a planning tool is saddled with so many weak points. Some of the major weak points associated with EIA in Nigeria include the sparsity of baseline information against which the environmental impacts are measured; lack of budgetary allocations from the operators to implement mitigative measures and monitoring plans; lack of human resources and political commitment to enforce the environmental management plan amongst others. Consequently, oil operators carried out EIA in Nigeria to a larger extent, to satisfy regulatory requirements for the obtention of environmental permits. It is against this backdrop that the process of EIA of E&P activities have been reviewed with a view to blocking some of the weak points thereby making the EIA process a worthwhile affair. Measures are now being put in place to ensure the implementation of the EIA findings throughout the project cycle including planning, design, construction, testing, operation and post operational phases. it is therefore, the aim of this paper to discuss the past and present approaches to EIA processes of E&P activities in Nigeria.IntroductionDespite the long period of oil and gas activities in Nigeria, which started since 1908, it was not until 1991 that environmental considerations, through the conduct of EIA, become part of the basis for decision making on acceptability and sustainability of new projects in the Petroleum Industry. This was as a result of the issuance of Environmental Guidelines and Standards for the Petroleum Industry in Nigeria, by DPR in which was provided for the first time, details of the process and procedure of EIA by the Government in Nigeria. Prior to 1991 less than ten environmental studies reports including two pre-project environmental impacts assessment and five post-impact assessment reports as a result of oil spill and blow out incidents were carried out. By 1991, however, awareness on the need of EIA for major E&P projects became gradually entrenched. Consequently over 200 pre-development and post-development environmental assessment studies were carried out in the Nigerian Oil and Gas industry alone between 1991 to date. In addition to this, over 200 pre-drilling and post drilling seabed survey reports were also carried out by Operators. Unfortunately, despite the upsurge in the EIA activities, the primary objectives of carrying out the EIAs are hardly achieved. This is because, the most important aspect of the EIA, the Environmental Management Plans (EMP) in which the impact preventive, mitigative and monitoring measures were proposed, were seldom implemented by the operators thus making the entire EIA exercise a worthless and wasteful affair. In fact EIA reports were, until 2000, merely shelve documents with very little or no political will and budget to implement same. The ultimate aim of the operators is just to satisfy regulatory provisions especially for the obtention of environmental permits. Keywords: management plan, petroleum resource, assessment study, social impact assessment, petroleum industry, operator, nigeria, spe 74074, assessment, implementation Subjects: Environment, Sustainability/Social Responsibility, Environmental and social impact assessments This content is only available via PDF. 2002. Society of Petroleum Engineers You can access this article if you purchase or spend a download.
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Sierra Leone - Rehabilitation of Basic Education Project : environmental assessment - Johnson, Reynold Godfrey (2002)
The Rehabilitation of Basic Education Project will have national coverage, however, this environmental assessment (EA) was conducted in three districts (Kailahun, Kono, and Kambia) together with the Western Area, because those three districts were severely affected by the civil conflict; conversely, the Western Area, clearly contrasts in terms of physical damage to educational infrastructures, environmental degradation, and institutional arrangements for impact management. The environmental analysis concluded that there are no significant environmental issues related to this project, since project sites will not affect national parks, natural reserves, nor cultural heritage sites, for these were completely destroyed during the civil war. While the findings of the EA show that the project was well conceived, taking implicit consideration of environmental concerns. Mitigation measures are as follows. Construction of buildings will be in accordance with existing building codes, i.e., adequate toilet facilities will be provided with proper waste disposal systems. During construction, open pits will be installed; waste disposal sites will be selected; while landscaping, and vegetative propagation will be undertaken following construction.
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Obtaining disability weights in rural Burkina Faso using a culturally adapted visual analogue scale - Baltussen, Rob; Sanon, Mamadou; Sommerfeld, Johannes; Würthwein, Ralph (Health Economics, 2002)
Burden of disease (BOD) estimates used to foster local health policy require disability weights which represent local preferences for different health states. The global burden of disease (GBD) study presumes that disability weights are universal and equal across countries and cultures, but this is questionable. This indicates the need to measure local disability weights across nations and/or cultures. We developed a culturally adapted version of the visual analogue scale (VAS) for a setting in rural Burkina Faso. Using an anthropologic approach, BOD-relevant health states were translated into culturally meaningful disability scenarios. The scaling procedure was adapted using a locally relevant scale. Nine hypothetical health states were evaluated by seven panels of in total 39 lay individuals and 17 health professionals. Results show that health professionals' rankings and valuations of health states matched those of lay people to a certain extent. In comparison to that of the lay people, health professionals rated seven out of nine health states as slightly to moderately less severe. The instrument scored well on inter-panel and test-retest reliability and construct validity. Our research shows the feasibility of eliciting disability weights in a rural African setting using a culturally adapted VAS. Moreover, the results of the present study suggest that it might be possible to use health professionals' preferences on disability weights as a proxy for lay people's preferences.
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Evolutionary demography and intrahousehold time allocation: School attendance and child labor among the Okavango Delta Peoples of Botswana - Bock, John (American Journal of Human Biology, 2002)
The ways in which resources are allocated within households and/or families, especially within the context of children's time allocation to labor and schooling, has long been a subject of concern to demographers and economists. Differential investment in children and resulting differences in activity budgets may have significant effects on children's growth and development as well as on aspects of reproduction. This study uses predictions regarding parental investment in the embodied capital of offspring generated by evolutionary theory to examine the pattern of children's time allocation to labor and schooling among the Okavango Delta Peoples of Botswana. Models incorporating individual costs and benefits of resource allocation, conflicts of interests between men and women and between parents and offspring, and the effects of family composition, subsistence ecology, and gender are developed and applied to data on time allocation, household demography, and household economy. Several findings emerged: (1) The availability of alternative productive tasks strongly affects intra- and intergenerational labor substitution. (2) The presence of similarly aged children of the same sex within the household decreases the likelihood of both boys and girls engaging in a specific productive activity and increases the likelihood of children's school attendance. (3) Birth order, the labor needs of the household, and parents' marital status all affect school attendance. These results have implications for understanding the determinants of children's time allocation to labor and schooling and consequent impacts on development, health, and welfare.
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A PHYSICAL EDUCATION CURRICULUM PLAN FOR MALAWI - Tembo, Mark (2002)
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Undergraduate physiotherapy research training in south africa: the Medunsa experience - Mothabeng, Joyce (South African journal of physiotherapy, 2002)
Background and Purpose: Research interest has increased in physiotherapy in the past two decades. During this period, the physiotherapy department at the Medical University of Southern Africa(MEDUNSA) started its degree programme. The first undergraduateresearch projects (UGRP) were produced in 1985. The purpose of this study was to analyze the UGRPs conducted between 1985 and 1999 in terms of methodological trends (qualitative versus quantitative) and subject content.Methods: A retrospective analysis of the 114 UGRPs carried out in the department was conducted. The projects were read and analyzed according to methodology, research context and topic categories. The 15-year period was analyzed in three 5-year phases (1985 - 1989; 1990 - 1994 and 1995 - 1999), using descriptive statistics. Results: There was a gradual increase in the number of UGRPs during the study period in keeping with the increase in student numbers, with the last five years recording the highest number of projects. An interesting finding was a decline in experimental and clinical research, which was lowest in the last five years. Conclusion: The findings are paradoxical, given the need for experimental research to validate current clinical practice. Non-experimental qualitative research is however important in the view of the national health plan. A balance between qualitative and quantitative research is therefore important and must be emphasized in student training. Student research projects need to be maximally utilized to improve departmental research output.
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Intestinal parasites infestation and anemia in primary school children in Gaza Governorates--Palestine. - al-Agha, R; Teodorescu, I (PubMed, 2002)
A comparative study was carried out to identify the prevalence of anemia, nutritional indices and intestinal parasitic infestation in primary school children. The target population included 209 pupils aged 6-11 years, attending schools in two areas, Rimal area (urban) and Jabalia village (rural), in Gaza Governorates. Prevalence of intestinal parasites was high in Jabalia village (more than 53%) in comparison to Rimal area (33%). The main intestinal parasites were Entamoeba histolytica, Giardia intestinalis and Ascaris lumbricoides. Polyparasitism frequency is higher especially in rural area. In both areas anemia showed a high prevalence in children due to malnutrition and intestinal parasitic diseases. There was no association between intestinal parasitic infestation and children growth, but there was association between anemia and intestinal parasitic infestation in children, particularly in rural area. The correlation between anemia and mixed infestation reaches a highly significant level.
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Psychological distress and tension-type headache among health professional senior students in a historically black university in south africa. - Amosun, Seyi Ladele; Naido, P. (South African journal of physiotherapy, 2002)
Studies in well-defined populations contribute to the body ofevidence that the psychosocial aspects of people’s environment can have a substantial effect on their physical health. Senior students in health professional education programs were interviewed using structured instruments to assess the prevalence of psychological distress and tension-type headaches in a young adult university population. Almost 70%of the study sample was either at risk of becoming distressed, or already distressed with somatic or depressive symptoms. About two-thirds of thestudents reported symptoms of either tension-type headache or other typesof headache, while over 30% of all the students complained of tension-type headache. Almost 20% of the students whoreported symptoms of tension-type headache were also distressed, while another 47% were at risk of being distressed.The possible impact on the academic performance of the students and their future role as health care professionalsis discussed.
