Performance of Elementary-Grade African American Students on the Gray Oral Reading Tests - Craig, Holly K.; Thompson, Connie A.; Washington, Julie A.; Potter, Stephanie L. (Language Speech and Hearing Services in Schools, 2004)
Purpose: African American students perform disproportionately more poorly on standardized reading assessments than their majority peers. Poor reading performances may be related to test biases inherent in standardized reading instruments. The purpose of this investigation was to examine the appropriateness of the Gray Oral Reading Tests-Third Edition (GORT-3; Wiederholt & Bryant, 1992) for assessing the reading abilities of elementary-grade African American students. Method: Performances of 65 typically developing African American second through fifth graders were examined on the GORT-3. Results: African American English (AAE) was produced by most students while reading passages from the GORT-3 that were written in Standard American English (SAE). A scoring correction for AAE resulted in a statistical improvement in the performance distributions, but this did not appear to be educationally significant. Measures of total feature production predicted reading accuracy and rate, but not comprehension. Clinical Implications: Findings are discussed in terms of the appropriateness of this instrument for use by speech-language pathologists as they contribute to curricular and classroom placement decisions in schools with large numbers of typically developing African American students.
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Career Decision-Making Self-Efficacy of South African High School Boys and Girls - Eaton, Mark C.; Watson, Mark; Foxcroft, Cheryl D.; Patton, Wendy (Psychological Reports, 2004)
Social cognitive career theory suggests that males and females may not differ in career decision-making self-efficacy, but this statement requires extension of research to high school samples. The Career Decision-making Self-efficacy Scale–Short Form was administered to white South African high school students in Grades 9 to 11, of whom 368 were boys and 494 girls. No significant sex differences were found, suggesting that career interventions based on social cognitive career theory in high school need not be sex-specific in content.
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Genotype and phenotype associations with drought tolerance in barley tested in North Africa - Forster, B. P.; Ellis, R. P.; Moir, Juan Carlos; Talamè, Valentina; Sanguineti, Maria Corinna; Tuberosa, Roberto; This, Dominique; Teulat, Béatrice; Ahmed, Ibrar; Mariy, S A E E; Bahri, Hakima; Ouahabi, M El; et al. (Annals of Applied Biology, 2004)
Summary A review is presented of genetic strategies deployed in a 3‐yr project on drought tolerance in barley. Data were collected on genetic, physiological and agronomic traits in non‐irrigated and irrigated field trials in Egypt, Morocco and Tunisia. A wide range of barley germplasm (developed from African and European cultivars, adapted landraces and wild barleys) was tested, and positive traits were found in each gene pool. The contrasting environments of the three North African countries had major effects on plant/genotype performance. Genetic effects were also detected, as were genotype × environment interactions. A range of strategies were deployed to investigate the physiology and genetics of quantitative traits associated with field performance. Quantitative trait locus (QTL) analysis was performed using backcross lines, recombinant inbred lines and doubled haploid mapping populations. A detailed genetic map was generated in the Tadmor × (ER/Apm) recombinant inbred lines, an important mapping population specifically developed by ICARDA (Centre for Agricultural Research in Dry Areas) and CIMMYT (International Maize and Wheat Improvement Center) to study drought. Quantitative trait loci (QTLs) for grain yield and other important morphological and physiological traits were also identified in a population of doubled haploids derived from F2BCj plants from a cross between a cultivar and a wild barley accession. Significantly, the wild parental line was found to contribute a number of positive alleles for yield. Effects of major developmental genes could explain many of the responses observed. QTLs were found to cluster around major genes controlling flowering time ( sghI ), plant stature ( sdwI and arie .GP) and ear type ( vrsl ), and it is highly likely that the associations represent pleiotropic effects. Some QTLs were associated with candidate genes such as dehydrins and rubisco activase. One of the most significant results was the identification and generation of material that out performed the best local standards in the three participating North African countries; the selected lines have now entered local breeding programmes. The strategies adopted provided information on physiological traits, genotypes and genetic markers that could be used for marker‐assisted selection. Target QTLs and their associated genetic markers may be deployed in marker assisted selection programmes to match crop phenology to the field environment.