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The System Of Financing Education In England,wales And Algeria And Its Alternatives - لعويرة, عمر (مجلة جامعة الأمير عبد القادر للعلوم الإسلامية, 2002)
The System Of Financing Education In England,wales And Algeria And Its Alternatives
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A study of drought in Tunisia using Markov's chain model - Benzarti, Zeineb; Habaieb, Hamadi (Science et changements planétaires / Sécheresse, 2002)
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Is Cooperative Learning a Valuable Instructional Method for Teaching Social Studies to Urban African American Students - Ross, M. G.; Seaborn, Aletia Wax; Wilson, Elizabeth K. (2002)
This study investigated whether there was a difference in the level of academic achievement for African American students when instructed through lecture-and discussion and cooperative learning methods in the social studies classroom. Participants were 58 African American 12th graders in an urban public school. A control group was instructed using traditional lecture and discussion, while an intervention group received instruction through the Jigsaw II method of cooperative learning. Students' academic achievement was assessed using a pretest-posttest evaluation. Both groups were observed for 96 minutes during their regular instructional time over 5 days. Data were also collected via student surveys and teacher interviews. Results indicated that there was no significant difference in academic achievement levels between students taught using cooperative learning'and students taught using lecture and discussion. Intervention students working in heterogeneous groups exhibited a relatively frequent use of cooperative behaviors (e.g., interpersonal skills, cooperative communication, and cooperative physical behaviors). Most students were comfortable working in these groups. Teachers expressed some concerns with cooperative learning, including that students appeared to show more difficulty with and reluctance about cooperative activities. There were racial differences in students' reactions to working cooperatively. (Contains 45 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Is COOPERATIVE LEARNING A VALUABLE INSTRUCTIONAL METHOD FOR TEACHING SOCIAL STUDIES TO URBAN AFRICAN AMERICAN STUDENTS? MICHAEL C. ROSS ALETIA WAX SEABORN ELIZABETH K. WILSON THE UNIVERSITY OF ALABAMA TUSCALOOSA, ALABAMA BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and impmvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) itliThis document has been reproduced as received from the person or organization originating it. 0 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. 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY L. bectqA__ iatts TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Is Cooperative Learning A Valuable Instructional Method For Teaching Social Studies To Urban African American Students? Introduction The use of a variety of curriculum methods and strategies in schools is a common aspect of most educational systems. Among the many instructional methods applied throughout schools, cooperative learning activities are at the forefront. The widespread usage of cooperative learning methods is largely based on the changing roles of the workplace. Many work organizations depend heavily on the work-team format for increased productivity and the enhancement of creativity for the organization. In an attempt to meet the requirements of the workplace and create teamoriented employees, schools have a strong motivation to train students to work together. Other factors that influence the widespread usage of cooperative learning are based on social and cultural demands to create a global learning environment. The rationale behind the global learning theory typically includes creating a more socialized society and improving our understanding and respect for all
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Agronomic drought tolerance indicators in three cowpea varieties cultivated in Senegal and Niger - Sarr, Benoı̂t; Diouf, Omar; Diouf, M.; Roy-Macauley, Harold; Brou, Casimir Yao (Science et changements planétaires / Sécheresse, 2002)
En depit du niveau de resistance assez important developpe par le niebe (Vigna unguiculata (L.) Walp.), sa production dans les ecosystemes secs du Sahel est affectee par des periodes de deficit hydrique survenant au cours du cycle de croissance. L'objectif de ce travail est de comparer a l'aide de criteres agronomiques, le degre de sensibilite au deficit hydrique de varietes hâtives a port erige et celui de varietes tardives a port semi-erige ou rampant. L'effet d'un deficit hydrique severe applique de la phase vegetative jusqu'au debut de la floraison a ete etudie a Bambey (Senegal) durant la saison seche 1999. Les observations agronomiques ont porte sur le suivi de l'etat hydrique du sol, de la dynamique de developpement vegetatif et de la croissance racinaire, du rendement et de ses composantes. La sensibilite a la secheresse a ete evaluee en comparant pour chaque variete, l'indice de stress (Is) et l'efficience d'utilisation de l'eau (WUE) pour les gousses, les graines et la biomasse totale. Les resultats ont montre une plus grande sensibilite de la variete Bambey 21 a la secheresse. Cette sensibilite s'est traduite par un Is plus eleve en conditions de deficit pour les graines (0,61), les gousses (0,54) et une moindre WUE pour la production de graines (3,27 en conditions de stress contre 6,41 kg ha- 1.mm- 1 en conditions hydriques optimales. Des regressions simples entre le rendement en grains et diverses variables liees a la phenologie, au developpement foliaire et aux composantes du rendement ont montre que le maintien du nombre de grains par m2 est un critere interessant de resistance a la secheresse chez le niebe. A l'echelle du peuplement vegetal, ces travaux pourraient servir a la definition de criteres pertinents de resistance a la secheresse utilisables en selection varietale.
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The Impact of Supervision and Mentorship Practices on Perceived Competence of Teacher-Trainees and Beginning Teachers in Ghana - Amedahe, Francis K.; Ahiatrogah, Paul Dela; Etsey, Y. K. A. (IFE Psychologia: An International Journal, 2002)
This study aimed at finding out the self-perceived competencies that teacher-trainees and beginning teachers acquired as the impact that practicum supervision and mentorship have had on them. Stratified and simple random sampling procedures were used to select 446-second year and third year teacher trainees and beginning teachers for the study. A 39-item inventory with an internal reliability coefficient of 0.85 was used to collect data. General Linear Model univariate analysis of variance, t-test of independence and Pearson's Product Movement correlation coefficient were used in analysing the data. The results show that there is a statistically significant difference in self-perceived competence among the three cohorts - second year, third year students and beginning teachers - as a result of practicum supervision and mentorship practices. A statistically significant relationship was also found between the self-perceived competence perceptual scores and practicum assessment scores of the participants, even though the relationship was very low. It is recommended that the Ghana Education Service should ensure that the policy guidelines on the IN-IN-OUT programme are properly implemented to guide practicum supervision in Ghana. In furtherance of this, the focus during the out period should be on clinical supervision. (IFE Psychologia (2002) 10(2), 79-90)
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Secondary Education Reform in Lesotho and Zimbabwe and the Needs of Rural Girls: Pronouncements, policy and practice - Ansell, Nicola (Comparative Education, 2002)
Analysis of the educational needs of rural girls in Lesotho and Zimbabwe suggests a number of shortcomings in the current form of secondary education, and ways in which it might be modified so as to serve this sizeable group of students better. Several of the shortcomings, notably in relation to curricular irrelevance and excessive focus on examinations, have long been recognised, including by politicians. Yet political pronouncements are seldom translated into policy, and even where policy is formulated, reforms are seldom implemented in schools. This paper makes use of interviews with educational decision-makers in the two southern African countries and a range of documentary sources to explore why, despite the considerable differences between the two contexts, much needed educational reforms have been implemented in neither.
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Concept -Mapping, Students' Locus of Control and Gender as Determinants of Nigerian High School Students' Achievement in Biology - Bilesanmi-Awoderu, J.B. (IFE Psychologia: An International Journal, 2002)
This study investigated the relative effectiveness of concept mapping and lecture methods on the academic achievement of Nigerian High School Studies in biology using gender and locus of control as intervening variables. This study made use of a 2 x 2 x 2 non-randomised control group, pretest - posttest quasi-experimental factorial design. The sample consisted of two hundred and forty (240) senior secondary two students of which 120 were males and 120 were females. Two instruments; Biology Achievement Test (BAT) and Locus of Control Scale (LOCS) were used to collect the data. Data were analyzed using analysis of covariance (ANCOVA). The results show that the concept-mapping strategy is more effective in enhancing students' achievement in biology than the lecture method. Also, locus of control was found to have a significant main effect on the treatment with internals having more adjusted mean scores than the externals. However, there was no significant main effect of gender on the treatments. Also, the study recorded no significant two-way and three-way interactions of the independent and dependent variables. Based on these findings, the investigator is recommending the use of concept-mapping in schools as an effective means of achieving high performance in high school biology. Also, students should be counselled, especially those with external locus of control to re-orientate themselves and change to the internal locus of control which is positively linked with high performance. Finally, teachers are enjoined to use the concept - mapping strategy in teaching both the male and female students because this method has been found to be effective in the teaching of students, irrespective of their gender and locus of control. (IFE Psychologia (2002) 10(2), 98-110)
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Response of Saccadic Eye Movements to Alcohol in African American and Non‐Hispanic White College Students - Blekher, Tanya; Beard, James D.; O’Connor, Sean; Orr, William E.; Ramchandani, Vijay A.; Miller, Katherine; Yee, Ryan; Li, T.-K (Alcohol: Clinical & Experimental Research, 2002)
The primary goal of this study was to evaluate how race and sex interact with the effects of a moderate dose of alcohol on different ocular control subsystems in African American (AA) and non-Hispanic white American (WA) college students.Horizontal visually guided (VG) saccades and antisaccades (AS) of 80 young adult, healthy, AA and WA college students were recorded with an infrared system. Subjects ingested 10 aliquots of ethanol at 3 min intervals, with the aggregate dose precalculated to yield a peak breath alcohol concentration (BrAC) of 80 mg%. Data from the measures performed at baseline and the ascending and descending limbs of the BrAC at approximately 65 mg% were compared across race and sex by multivariate analysis of variance. A no-alcohol control session, performed in 20 of the subjects, documented test-retest reliability of the VG and AS measurements.Both AA and WA groups demonstrated slowing of AS and VG saccades after alcohol administration, but there was no significant effect of 65 mg% alcohol on VG accuracy or AS errors. AS latency recovered toward baseline values, whereas the slowing of VG latency/velocity progressed, during alcohol exposure. There were significant differences between AA and WA groups in the time course of VG latency after alcohol but not in most other dependent measures. No significant effects for sex were observed in any of the saccade measures. The faster disappearance of alcohol in WA compared with AA was replicated, and some measures demonstrated a significant, albeit small, negative correlation between the alcohol disappearance rate and impairing effects of alcohol on saccades.Prolonged latencies and unchanged percentage of errors reflect a differential effect of alcohol on neural function in specific areas (parietal eye field, superior colliculus, and frontal eye areas). Race may interact with the effect of ethanol on saccadic eye movements in a college student population.
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An Insight Into Budgeting, The Funding And Cost Recovery of Tertiary Education In Ghana. - Boateng, William (IFE Psychologia: An International Journal, 2002)
Over the 1970's and 1980's the tertiary education sector was in deplorable state in terms of financial provision and physical infrastructure and in the relationship between tertiary institutions and government. In order to resuscitate the tertiary education in the country, government decided to introduce reforms in the sector. It is however, evident that many of the government proposals for tertiary education continue to be met from central government budget. Cost recovery and income generations from services provided by the tertiary institutions are still very initial. Among others, government funding to the running of tertiary institutions is still very low, thus making it difficult for almost impossible for tertiary institutions to carry out the tenets of the reforms, such as the revival of research and upgrading of staff. This situation has worsened the access to and quality of tertiary institutions in the country. Three sources were used for the survey data collection; Interviews, Focus Group Discussions (FGD) and official statistics/records from the tertiary institutions, the Ministry of Education, the National Council for Tertiary Education and the World Bank. The general objective of the study was to assess on the ground, the Budgeting, Funding and Cost Recovery of Tertiary Education in Ghana. The study proved among other factors that, delay in fee payment, inadequacy of government subvention and delay in the release of government's subvention stood out as the major problems faced by tertiary institutions in fund mobilization. The study further revealed that Institutions' financial support for students was woefully inadequate. Students' fee payment was also identified as the main modality for cost recovery of tertiary education. It was recommended that communities and industries should be made to make meaningful contributions towards tertiary education in the country. The students loan scheme was also found to be poorly managed hence the need to appraise the Social Security and National Insurance Trust (SSNIT) loan scheme for students to make the scheme sustainable. (IFE Psychologia (2002) 10(2), 111-126)
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Differences among African American Junior High School Students: The Effects of Skin Tone on Ethnic Identity, Self-Esteem and Cross-Cultural Behavior - Breland, Alfiee M.; Coleman, Hardin L. K.; Coard, Stephanie Irby; Steward, Robbie J. (Michigan journal of counseling, 2002)
Franklin (1991) described the pervasive nature of color consciousness within African American families and current research supports this idea.It appears that many people learn about color consciousness via verbal and non-verbal family interactions.Breland (1998a) proposed that color consciousness is an area in need of study and that researchers should attempt to determine its causes and effects.Specifically, she wrote, "Research demonstrating the relationship between skin tone bias and self-esteem... might be quite beneficial in understanding this phenomenon.Given the...
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Children with intellectual disability in rural South Africa: prevalence and associated disability - Christianson, Arnold L.; Zwane, Mandisa; Manga, Prashiela; Rosen, Eric; Venter, André; Downs, Danielle Symons; Kromberg, J. G. R. (Journal of Intellectual Disability Research, 2002)
Abstract Background The objective of the present study was to determine the prevalence of intellectual disability (ID) and its associated disabilities in rural South African children aged 2–9 years. It was undertaken in eight villages in the district of Bushbuckridge, Northern Province, South Africa. Methods A two‐phase design was utilized. The first phase involved screening children on a house‐to‐house basis by interviewing mothers or caregivers using an internationally validated questionnaire for detecting childhood disability in developing countries. The second phase consisted of a paediatric/neurodevelopmental assessment of the children who screened positive. Results A total of 6692 children were screened; 722 (10.8%) had a paediatric evaluation and 238 children were diagnosed with ID, giving a minimum observed prevalence of 35.6 per 1000 children in this population. The prevalence of severe and mild ID was 0.64 per 1000 and 29.1 per 1000 children, respectively. The male:female ratio of children with ID was 3:2. In the affected children, a congenital aetiology for the ID was determined in 49 subjects (20.6%), an acquired aetiology in 15 (6.3%) and the aetiology was undetermined in 174 children (73.1%). Epilepsy (15.5%) and cerebral palsy (8.4%) were the commonest associated disabilities. Conclusion The present study represents the first data on the prevalence of ID and associated disabilities in rural South African children. The prevalence of ID was comparable with results from a study performed in one other African country (Zambia) as well as those from other developing countries. The data provide an initial factual insight into ID and its associated disabilities for healthcare, social service and educational policy planners. This study provides a basis for the initiation and development of appropriate and integrated services for the best possible care of individuals affected with these disabilities, and for their possible prevention.
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Children with intellectual disability in rural South Africa: prevalence and associated disability - Christianson, Arnold L.; Zwane, Mandisa; Manga, Prashiela; Rosen, Eric; Venter, André; Downs, Danielle Symons; Kromberg, J. G. R. (Journal of Intellectual Disability Research, 2002)
Abstract Background The objective of the present study was to determine the prevalence of intellectual disability (ID) and its associated disabilities in rural South African children aged 2–9 years. It was undertaken in eight villages in the district of Bushbuckridge, Northern Province, South Africa. Methods A two‐phase design was utilized. The first phase involved screening children on a house‐to‐house basis by interviewing mothers or caregivers using an internationally validated questionnaire for detecting childhood disability in developing countries. The second phase consisted of a paediatric/neurodevelopmental assessment of the children who screened positive. Results A total of 6692 children were screened; 722 (10.8%) had a paediatric evaluation and 238 children were diagnosed with ID, giving a minimum observed prevalence of 35.6 per 1000 children in this population. The prevalence of severe and mild ID was 0.64 per 1000 and 29.1 per 1000 children, respectively. The male:female ratio of children with ID was 3:2. In the affected children, a congenital aetiology for the ID was determined in 49 subjects (20.6%), an acquired aetiology in 15 (6.3%) and the aetiology was undetermined in 174 children (73.1%). Epilepsy (15.5%) and cerebral palsy (8.4%) were the commonest associated disabilities. Conclusion The present study represents the first data on the prevalence of ID and associated disabilities in rural South African children. The prevalence of ID was comparable with results from a study performed in one other African country (Zambia) as well as those from other developing countries. The data provide an initial factual insight into ID and its associated disabilities for healthcare, social service and educational policy planners. This study provides a basis for the initiation and development of appropriate and integrated services for the best possible care of individuals affected with these disabilities, and for their possible prevention.
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Children with intellectual disability in rural South Africa: prevalence and associated disability - Christianson, Arnold L.; Zwane, Mandisa; Manga, Prashiela; Rosen, Eric; Venter, André; Downs, Danielle Symons; Kromberg, J. G. R. (Journal of Intellectual Disability Research, 2002)
Abstract Background The objective of the present study was to determine the prevalence of intellectual disability (ID) and its associated disabilities in rural South African children aged 2–9 years. It was undertaken in eight villages in the district of Bushbuckridge, Northern Province, South Africa. Methods A two‐phase design was utilized. The first phase involved screening children on a house‐to‐house basis by interviewing mothers or caregivers using an internationally validated questionnaire for detecting childhood disability in developing countries. The second phase consisted of a paediatric/neurodevelopmental assessment of the children who screened positive. Results A total of 6692 children were screened; 722 (10.8%) had a paediatric evaluation and 238 children were diagnosed with ID, giving a minimum observed prevalence of 35.6 per 1000 children in this population. The prevalence of severe and mild ID was 0.64 per 1000 and 29.1 per 1000 children, respectively. The male:female ratio of children with ID was 3:2. In the affected children, a congenital aetiology for the ID was determined in 49 subjects (20.6%), an acquired aetiology in 15 (6.3%) and the aetiology was undetermined in 174 children (73.1%). Epilepsy (15.5%) and cerebral palsy (8.4%) were the commonest associated disabilities. Conclusion The present study represents the first data on the prevalence of ID and associated disabilities in rural South African children. The prevalence of ID was comparable with results from a study performed in one other African country (Zambia) as well as those from other developing countries. The data provide an initial factual insight into ID and its associated disabilities for healthcare, social service and educational policy planners. This study provides a basis for the initiation and development of appropriate and integrated services for the best possible care of individuals affected with these disabilities, and for their possible prevention.
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Children with intellectual disability in rural South Africa: prevalence and associated disability - Christianson, Arnold L.; Zwane, Mandisa; Manga, Prashiela; Rosen, Eric; Venter, André; Downs, Danielle Symons; Kromberg, J. G. R. (Journal of Intellectual Disability Research, 2002)
Abstract Background The objective of the present study was to determine the prevalence of intellectual disability (ID) and its associated disabilities in rural South African children aged 2–9 years. It was undertaken in eight villages in the district of Bushbuckridge, Northern Province, South Africa. Methods A two‐phase design was utilized. The first phase involved screening children on a house‐to‐house basis by interviewing mothers or caregivers using an internationally validated questionnaire for detecting childhood disability in developing countries. The second phase consisted of a paediatric/neurodevelopmental assessment of the children who screened positive. Results A total of 6692 children were screened; 722 (10.8%) had a paediatric evaluation and 238 children were diagnosed with ID, giving a minimum observed prevalence of 35.6 per 1000 children in this population. The prevalence of severe and mild ID was 0.64 per 1000 and 29.1 per 1000 children, respectively. The male:female ratio of children with ID was 3:2. In the affected children, a congenital aetiology for the ID was determined in 49 subjects (20.6%), an acquired aetiology in 15 (6.3%) and the aetiology was undetermined in 174 children (73.1%). Epilepsy (15.5%) and cerebral palsy (8.4%) were the commonest associated disabilities. Conclusion The present study represents the first data on the prevalence of ID and associated disabilities in rural South African children. The prevalence of ID was comparable with results from a study performed in one other African country (Zambia) as well as those from other developing countries. The data provide an initial factual insight into ID and its associated disabilities for healthcare, social service and educational policy planners. This study provides a basis for the initiation and development of appropriate and integrated services for the best possible care of individuals affected with these disabilities, and for their possible prevention.
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Children with intellectual disability in rural South Africa: prevalence and associated disability - Christianson, Arnold L.; Zwane, Mandisa; Manga, Prashiela; Rosen, Eric; Venter, André; Downs, Danielle Symons; Kromberg, J. G. R. (Journal of Intellectual Disability Research, 2002)
Abstract Background The objective of the present study was to determine the prevalence of intellectual disability (ID) and its associated disabilities in rural South African children aged 2–9 years. It was undertaken in eight villages in the district of Bushbuckridge, Northern Province, South Africa. Methods A two‐phase design was utilized. The first phase involved screening children on a house‐to‐house basis by interviewing mothers or caregivers using an internationally validated questionnaire for detecting childhood disability in developing countries. The second phase consisted of a paediatric/neurodevelopmental assessment of the children who screened positive. Results A total of 6692 children were screened; 722 (10.8%) had a paediatric evaluation and 238 children were diagnosed with ID, giving a minimum observed prevalence of 35.6 per 1000 children in this population. The prevalence of severe and mild ID was 0.64 per 1000 and 29.1 per 1000 children, respectively. The male:female ratio of children with ID was 3:2. In the affected children, a congenital aetiology for the ID was determined in 49 subjects (20.6%), an acquired aetiology in 15 (6.3%) and the aetiology was undetermined in 174 children (73.1%). Epilepsy (15.5%) and cerebral palsy (8.4%) were the commonest associated disabilities. Conclusion The present study represents the first data on the prevalence of ID and associated disabilities in rural South African children. The prevalence of ID was comparable with results from a study performed in one other African country (Zambia) as well as those from other developing countries. The data provide an initial factual insight into ID and its associated disabilities for healthcare, social service and educational policy planners. This study provides a basis for the initiation and development of appropriate and integrated services for the best possible care of individuals affected with these disabilities, and for their possible prevention.