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School-based HIV prevention programmes for African youth - Gallant, Melanie D.; Maticka‐Tyndale, Eleanor (Social Science & Medicine, 2004)
The high rate of HIV infection among youth in Africa has prompted both national and international attention. Education and prevention programmes are seen as the primary way of decreasing this rate. This paper reviews 11 published and evaluated school-based HIV/AIDS risk reduction programmes for youth in Africa. Most evaluations were quasi-experimental designs with pre–post test assessments. The programme objectives varied, with some targeting only knowledge, others attitudes, and others behaviour change. Ten of the 11 studies that assessed knowledge reported significant improvements. All seven that assessed attitudes reported some degree of change toward an increase in attitudes favourable to risk reduction. In one of the three studies that targeted sexual behaviours, sexual debut was delayed, and the number of sexual partners decreased. In one of the two that targeted condom use, condom use behaviours improved. The results of this review suggest that knowledge and attitudes are easiest to change, but behaviours are much more challenging. The article provides details about programmes and identifies characteristics of the most successful programmes. Clearly, however, more research is needed to identify, with certainty, the factors that drive successful school-based HIV/AIDS risk reduction programmes in Africa.
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Exploring farmers' drought perception in Ethiopia and Tanzania; search for the missing link in prioritising actions for improved productivity. - Graaff, J. de; Stroosnijder, L.; Slegers, M.F.W. (2004)
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Intestinal parasitic infections in HIV/AIDS and HIV seronegative individuals in a teaching hospital, Ethiopia. - Hailemariam, Getachew; Kassu, Afework; Abebe, Gemeda; Abate, Ebba; Damte, Demekech; Mekonnen, Endris; Ota, Fusao (PubMed, 2004)
The magnitude of intestinal parasitic infection in human immunodeficiency virus (HIV) /AIDS patients requires careful consideration in the developing world. However, there have been very few studies addressing this issue in Ethiopia. This study was conducted to determine the prevalence of intestinal parasitic infection in HIV/AIDS patients at Jimma Hospital, Southwest Ethiopia, between January and February 2002. Stool specimens from HIV/AIDS patients and control groups were screened for intestinal parasitic infections using direct and formalin-ether sedimentation concentration methods. Out of 78 HIV/AIDS patients, 52.6% (41/78), and out of 26 HIV-negative individuals, 42.3% (11/26), were infected with one or more types of intestinal protozoa and/or helminthes. The parasites detected among HIV/AIDS patients included Ascaris lumbricoides (30.8%), Blastocystis spp. (14.1%), Entamoeba histolytica (10.3%), Trichuris trichiura (6.4%), Strongyloides stercoralis (5.1%), Giardia lamblia (3.8%), Schistosoma mansoni (2.5%), hookworm species (2.5%), and Taenia spp. (1.3%). Multiple infections were more common among HIV/AIDS patients. Blastocystis spp. were found to be significantly higher in HIV/AIDS patients than in controls (P < 0.05). The magnitude of intestinal parasitic infection was high both in HIV/AIDS patients and in controls. Routine examinations of stool samples for parasites would significantly benefit the HIV-infected and uninfected individuals by contributing to reduce morbidity.
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African American Women in Science: Experiences from High School through the Post-Secondary Years and Beyond - Hanson, Sandra L. (NWSA journal, 2004)
This essay uses data from the National Education Longitudinal Survey (NELS) to provide information on the science achievement, access (course-taking), and attitudes of young African American women at various points in the science education system. In addition, it uses recent data from the NELS 2000 panel to examine these young women’s entry into science occupations in the early adult years. This essay also examines the extent to which their experiences differ from those of young white women. There is a growing—but limited—body of research that suggests that in spite of barriers the science system sets up for women, minorities, and minority women, it cannot be assumed that members of these groups will be equally disinterested in science. Using a multicultural gender framework, I argue that gender systems in the African American community provide young women with a unique set of resources that might be important for generating interest and success in science. In one of the most extensive studies of young African American women’s science experiences from the early high school years to the early adult years, fi ndings show that there is a continued interest and involvement in science, often more so than that for young white women.
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Hand preference survey of 5136 school children in Western Uganda - Holder, Michael; Kateeba, Deo (Laterality: Asymmetries of Brain, Behaviour, and Cognition, 2004)
Few handedness studies have been conducted with African populations. Our preliminary survey of 5136 primary school students from 16 schools in Western Uganda (age range: 4 to 19 years old) found that 4.8% (n = 248) wrote left-handed. Of the 248 left-handed writers, there were more males (57.3%, n = 141) than females (42.7%, n = 105). The average frequency of left-handed writing in males was 5.6%, while the average for females was 4%. Of the 24 primary school teachers we interviewed, half (n = 12) expressed no desire to have left-handed students switch to writing right-handed, and 29% (n = 7) advised left-handed students to write with their right hands, but did not insist upon their doing so. Only 17% (n = 4) could be described as strongly urging left-handed students to switch writing hands, with one comment (4%) not applicable. While handedness is not defined by a single manual activity (especially one sensitive to social pressure), this survey documents the incidence of left-handed writing among primary school children of Western Uganda.
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Chronic prenatal ethanol exposure alters hippocampal GABAA receptors and impairs spatial learning in the guinea pig - Iqbal, Umar; Dringenberg, Hans C.; Brien, James F.; Reynolds, James N. (Behavioural Brain Research, 2004)
Chronic prenatal ethanol exposure (CPEE) can injure the developing brain, and may lead to the fetal alcohol syndrome (FAS). Previous studies have demonstrated that CPEE upregulates gamma-aminobutyric acid type A (GABA(A)) receptor expression in the cerebral cortex, and decreases functional synaptic plasticity in the hippocampus, in the adult guinea pig. This study tested the hypothesis that CPEE increases GABA(A) receptor expression in the hippocampus of guinea pig offspring that exhibit cognitive deficits in a hippocampal-dependent spatial learning task. Timed, pregnant guinea pigs were treated with ethanol (4 g/kg maternal body weight per day), isocaloric-sucrose/pair-feeding, or water throughout gestation. GABA(A) receptor subunit protein expression in the hippocampus was measured at two development ages: near-term fetus and young adult. In young adult guinea pig offspring, CPEE increased spontaneous locomotor activity in the open-field and impaired task acquisition in the Morris water maze. CPEE did not change GABA(A) receptor subunit protein expression in the near-term fetal hippocampus, but increased expression of the beta2/3-subunit of the GABA(A) receptor in the hippocampus of young adult offspring. CPEE did not change either [(3)H]flunitrazepam binding or GABA potentiation of [(3)H]flunitrazepam binding, but decreased the efficacy of allopregnanolone potentiation of [(3)H]flunitrazepam binding, to hippocampal GABA(A) receptors in adult offspring. Correlational analysis revealed a relationship between increased spontaneous locomotor activity and growth restriction in the hippocampus induced by CPEE. Similarly, an inverse relationship was found between performance in the water maze and the efficacy of allopregnanolone potentiation of [(3)H]flunitrazepam binding in the hippocampus. These data suggest that alterations in hippocampal GABA(A) receptor expression and pharmacological properties contribute to hippocampal-related behavioral and cognitive deficits associated with CPEE.
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Review: English for Life?-Teaching English as a second language in Sub-Saharan Africa with special reference to Uganda - Jupp, T. C. (ELT Journal, 2004)
1Independent education consultant and a visiting fellow at The London Institute of Education Email: TomJupp@aol.com English for Life?-Teaching English as a second language in Sub-Saharan Africa with special reference to Uganda G. P. McGregor Fountain Publishers, PO Box 488, Kampala 2002 208 £14.95 (from www.africanbookscollective.com); £4 in Uganda 9970 02 289 X
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Medical education after the first decade of democracy in South Africa - Karim, Salim Safurdeen. Abdool (The Lancet, 2004)
Until 1994, medical education was not spared from apartheid ideology in South Africa. The past 10 years have seen major changes to medical education that aim to redress past injustices in the quest for equity.
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Reforming Education and Training? Lessons from Development of Vocational Education and Training in Kenya. - Kitainge, Kisilu (Australian Journal of Adult Learning, 2004)
Reforms in education and training are the order of the day in the spirit of maintaining relevance in this changing world. This paper looks at the development of vocational education and training (VET) in Kenya at three levels: the past, the present and the future directions. A brief historical discussion forms a basis for understanding the trends in Kenya's VET. A discussion of the current state of affairs highlights the main issues that are at play in Kenya's VET sector. From the issues that are foregrounded in the past and the present, the forces that have continued to shape the VET system are highlighted with a view to drawing lessons for the rest of the world. Some of the forces that are discussed in this paper cover the political will and policy matters in VET, the broad aims of education and training, and the need for clarity and inclusion of all the stakeholders in all the stages of educational reforms. Lessons are drawn for Kenya and the rest of the world based on the trends and issues divulged.