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Microbial and nutrient pollution of coastal bathing waters in Mauritius - Daby, D.; Turner, John R. G.; Jago, C. F. (Environment International, 2002)
The coastal pollution problem in Mauritius is exacerbated by the hydrogeology of the volcanic substratum. Bacterial contamination of bathing waters and nutrients, water temperature, salinity, and dissolved oxygen (DO) were monitored at three different spatial and temporal scales along the coastline of Mauritius during 1997-1998. Standard techniques for water sample collection and analysis set by the American Public Health Association [APHA. Standard methods for the examination of water and wastewater. 19th ed. Washington, DC: APHA, 1995.] were used at: (a) 16 sites around the island over a period of 7 months; (b) 12 stations along a recreational beach over an 18-month period; and (c) at an underground freshwater seepage point over 1 day. Total coliform (TC), faecal coliform (FC), and faecal streptococci (FS) contamination reported during all surveys varied randomly (e.g., with maximum densities in the ranges of 346-2020 TC, 130-2000 FC, and 180-1040 FS at one site) and at times exceeded the established EEC and Environment Protection Agency (EPA) standards for bathing water (e.g., in >90% of samples) to qualify for beach closure. Computed FC:FS ratios were used to pinpoint human faecal matter as the main source of contamination. Nitrate, phosphate, and silicate concentrations in seepage water were high (3600-9485, 38-105, and 9950-24,775 microg l(-1), respectively) and a cause for concern when compared with levels (5-845, 5-72, and 35-6570 microg l(-1), respectively) in cleaner lagoon water samples. Statistical analysis showed significant correlations (for TC and NO3: r=.75, P<.02; for TC and PO4: r=.779, P<.02; for TC and SiO4: r=.731, P<.05; for FC and NO3: r=.773, P<.02; for FC and SiO4: r=.727, P<.05; for FS and SiO4: r=.801 P<.01) between microbial densities and nutrients recorded, confirming the pathogen-contaminated water to be highly eutrophic. There is an urgency for Mauritius to properly address the issue of sewage treatment and wastewater discharge to safeguard its coastal environment, public health, and tourism expansion.
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The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts - Galabawa, J.C.J.; Agu, Augustine Obeleagu; Miyazawa, Ichiro (Evaluation and Program Planning, 2002)
Abstract In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action.
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Learning to Live or to Leave? Education and Identity in Burkina Faso - Hagberg, Sten (African sociological review, 2002)
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Integrated geophysical investigations to study thermal zones at Boku volcanic Centre, Main Ethiopian Rift - Haile, Tigistu; Alemayehu, T.; Fisseha, Shimelis (Sinet, Ethiopian Journal of Science, 2002)
This paper presents the results of electrical and magnetic surveys carried out over the Boku fumarole sites (Main Ethiopian Rift). On the basis of observed thermal manifestations, surface alterations and geophysical results we suggest that the Boku thermal field is a vapour-dominated, dry type geothermal system tapping heat from the shallow acidic magma chamber of Quaternary volcanic rocks of the Rift floor. The cap rock is formed by the self-sealing process through hydro thermal alterations of the Plio-Quaternary volcanic rocks in the area as witnessed by the surface manifestations of calcite and silica that are suggestive of such an environment. The aquifer system consists of the Quaternary Rift floor ignimbrites that are fractured intensively. The necessary supply for the replenishment of the reservoirs is derived from the closed basin system of the Nazareth watershed and/or from the large open irrigated grounds of the Wonji plantation. The investigations have clearly mapped the Quaternary faults that are the major tectonic structures for the passage of the deep-seated vapour to the surface, and the recharging of the geothermal reservoir. Key words/phrases: Boku caldera, hydrothermal alterations, magnetic anomaly, vapour-dominated geothermal systems, vertical electrical sounding SINET: Ethiopian Journal of Science Vol.25(2) 2002: 253-262
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Climate change and the resurgence of malaria in the East African highlands - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Nature, 2002)
The public health and economic consequences of Plasmodium falciparum malaria are once again regarded as priorities for global development. There has been much speculation on whether anthropogenic climate change is exacerbating the malaria problem, especially in areas of high altitude where P. falciparum transmission is limited by low temperature. The International Panel on Climate Change has concluded that there is likely to be a net extension in the distribution of malaria and an increase in incidence within this range. We investigated long-term meteorological trends in four high-altitude sites in East Africa, where increases in malaria have been reported in the past two decades. Here we show that temperature, rainfall, vapour pressure and the number of months suitable for P. falciparum transmission have not changed significantly during the past century or during the period of reported malaria resurgence. A high degree of temporal and spatial variation in the climate of East Africa suggests further that claimed associations between local malaria resurgences and regional changes in climate are overly simplistic.
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Climate change and the resurgence of malaria in the East African highlands - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Nature, 2002)
The public health and economic consequences of Plasmodium falciparum malaria are once again regarded as priorities for global development. There has been much speculation on whether anthropogenic climate change is exacerbating the malaria problem, especially in areas of high altitude where P. falciparum transmission is limited by low temperature. The International Panel on Climate Change has concluded that there is likely to be a net extension in the distribution of malaria and an increase in incidence within this range. We investigated long-term meteorological trends in four high-altitude sites in East Africa, where increases in malaria have been reported in the past two decades. Here we show that temperature, rainfall, vapour pressure and the number of months suitable for P. falciparum transmission have not changed significantly during the past century or during the period of reported malaria resurgence. A high degree of temporal and spatial variation in the climate of East Africa suggests further that claimed associations between local malaria resurgences and regional changes in climate are overly simplistic.
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Climate change and the resurgence of malaria in the East African highlands - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Nature, 2002)
The public health and economic consequences of Plasmodium falciparum malaria are once again regarded as priorities for global development. There has been much speculation on whether anthropogenic climate change is exacerbating the malaria problem, especially in areas of high altitude where P. falciparum transmission is limited by low temperature. The International Panel on Climate Change has concluded that there is likely to be a net extension in the distribution of malaria and an increase in incidence within this range. We investigated long-term meteorological trends in four high-altitude sites in East Africa, where increases in malaria have been reported in the past two decades. Here we show that temperature, rainfall, vapour pressure and the number of months suitable for P. falciparum transmission have not changed significantly during the past century or during the period of reported malaria resurgence. A high degree of temporal and spatial variation in the climate of East Africa suggests further that claimed associations between local malaria resurgences and regional changes in climate are overly simplistic.
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Climate change and the resurgence of malaria in the East African highlands - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Nature, 2002)
The public health and economic consequences of Plasmodium falciparum malaria are once again regarded as priorities for global development. There has been much speculation on whether anthropogenic climate change is exacerbating the malaria problem, especially in areas of high altitude where P. falciparum transmission is limited by low temperature. The International Panel on Climate Change has concluded that there is likely to be a net extension in the distribution of malaria and an increase in incidence within this range. We investigated long-term meteorological trends in four high-altitude sites in East Africa, where increases in malaria have been reported in the past two decades. Here we show that temperature, rainfall, vapour pressure and the number of months suitable for P. falciparum transmission have not changed significantly during the past century or during the period of reported malaria resurgence. A high degree of temporal and spatial variation in the climate of East Africa suggests further that claimed associations between local malaria resurgences and regional changes in climate are overly simplistic.
Keywords: openalex:import; openalex:yes

Climate change and the resurgence of malaria in the East African highlands - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Nature, 2002)
The public health and economic consequences of Plasmodium falciparum malaria are once again regarded as priorities for global development. There has been much speculation on whether anthropogenic climate change is exacerbating the malaria problem, especially in areas of high altitude where P. falciparum transmission is limited by low temperature. The International Panel on Climate Change has concluded that there is likely to be a net extension in the distribution of malaria and an increase in incidence within this range. We investigated long-term meteorological trends in four high-altitude sites in East Africa, where increases in malaria have been reported in the past two decades. Here we show that temperature, rainfall, vapour pressure and the number of months suitable for P. falciparum transmission have not changed significantly during the past century or during the period of reported malaria resurgence. A high degree of temporal and spatial variation in the climate of East Africa suggests further that claimed associations between local malaria resurgences and regional changes in climate are overly simplistic.
Keywords: openalex:import; openalex:yes

Climate change and the resurgence of malaria in the East African highlands - Hay, Simon I.; Cox, Jonathan; Rogers, David J.; Randolph, Sarah; Stern, David I.; Shanks, G. Dennis; Myers, Monica F.; Snow, Robert W. (Nature, 2002)
The public health and economic consequences of Plasmodium falciparum malaria are once again regarded as priorities for global development. There has been much speculation on whether anthropogenic climate change is exacerbating the malaria problem, especially in areas of high altitude where P. falciparum transmission is limited by low temperature. The International Panel on Climate Change has concluded that there is likely to be a net extension in the distribution of malaria and an increase in incidence within this range. We investigated long-term meteorological trends in four high-altitude sites in East Africa, where increases in malaria have been reported in the past two decades. Here we show that temperature, rainfall, vapour pressure and the number of months suitable for P. falciparum transmission have not changed significantly during the past century or during the period of reported malaria resurgence. A high degree of temporal and spatial variation in the climate of East Africa suggests further that claimed associations between local malaria resurgences and regional changes in climate are overly simplistic.
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Whistling Dixie, Raising the Confederate Flag and Other Welcoming Mats: African-American Students Talk about Change at Big Texas State University. - Hughes, Robin L. (2002)
AUTHOR Hughes, Robin L. TITLE Whistling Dixie, Raising the Confederate Flag and Other Welcoming Mats: African-American Students Talk about Change at Big Texas State University. PUB nATR 2002-02-00 NOTE 22p.; Paper presented at the Joint National Conferences of the National Association of African American Studies, National Association of Hispanic and Latino Studies, National Association of Native American Studies, and International AssociatiOn of Asian Studies (Houston, TX, February 11-16, 2002). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Affirmative Action; *Black Students; *College Students; *Educational Environment; Educational Policy; Equal Education; Higher Education; *Minority Groups; *Racial Discrimination; *Student Adjustment; Student Attitudes IDENTIFIERS African Americans; Texas
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The effect of a church-based breast cancer screening education program on mammography rates among African-American women. - Husaini, Baqar A.; Sherkat, Darren E.; Levine, Robert S.; Bragg, Richard; Van, Cain A.; Emerson, Janice S.; Mentes, Christina M. (PubMed, 2002)
This study examines the effectiveness of breast cancer screening education programs on mammography rates among African-American women 40 years of age and over. We conducted two types of educational programs in community settings, primarily in African-American churches. Three-month follow-up interviews were used to determine whether women who participated in programming were more likely to get a mammogram if they had not had a mammogram in the last year. Our results demonstrate that the educational programs significantly increased the likelihood of getting a mammogram when compared to a control group that received no educational programming. Further, we found that the programs were effective for motivating breast cancer screening in housing projects as well as in the churches, and that the effectiveness of the programs remained even when we controlled for socioeconomic status, depression, and age.
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Anti-typhoid agglutinins in School aged African children - Ibadin, Michael O.; Ogbimi, A. O. (East African Medical Journal, 2002)
To determine baseline antibody responses to H and O antigens of Salmonella typhi and Salmonella paratyphi (A, B and C) in school aged Nigerian children.Cross-sectional study involving 175 children. Using both rapid slide and tube agglutination techniques in dilutions of sera (1:20 to 1:320), agglutination reactions with various antigens were determined.Community based study involving primary school pupils in Benin City.Apparently healthy school children (5-16 years) selected systematically, using multistage sampling technique.No subject demonstrated agglutination to any of antigens at 1:320 dilution. Two (1.1%), 26 (14.9%), 85 (33.1%) and 51 (29.1%) pupils respectively had reactions to either antigens of Salmonella typhi at dilutions of 1:160, 1:80, 1:40 and 1:20. At 1:40 dilution 1 (0.6%) and 3 (2.3%) each had reactions to HB, OB and HC respectively. Sixteen per cent had reactions at higher dilutions of > or = 1:80 and this occurred more significantly in older children (chi2(y) = 15.50; p < 0.001), those with low maternal socio-economic status (chi2(y) = 22.06, p < 0.001), those from poor apartments (chi2 = 4.49; p < 0.05) and those who used predominantly none pipe-borne water (chi2 = 5.40; p < 0.02). Against OD and HD, about 50.0% seroconverted at 1:40 dilution with antibodies against H being more prevalent.Interpretation of single widal reaction in endemic areas must take into cognisance age, clinical and socio-cultural characteristics of the child.
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Partial recovery of cisplatin-induced hearing loss in the albino guinea pig in relation to cisplatin dose - Klis, Sjaak F.L.; O’Leary, Stephen; Wijbenga, Jeroen; Groot, John C.M.J. de; Hamers, Frank P.T.; Smoorenburg, Guido F. (Hearing Research, 2002)
The objective of the present study was to further characterize cochlear recovery after cisplatin damage. We equipped albino guinea pigs with permanent round window electrodes. Cisplatin was injected i.p. on a daily basis at either 1.5 or 2.0 mg/kg/day. Treatment was stopped when the criterion of > or =40 dB loss in the compound action potential iso-response level at 8 kHz had occurred. Either shortly (1-3 days) or long (4 weeks or more) after this stop, the endocochlear potential (EP) was measured and all animals were sacrificed for histology. At a cisplatin dose of 2.0 mg/kg/day, the time needed to reach the criterion hearing loss varied from 5 to 11 days. With 1.5 mg/kg/day this period lasted longer, the cumulative dose being the first-order predictor. The cochlear potentials gradually recovered in the first 2 weeks after treatment. At the lower frequencies, recovery was often complete. At the higher frequencies complete recovery was never seen. EP was depressed when measured just after treatment but had normal values long after. Basal outer hair cell (OHC) loss was found for both the short and the long post-treatment period. Thus, loss and recovery of cochlear potentials can for a large part be explained by loss and recovery of the EP. Recovery is limited by permanent OHC loss.
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Preparing School Leaders in Post-Apartheid South Africa: A Survey of Leadership Preferences of Principals in Western Cape - Krause, Lynden Dale; Powell, Richard J. (The Journal of leadership studies, 2002)
Executive Summary This study examined the self-reported leadership practices of a group of principals in South Africa. All subjects completed the Leadership Practices Inventory (LPI), which measured five characteristics of leadership practice; challenging the process, inspiring a shared vision, others to act, modeling the way, and the heart. ANOVA procedures revealed no differences (.05 level) between two groups of school leaders based on higher institution attended. Age range was related to encouraging the heart and gender to enabling action. ********** This is a study to determine leadership preferences of school leaders in Mitchell's Plain, a disadvantaged area of Western Cape province. To better understand school leaders, their responses to the Leadership Practices Inventory (LPI) were evaluated based on institution of last degree, gender, union membership, race/ethnicity, age range, and whether they were principals or deputy principals (role). null hypotheses are that there are no significant differences among the leaders based on these factors. Need for Change Children in township schools are eloquent in expressing their fears of violence and hopes for the future. They demonstrate the need for change and the challenge that faces the system. Here is an example of their stories, written in their own words toward the end of the apartheid regime. When I am old I would like to have a wife and to children a boy and a girl and a gib house and to dogs and freedom My friends and I would like to meat together and tok (Moagi, 8 years old). This is representative of school children's voices in South Africa, taken from Two dogs and freedom: Children of the townships speak out, 1986 (pp. 6-55). passage portrays students' state of mind and indirectly, the state of in the townships less than a generation ago. These children indicate the need for a monumental restructuring of the before each person can feel safe, be educated, and feel like a contributing part of society. Such changes will not come quickly or easily. Nkabinde (1997) wrote to provide insights and challenges in seeking alternatives to Bantu education (p. xiv). She noted, Apartheid, which has dominated South Africa for decades and has imposed a deleterious effect on the educational system, is beginning to crumble. Nevertheless, the negative effects of apartheid and apartheid are incalculable and will persist long after the demise of the system (p. 19). Asmal and James (2001) were also critical of the school developed during apartheid. Because of the assault on civil life in the townships, little real was possible. They noted, The democratic government inherited the black school not as a place of learning, but as a place of struggle and resistance (p. 198). Why is it that the transformation of South African society is so important? To overcome its hierarchical, paternalistic, violent, racist, and inefficient history (Department of Education, 1995, Carrim and Shalem, 1999, Jansen, 1990). old institutionalized a of preferences and inequalities that created social and intellectual rifts among racial groups. white population was relatively pampered and privileged. All others were, to different degrees, officially treated as inferior beings. King (1998) explained the situation as follows. must also be recalled that South Africa entered this new policy environment with a human development situation in which the black population was on par with the Democratic Republic of Congo and the white population on par with Canada (p. 4). Significance of the Study By 1996, one third of the principals in the Western Cape were new to the job and most of these were persons of color (Gelderbloem, 1996). It is important to know the characteristics of this new generation of school leaders. …
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Vocational Training and Technical Qualification Systems in Korea and South Africa. - Lee, Young-Hyun; Cho, Jeong-Yoon; Tau, Alfred; Pereira, Clarence A. (2002)
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PHILIP HUYSE: Die dreisprachige Inschrift šābuhrs I. an der Kaba-i Zardusť (šKZ). (Corpus Inscriptionum Iranicarum, Pt. III) 2 vols. London: School of Oriental and African Studies, 1999. - Lieu, Samuel N. C. (Bulletin of the School of Oriental and African Studies, 2002)
PHILIP HUYSE: Die dreisprachige Inschrift šābuhrs I. an der Kaba-i Zardusť (šKZ). (Corpus Inscriptionum Iranicarum, Pt. III) 2 vols. London: School of Oriental and African Studies, 1999. - Volume 65 Issue 1
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Is the proliferation of private colleges spelling doom for South African public higher education? - Mapesela, M.L.E. (South African journal of higher education, 2002)
Although globalisation and internationalisation of higher education in Africa have borne many benefits, some problems that face the South African public higher education today may be associated with them. Private colleges are growing very rapidly and more and more students enrol annually, whilst previously disadvantaged higher education institutions experience a serious decline in student numbers. The reasons for this proliferation together with its impact on higher education will be examined and trends and events leading to the opening of boundaries for international private colleges will be investigated. Trends and events that have led to the establishment of flourishing overseas private colleges will also be investigated. Information on the number of private colleges and historically disadvantaged higher education institutions and as well as their student enrolments will be gathered and analysed. Then recommendations will be made. South African Journal of Higher Education Vol.16(2) 2002: 56-62
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Evaluation of a video based health education strategy to improve sexually transmitted disease partner notification in South Africa - Mathews, Catherine; Guttmacher, Sally; Coetzee, Nicol; Magwaza, Sphindile; Stein, Jane J.; Lombard, Carl; Goldstein, Sue; Coetzee, David (Sexually Transmitted Infections, 2002)
Objectives: To evaluate the feasibility and impact of a health education intervention promoting partner notification for sexually transmitted diseases (STDs). Methods: The research setting was a busy public health clinic in a rural district in KwaZulu Natal, South Africa. A before/after quantitative study design was used to measure the effect of an audiovisual presentation of a compelling love drama, posters, and pamphlets. Measures collected from all consenting STD index patients during a 6 week pre-intervention (control) phase were compared with those collected during a 6 week intervention phase. A qualitative evaluation assessed whether the intervention accurately portrayed the intended educational messages. Results: 150 index patients (55% female) were interviewed in the control phase and 185 index patients (64% female) in the intervention phase. The intervention phase showed improvements on several measures of self efficacy about notifying casual partners, such as a belief among index patients that a greater proportion of their casual partners would see the importance of seeking treatment as a result of their notification interaction. The rate of contact cards returned per index patient was 0.27 in the intervention phase, compared with 0.20 in the control phase (95% CI for the rate difference: −0.05, 0.17). The qualitative research found that the intervention was thoroughly enjoyed by patients and clinicians, but a fundamental problem with it was that patients received confused messages about the relation between HIV/AIDS and other STDs. This has potentially negative consequences for partner notification. Conclusion: The intervention needs further development, and then could provide a highly acceptable, cost effective model for health education in clinics in developing countries.
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From Kuru Kan Fugan to the Universal Declaration of Human Rights: Empowerment through Human Rights Education in Mali - Modrowski, Kathleen (Humanity & Society, 2002)
Dans cet article , l'A evoque son parcours et son travail au sein d'une organisation non gouvernementale et son engagement influence par les pensees de Paolo Freire. L'A revient ici sur son experience au Mali et son implication au sein du programme d'education populaire
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Body composition in urban black South African school children aged 6-13 years - Monyeki, KD; Np, Steyn; Monyeki, M.A. (African Journal for Physical, Health Education, Recreation and Dance, 2002)
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Guest Editorial: National plan for higher education in South Africa: a programme for equity and redress or globalised competition and managerialism? - Ntshoe, Isaac (2002)
Extracted from text ... Guest Editorial National plan for higher education in South Africa: a programme for equity and redress or globalised competition and managerialism? I M Ntshoe Human Sciences Research Council I feel greatly privileged to be given an opportunity by this journal to write this Guest Editorial on the newly released National Plan for Higher Education in South Africa (NPHESA). This editorial comment situates debates on the transformation of the Higher Education (HE) sector in South Africa, from the publication of the National Commission on Higher Education (NCHE), the White Paper and the National Plan on Higher Education in South Africa ..
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The Relationship between Self-Concept and Academic Performance of Nigerian Students - Obidigbo, Godwin Ce (IFE Psychologia: An International Journal, 2002)
This study examined the relationship between self-concept and academic performance of Nigerian students. The study made use of 1000 participants (500 males and 500 females) whose ages ranged from 15-18 with a mean of 16.7 and a standard deviation of 1.12. The study used an indigenous self concept scale developed by Exile (1988) to assess the self concept of students while 20 questions pertaining to mathematics (5 questions) English or literary ability (5 questions) and current issues (10 questions) to measure academic performance. The study, which adopted a correlational design, posited two (2) hypotheses. They were tested using the Pearson product moment correlation statistic. Results indicated that significant differences were noted in the measurement of self-concept and academic performance of students. Equally, males were found to score higher than females on the measured items. Implications for these were given while recommendations were made to parents, teachers and ities on how best to improve students self concept and academic performance. (IFE Psychologia (2002) 10(2), 20-27)
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The Education of Children with Special Needs in Ghana: Policies, Assessment and Teacher Training - Okyere, Beatrice A; Amedahe, Francis K.; Edjah, Koawo (IFE Psychologia: An International Journal, 2002)
The purpose of the study was to describe the state-of-the-art of the education of children with special needs in Ghana with special reference to policies, assessment and teacher training. The study, therefore, was a purposive descriptive sample survey. Data for the study were collected using questionnaires and interview schedules at the University of Cape Coast, the National Assessment Centre and three special schools among others. Interviews were also held with major stakeholders including the Deputy Director-General of the Ghana Education Service and Directors of Special Education and Teacher Education. Relevant documents were also reviewed. The results indicate that some policies have been put in place in the country regarding the education of special needs children. The main facilities that exist for children with special needs are in the areas of visual impairment, hearing impairment and mental retardation. No special facilities or services exist for the gifted, the learning disabled, and the behaviour disordered, and so on. It came to light that the National Assessment Centre has inadequate number of staff and lacks some important equipment and items to facilitate its work. A significant number of teachers of children with special needs in Ghana is non-specialist and/or untrained. The findings have implications for policy and practice for educating children with special needs in Ghana. (IFE Psychologia (2002) 10(2), 149-174)
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Open-path Fourier transform spectroscopy of gas emissions from Oldoinyo Lengai volcano, Tanzania - Oppenheimer, Clive; Burton, Mike; Durieux, Jacques; Pyle, David M. (Optics and Lasers in Engineering, 2002)
We report here novel field spectroscopic measurements of the proportions of H2O, CO2, CO and SO2 in gas emissions from Oldoinyo Lengai, the world's unique, active carbonatite volcano. We found that CO2 constitutes <40 mol% of emissions from a lava lake, and 25 mol% from a cooler fumarole vent. These results suggest that H2O is the predominant gas phase rather than CO2, as reported in previous studies based on conventional sampling (Trans. Am. Geophys. Union 69 (1998) 1466; J. Geophys. Res. 101 (1996) 13819), though it is possible that water is introduced by remelting of older hydrated lava flows. We also observed rapid variations in CO2/CO molar ratios (between 450 and 750 in 1 h) in the lava lake emissions, which could reflect mixing of gases exsolved from deep and shallow magma. Lengai's measured CO2 flux (J. Geophys. Res. 101 (1996) 13819; Geology 23 (1995) 933) exceeds the time-averaged magma discharge rate, suggesting efficient separation of carbon and water-rich fluids from unerupted silicate magma. This may play an important role in parental magma differentiation.
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Ophthalmic surgical procedures in children at the University of Benin Teaching Hospital, Benin City - Osahon, AI; Dawodu, O A (Journal of Medicine and Biomedical Research, 2002)
A retrospective study of paediatric eye surgeries at the University of Benin Teaching Hospital was carried out to determine the frequency and pattern of eye surgeries in children in order to provide a database for such operations. During the study period, January 1996 to December 2000, a total of 757 ophthalmic surgeries were performed, out of which 113 (14.9%) were children. There were 75 males and 38 females, giving a male to female ratio of approximately 2:1. Eye surgery was most frequent in the age group 0–4 years (46.9%). The commonest indication for surgery was ocular trauma (25.7%). The second commonest indication for surgery was cataract (23.0%), while eyeball removal (9% of cases) due to tumours or infection was the third commonest surgical procedure. Strabismus and pterygium surgery were infrequently performed (0.9%). Late presentation for eye surgery was the pattern in most of the cases. Majority of the cases were carried out under general anaesthesia (80.5%) and the others under local anaesthesia (14.5%). Recommendations are made regarding provision of adequate ophthalmic surgical facilities, health education of the populace on the need for early presentation of patients to hospital and inclusion of rubella (German measles) immunisation in the National Programme on Immunization. Key Words: Ophthalmic surgery, children, Benin City (Jnl Med & Biomedical Res.; 1(2) 2002: 7-12)
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Recognition of prior learning: a soft option in higher education in South Africa? - Osman, Ruksana; Castle, Jane (South African journal of higher education, 2002)
One of the charges levelled at RPL is that it is a "soft option" in higher education. It appears to offer easy access into higher education, and relatively undemanding ways of gaining credit. This article investigates these assumptions and identifies the demands of a portfolio development approach in RPL. South African Journal of Higher Education Vol.16(2) 2002: 63-68
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A study of leadership of the Department of Education in Papua New Guinea : perspectives from postcolonial and leadership theory - Pagelio, Joseph (2002)
The study investigated the leadership practices of selected leaders of the Department of Education in Papua New Guinea to (a) uncover subordinates' and leaders' perspectives of both positive and negative leadership practices, (b) analyse what constituted such practices, (c) discuss and interpret the extent to which these practices could be said to be 'neo-colonial' or 'transformational' and, in the light of the findings, ( d) to suggest how leadership could be improved. In doing so the study utilised the postcolonial lens and Bass's (1985) transformational leadership lens to investigate, analyse and interpret the leadership practices of the leaders. A qualitative case study approach was used in this study. In determining the nature and impact of the leadership practices three different groups of people were interviewed; six leaders, twelve subordinates who were close to the leaders who are referred to in the dissertation as 'close subordinates', and seven subordinates who were not close to the leaders who are referred to in the dissertation as 'distant subordinates'. The study found that the distant subordinates experienced leadership negatively. They experienced some aspects of leadership as hierarchical, protective, unfair, abusive, exploitative, destructive and suppressive, but the close subordinates experienced leadership from the same leaders as being positive. The close subordinates perceived that their leaders exhibited transformational leadership practices and influenced them to perform their tasks better by acting in ways which gained their respect, trust and confidence, by living their ideals, by inspiring them, by stimulating their intellectual capacity, by coaching and developing them, by setting high expectations, by rewarding them and by correcting them. The leaders felt that they were practising a positive type of leadership, and seemed unaware that there was discontent among the distant subordinates about some aspects of their leadership. The dissertation demonstrated that these negative practices can be interpreted as neo-colonial, and the positive practices as transformational in the sense which Bass (1985) uses the word in his leadership theory. However, the dissertation proposes modifying 'transformational' to show that while the practices may have created positive inter-personal relationships between the leaders and their close subordinates, they were not transformational in the broader sense of positively influencing changes in the structure and outcomes of the Department of Education. These results suggest that neo-colonial leadership practices restrict the leaders from becoming transformational. In addition, these results suggest that the department's inherited system of leadership still retains many of the negative features of the colonial system. This is consistent with the theory that independent postcolonial states are colonial constructs, and many neo-colonial practices continue in them. In practice, these results indicate serious weaknesses within the inherited system of leadership. These must be exposed, deconstructed and reconstructed in order to improve leadership practices within the department. The results also suggest that within an oppressive inherited system, there are some transformational leaders who are influential enough to motivate staff to attend to the day to day requirements of their jobs. However, they are not strong enough, and are too few in number to transform the leadership of the department and to motivate officers to perform beyond expectations. What can be said is that the identified influential leadership practices of the six leaders and their range of leadership styles indicate there is some potential upon which to build the ideals of transformational leadership. In order that the leadership practices and leadership culture of the department may be improved, the study recommends that the Top Management Team of the department takes a leading role in facilitating the planning and implementation of leadership training and coaching programmes at multiple levels of the department; individual leaders, groups, teams and department. These training and coaching programmes should be based on Bass's (1985) transformational leadership model but could incorporate other appropriate leadership theories and models. This training should be ongoing, long term, take place within the Department of Education context, be conducted simultaneously across levels, and follow the leadership development cycle from awareness, to application, to adoption and alignment. It is through strategic leadership development and coaching interventions at multiple levels that leadership of the department could be transformed.
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Self-Concept of Eritrean Students Exploring Self-Concept of Students: Links With Gender, Grade, And Future Identity - Patwardhan, Vanita (IFE Psychologia: An International Journal, 2002)
The study explored self-concept of students in two stages- a) gender and grade differences, and b) its relation with future identity. Self-concept is ones overall idea of a sense of self, with multi dimensions of self in reference to others. Future identity refers to youths awareness of lifes work in future. In the first stage, 381 students (191 females and 190 males, from seventh grade through under-graduate level) attempted an inventory measuring multi dimensions of self-concept. They showed a high level of self-concept, with no significant gender differences. The difference in two extreme grades was significant. In the second stage, 30 undergraduate students attempted two inventories measuring self-concept and future identity. The correlation between these two components was weak. Further investigation is necessary and implications for need based intervention programs are apparent. (IFE Psychologia (2002) 10(2), 1-19
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The Development of MLE-Based Intervention Programmes in the Context of Education in South Africa - Skuy, Mervyn (School Psychology International, 2002)
Mediated Learning Experience (MLE) is proposed here as an effective basis for bridging educational gaps and for promoting crosscultural co-existence and integration. A series of controlled studies in South Africa with pre-service teachers from a disadvantaged community, and with students of different cultural groups, developed and tested programmes based on MLE and on its vehicles, the Instrumental Enrichment (IE) thinking skills programme and the Learning Potential Assessment Device (LPAD). The unique nature of South Africa's sociopolitical situation, and the needs of particular population groups within this country, have served as the impetus for studying the effects of MLE, IE and the LPAD in conjunction with other constructs, approaches or programmes. These studies suggest the potential value of MLE-based intervention programmes in contributing to the transformation of the South African education system from its previous apartheid-based methods and goals of compliance, conformity and passive absorption of information, to an integrated and cognitively based system.
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Training Management: A Multidisciplinary Approach to Human Resource Development in Southern Africa, P.S. van Dyk, P.S. Nel, P. van Z Loedolff and G.D. Haasbroek, Oxford University Press, Southern Africa, Cape Town, 2001, ISBN 0-19-571921-2, Price £26.99, pp. 476 - Ssonko, David K.W. (European Management Journal, 2002)
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Economic impacts of climate change in South Africa: a preliminary analysis of unmitigated damage costs - Turpie, Jane; Winkler, Harald; Spalding-Fecher, Randall; Midgley, Guy F. (2002)
What are the predicted economic impacts of climate change in South Africa? This paper attempts to provide preliminary estimates based on secondary data from the findings of the Vulnerability and Adaptation Study for the South African Country Study on Climate Change (1999). The impacts on natural, agricultural, human-made and human capital are addressed using the change in production approach..Findings include the following:Tourism may be affected due to a loss of habitats and biodiversity, and due to changes in temperature, humidity and malaria risk, and represents the biggest potential economic loss since tourism contributes as much as 10% of GDP.Changes in ecosystem function, the loss of biodiversity and non-market impacts, brought about by changes in temperature and precipitation, represent the second largest potential economic impact.Significant decrease in river flow in the southern and western catchments are predicted, leading to a shrinkage of areas amenable to the country’s biomes to about half of their current extent, with huge losses in biodiversity.The productivity of rangelands increases due to a CO2 fertilisation effect.Whilst changes in terrestrial animal diversity could not be predicted accurately, the study suggests huge losses of species due to range shifts.Forests, small but locally valuable in terms of commercial production of timber and non-timber products stand to be entirely lost.Savannas, important for grazing and the subsistence harvest of numerous resources may be radically reduced, leading to large losses of productive value.Agricultural systems are not nearly as affected as natural systems with the impacts on crop production relatively minor in relation to the value of the sector as a whole.Finally, the impacts of climate change on human health are considered, concentrating on the increased incidence of malaria, the proportion of deaths being expected to increase and the costs in terms of the treatment costs of the sick and the loss of earnings of the sick or their carers.
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Screening for microalbuminuria amongst medical students in University of Benin, Nigeria: a pilot study - Unuigbe, EI; Ighorojeb, Ahbor D; Imariagbe, Frank A; Aloziea, Ogechika K (Journal of Medicine and Biomedical Research, 2002)
Microalbuminuria, a predictive tool in both diabetics and hypertensive, is associated with an increase in vascular mortality and morbidity in the healthy population. A cohort of apparently healthy medical students was screened for microalbuminuria using micral test strips. Data on history of hypertension, diabetes mellitus, renal disease and smoking were collected using a self-administered structured questionnaire. Blood pressure and body mass index (BMI) were recorded in all subjects. Microalbuminuria was present in 61% of the students. It was commonly encountered in students who are smokers, have a family history of diabetes mellitus and hypertension. BMI of students with normoalbuminuria was significantly lower than in students with MA (p = 0.012). MA positively correlated with BMI (r = 0.13, p = 0.40). Microalbuminuria is alarmingly prevalent in the group of students studied and may probably predate clinical diagnosis of diabetes mellitus and hypertension. There is need for follow-up and close monitoring of students who have been identified to have MA, as early preventive strategies may be useful. Key Words: Screening, microalbuminuria, healthy students (Jnl Med. & Biomed Res.: 1(2) 2002: 29-33)
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The impact of a nutrition education programme on the anthropometric nutritional status of low-income children in South Africa - Walsh, Corinna M.; Dannhauser, A; Joubert, Gina (Public Health Nutrition, 2002)
The study determined the impact of a community-based nutrition education programme, using trained community nutrition advisors, on the anthropometric nutritional status of mixed-race children aged between 2 and 5 years.The programme was implemented over two years in four study areas in the Free State and Northern Cape Provinces. Two control areas were included to differentiate between the effect of the education programme and a food aid programme that were implemented simultaneously. Weight-for-age, height-for-age and weight-for-height were summarised using standard deviations from the NCHS reference median. For each of the indicators, the difference in the percentage of children below minus two standard deviations from the reference NCHS median in the initial and follow-up surveys was determined.Initially 536 children were measured and, after two years of intervention, 815.Weight-for-age improved in all areas, but only significantly in boys and girls in the urban study area, and in boys in one rural study area. No significant improvement in height-for-age occurred in any area. Weight-for-height improved significantly in the urban study area.The education programme in combination with food aid succeeded in improving the weight status of children, but was unable to facilitate catch-up growth in stunted children after two years of intervention.
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Learning Styles of African American Children: A Developmental Consideration - Watkins, Angela Farris (Journal of Black Psychology, 2002)
Among the descriptions of learning styles that characterize African American children, communalism and cooperative learning have been offered. The current investigation explored the developmental nature of this dimension among 2- to 5-year-old girls and boys (N = 44). Help-seeking behaviors were observed and coded. Variable frequencies (source of help, age, type of help solicitation, and kind of activity) were tallied, and associations between variables were examined. Associations between variables were arranged in a log linear analysis, and a log linear post hoc analysis was conducted. Type of help solicitation was found to significantly affect help source. Age and kind of activity did not significantly affect help source. Post hoc analysis revealed that children approached teachers more than peers for social help and peers more than teachers for academic help. Implications for effective communal/cooperative learning structures during early childhood are proposed.
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Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin - Welmond, Michel J. (Comparative Education Review, 2002)
Previous articleNext article No AccessGlobalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of BeninMichel WelmondMichel Welmond 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 1February 2002The Meanings of Globalization for Educational ChangeGuest Editors: Martin Carnoy and Diana Rhoten Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/324049 Views: 287Total views on this site Citations: 49Citations are reported from Crossref © 2002 by the Comparative and International Education Society. 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Sexual violence among female high school students in Debark, northwest Ethiopia - Worku, Alemayehu; Addisie, Mesfin (East African Medical Journal, 2002)
To assess the prevalence, outcome and awareness of sexual violence among high school female students.A school-based cross-sectional survey.Debark Town, north-west Ethiopia.Two hundred and sixteen female high school students, grade 9-11 were included for the quantitative study. For the qualitative data, 16 individuals for the focus group discussion (10 well-recognised female figures in the town and six high school students) and head of the police department for in-depth interview were enrolled.Sixty two per cent of the respondents had heard of sexual violence committed on young females. Sexual violence was reported by 65.3% of the respondents. The prevalence of performed and attempted rape were 8.8% and 11.5%, respectively. The age range of performed rape victims was between 12 and 21 years. Of the 19 (8.8%) who reported rape being performed on them, unwanted pregnancy, suicide attempt, vaginal discharge and abortion were the consequences in 21%, 15.8%, 10.5% and 5.3%, respectively.Sexual violence is a major public health problem with high rates of underreporting. Sex education should be given on a regular basis and policy making bodies and the police be well aware of this high magnitude and take strong measures to reduce it.
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Screening for ocular abnormalities and subnormal vision in school children of Butajira Town, southern Ethiopia - Worku, Yoseph; Bayu, Samson (Ethiopian Journal of Health Development, 2002)
Background: As in most African countries there is no national preschool or school eye screening service in Ethiopia. The purpose of this study was to conduct school eye screening in Butajira town to identify the causes of ocular morbidity and subnormal vision in school children and suggest possible intervention strategies. Methods: A cross-sectional study of 1846 students from Mekicho (1397) and Dobo-tuto (449) junior and elementary schools of Butajira Town selected by systematic random sampling of the sections of each grade was performed from Sep.13 to Nov.11, 1999. Visual acuity and detailed ophthalmologic examinations were done. Results: One or more ocular abnormalities were found in 62.6% of the students. Trachoma was the leading cause (54%) of ocular morbidity, followed by refractive error (11.8%), strabismus (4.4%), non-trachomatous acute conjunctivitis (2.3%), corneal opacity (1.3%), Xerophthalmia (1.1%)and Vernal keratoconjunctivitis (0.7%). Refractive error was the leading cause of low vision. Conclusion: Trachoma is a public health problem in the community, hence mass mobilization and the WHO comprehensive SAFE strategy has to be implemented. Concerned government bodies as well as NGOs should take the initiative of providing those children with refractive error with low cost eyeglasses. Health education and yearly school eye screening by local health personnel will prevent common causes of blindness and visual impairment. [Ethiop.J.Health Dev. 2002;16(2):165-171]
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Theory Of Earthquake Origin Location And Its Application In The Ethiopian Western Plateau - Yerima, J. B. (Global Journal of Pure and Applied Sciences, 2002)
Earthquakes registered on the same day by a network of stations were assumed to come from the same source or event. Matrix equations were developed using simple geometry laws and standard empirical relationships governing tremors in Ethiopia. The solutions of these equations yielded 71 epicenters. The plot of the epicenters revealed two major sources, one a fault plane running from NW plane into NE plane and the other appears to be an area source in the SW plane. The mean value of epicenters located in the NE plane is (N 15.030, E 47.080) which is in the vicinity of Ethiopia and these epicenters can be designated as the sources of tremors that occurred in Ethiopia on 1 June 1961. Key words: Earthquakes, Epicenters, Fault. (Global Journal of Pure and Applied Sciences: 2002 8(2): 279-285)
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African Americans and Renal Transplantation: Disproportionate Need, Limited Access, and Impaired Outcomes - Young, Carlton J.; Gaston, Robert S. (The American Journal of the Medical Sciences, 2002)
Background Renal transplantation is the therapy of choice for patients with end-stage renal disease (ESRD). However, African Americans’ (AA) access to this modality is not commensurate with that of other races. This imbalance, coupled with AA disproportionately representing those with ESRD, has kept AA disadvantaged compared with other races, especially whites. Methods We reviewed published reports that examined the connection between race and the incidence of chronic renal failure, access to optimal therapy, and outcomes of renal transplantation. Results The incidence of ESRD in AA is 4 times greater than in whites, but AA remain less likely than whites to be referred for or undergo renal transplantation. Also, AA are at greater risk than whites to experience premature graft failure. Conclusions ESRD management has improved dramatically with the advent of successful renal transplantation. However, AA remain significantly disadvantaged in both access and outcomes compared with whites. Further evaluation of underlying causes and development of specific remedies is warranted.
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What Relates to the Big Five among South African University Students - Zhang, Lifang (IFE Psychologia: An International Journal, 2002)
The primary goal of the present study was to test the reliability and validity of the NEO Five-Factor Inventory among South African University students. An additional goal of the study was to explore the factors that are related to personality traits. Research participants were three hundred and sixty-eight (103 male and 265 female) students from four universities in South Africa. Two major findings were obtained. First, the majority of the items in the inventory were reliable and valid for assessing the five personality traits of the tested sample. The research participants personality traits varied as a function of gender, race, educational level, and socioeconomic status. It was concluded that although the results of the present study has its heuristic value, these results should not be generalized as this is the first study that has obtained results that were different from those in the three other existing studies of South African university students. (IFE Psychologia (2002) 10(2), 28-46
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Globalization viewed from the periphery: The dynamics of teacher identity in the Republic of Benin: The Meanings of Globalization for Educational Change - Rhoten, Diana; Carnoy, Martín; Welmond, Michel J. (Comparative Education Review, 2002)
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Mother-tongue education in South Africa: the weight of history - Klerk, Gerda de (International Journal of the Sociology of Language, 2002)
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The role of heat shock protein in the protective effect of conditioning noise on high intensity noise induced hearing loss in guinea pigs - 李进让; 姜伟; 江平; 汪磊 (Chin J Naut Med & Hyperbar Med, 2002)
目的研究热休克蛋白在条件化噪声防护强噪声所致豚鼠听力损伤中的作用.方法取杂色、耳廓反射正常、鼓膜完整的豚鼠40只,分为正常对照组(NG),条件化噪声组(CG),高强度噪声暴露组(HG),条件化噪声加高强度噪声暴露组(CHG).所用低强度噪声(条件化噪声)为80dB SPL,高强度噪声为115 dBSPL.噪声暴露后取下耳蜗,应用抗热休克蛋白70(HSP70)的单抗作免疫组化研究,对照组仅作免疫组化研究.结果单纯给予条件化噪声暴露后,豚鼠耳蜗毛细胞HSP70染色与对照组比较无增强,而高强度噪声暴露和先条件化噪声再高强度噪声暴露后豚鼠的耳蜗毛细胞HSP70染色强度均增高,CHG组的耳蜗毛细胞HSP70染色强度比HG组的强.结论热休克蛋白在条件化噪声防护强噪声所致豚鼠听力损伤中起一定作用.
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Power, Education, And Identity in post-colonial Zimbabwe the fate of King Lobengula Of Matabeleland - Lindgren, Bjiorn (African sociological review, 2002)
Abstract
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Mentoring: a supporting act for African American students and faculty. - Fox, Ola H.; Broome, Barbara (PubMed, 2002)
Part of the reason for the low numbers of African-America nurses is related to nursing student attrition. One approach described to help students to successfully complete educational objectives is mentoring. Mentoring is a supportive act for both minority students and faculty. Although numerous definitions of mentoring exist it is recognized that a mentor can be a role model, confidante, friend, and support system. Mentors may be the passageway into the work force or a bypass around the many obstacles that impede success. Because of the limited African American faculty available, many are overworked and may never reach full potential, contributing to the problem of limited minority nursing faculty available to institutions of higher learning. This article describes the markers of both poor and positive mentoring universities.
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Building African institutions: learning from South Asia (2002)
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6th Annual UNESCO School & IUPAC Conference on Polymer Properties 14-17 April 2003, Mpumalanga, South Africa (Chemistry international, 2002)
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A Profile of the African-American College Student (Journal of Blacks in Higher Education, 2002)
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African-American College Students and the Redshirting Phenomenon (Journal of Blacks in Higher Education, 2002)
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African Americans at the Top-Rated Amos Tuck School of Business at Dartmouth (Journal of Blacks in Higher Education, 2002)
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African Americans Continue to Flock to Graduate School (Journal of Blacks in Higher Education, 2002)
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Eating Habits and Obesity among African-American College Students (Journal of Blacks in Higher Education, 2002)
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Peer education as a strategy to increase contraceptive prevalence and reduce the rate of STIs/HIV among adolescents in Cameroon (2002)
The Institute for Behavioral Studies and Research completed an operations research project entitled “Among Youth” targeting adolescents in the Mokolo neighborhood of Yaoundé, Cameroon. The results presented in this report show that adolescents in Mokolo, more often than their counterparts in the control site, adopted behavioral changes to prevent STI/HIV transmission and unwanted pregnancies as a result of the intervention. The report concludes that peer education combined with mass media campaigns form an important strategy for targeting youth with reproductive health and family planning messages and can help adolescents translate knowledge into healthy lifestyles. Integration of reproductive health messages into popular youth activities, such as sports and cultural events, was also found to be a successful strategy for reinforcing messages and discussing sensitive issues affecting adolescents’ lives in greater depth.
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The Steady March of African Americans into Higher Education (Journal of Blacks in Higher Education, 2002)
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Inclusion and the Deaf child in South African education - Aarons, Debra; Akach, Philemon (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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Water issue in Egypt: resources, pollution and protection endeavors - Abdel‐Shafy, Hussein I.; Aly, Raouf O. (2002)
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Florida Preservice Teachers' Attitudes Toward African American Vernacular English - Abdul-Hakim, Isma'Il (2002)
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Behavioral Studies of Learning in the Africanized Honey Bee (Apis mellifera L.) - Abramson, Charles I.; Aquino, Italo S. (Brain Behavior and Evolution, 2002)
Experiments on basic classical conditioning phenomena in adult and young Africanized honey bees (Apis mellifera L.) are described. Phenomena include conditioning to various stimuli, extinction (both unpaired and CS only), conditioned inhibition, color and odor discrimination. In addition to work on basic phenomena, experiments on practical applications of conditioning methodology are illustrated with studies demonstrating the effects of insecticides on learning and the reaction of bees to consumer products. Electron microscope photos are presented of Africanized workers, drones, and queen bees. Possible sub-species differences between Africanized and European bees are discussed.
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A Study Of Internet Use In Kenyan Universities : A Component Of The Project ‘An Exploratory Study Of Internet Use At Institutions Of Higher Education: Africa, Asia And Latin-America - Absaloms, HO (2002)
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Instructors' communicator style in the college classroom: Perceptions of African American and European American students - Adair, Angela (2002)
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Management of drought risk in the Sudano-Sahelian region of Nigeria. - Adeaga, Olusegun (IAHS-AISH publication, 2002)
Drought is a prolonged absence or marked deficiency of precipitation. One major consequence of this abnormality has always been shortage of water for man and his activities. This is usually evidenced by a reduction of streamflow and soil moisture and lower lake and groundwater levels. Thus, drought occurrence has always resulted in an enormous loss of lives and properties as well as disruption of economic and social structures with a lot of institutional consequences most especially in the developing world. Rational water management therefore requires an in-depth study of drought severity, occurrence and duration among others, in order to provide precise and accurate scenarios for decision-making processes on drought management and preparedness schemes.
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Teachers' perceptions of quality teaching in junior secondary school : Physical education in Lagos State, Nigeria - ADEGBAMIGBE, Adesulue Babalola (2002)
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Government expenditure on Nigerian primary school education: benefit incidence approach - Adenegan, K.O.; Yusuf, Sina A.; Sodipo (2002)
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Managing Distance Education Institutions through Value Chain Analysis: the Nigerian Experience. - Aderinto, John Adeboye; Akintayo, Michael O. (2002)
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