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Researching sensitive issues in education in the Limpopo Province of South Africa - Kutame, Azwidohwi Philip (2004)
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Holocene climate and vegetation change in the Main Ethiopian Rift Valley, inferred from the composition (C/N and δ13C) of lacustrine organic matter - Lamb, Angela L.; Leng, Melanie J.; Mohammed, Mohammed Umer; Lamb, Henry F. (Quaternary Science Reviews, 2004)
In order to track changes in the relative abundance of C3 and C4 plants in savanna vegetation, C/N and δ13C values were measured on bulk organic material in an 8840 14C-year record from Lake Tilo, Ethiopia. Between 8840 and 2500 BP, high C/N ratios suggest that input to the lake was predominantly from terrestrial plants. The corresponding δ13C values thus provide a proxy for changes in catchment vegetation that are supported by pollen data. δ13C values in the early Holocene are relatively low, reflecting the dominance of C3 vegetation (woody plants) and a more humid climate. δ13C shows no response to a known regional arid interval at 7800 yr BP, suggesting that woody vegetation was able to survive relatively prolonged dry periods. A gradual, rather than sharp, δ13C response to the end of the early Holocene humid interval at ∼4500 yr BP further supports this. Higher δ13C values at ∼2800–2300 and ∼1000 yr BP correspond to increases in sedge pollen, thought to be growing in freshwater springs, exposed as lake-level fell. The C/N and δ13C composition of bulk organic material complements the pollen evidence and may be useful in other lakes in savanna regions as indicators of terrestrial vegetation change.
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Human Capital Externalities and Private Returns to Education in Kenya - Manda, Damiano Kulundu; Mwabu, Germano; Kimenyi, Mwangi S. (RePEc: Research Papers in Economics, 2004)
We use micro data to analyse the effect of human capital externality on earnings and private returns to education. The earnings equations are estimated using the OLS method for a sample of full-time workers. The results show that human capital has a positive effect on earnings, indicating that an increase in education benefits all workers. However, men benefit more from women's education than the women do from men's. The effects of human capital externality on private returns to schooling are shown to vary substantially between rural and urban areas and across levels of the education system.
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Improving malaria home treatment by training drug retailers in rural Kenya - Marsh, V. M.; Mutemi, Wilfred; Willetts, Annie; Bayah, K.; Were, Susan; Ross, Amanda; Marsh, Kevin (Tropical Medicine & International Health, 2004)
Summary Recent global malaria control initiatives highlight the potential role of drug retailers to improve access to early effective malaria treatment. We report on the findings and discuss the implications of an educational programme for rural drug retailers and communities in Kenya between 1998 and 2001 in a study population of 70 000. Impact was evaluated through annual household surveys of over‐the‐counter (OTC) drug use and simulated retail client surveys in an early (1999) and a late (2000) implementation area. The programme achieved major improvements in drug selling practices. The proportion of OTC anti‐malarial drug users receiving an adequate dose rose from 8% ( n = 98) to 33% ( n = 121) between 1998 and 1999 in the early implementation area. By 2001, and with the introduction of sulphadoxine pyrimethamine group drugs in accordance with national policy, this proportion rose to 64% ( n = 441) across the early and late implementation areas. Overall, the proportion of shop‐treated childhood fevers receiving an adequate dose of a recommended anti‐malarial drug within 24 h rose from 1% ( n = 681) to 28% ( n = 919) by 2001. These findings strongly support the inclusion of private drug retailers in control strategies aiming to improve prompt effective treatment of malaria.
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Effects of ?realistic? land-cover change on a greenhouse-warmed African climate - Maynard, K.; Royer, Jean‐François (Climate Dynamics, 2004)
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Learning to Play and Teach West African Drumming : An Exploratory Experience for Preservice Teachers - McCord, Kimberly (Journal of General Music Education, 2004)
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‘… This apartheid story … we’ve finished with it': student responses to the apartheid past in a South African English studies course1 - McKinney, Carolyn; Pletzen, Ermien van (Teaching in Higher Education, 2004)
Research on student responses to Critical Pedagogy frequently highlights their opposition to transformational agendas. This paper focuses on student opposition at a predominantly ‘white’ South African university to materials that represent the apartheid past. Engaging with the imperatives of transformation characterizing post‐apartheid Higher Education in South Africa, and drawing on post‐structuralist identity theory, the paper analyses contradictions in student discourses on the apartheid past. The paper concludes by considering the extent to which a focus on identity could contribute to dismantling opposition to Critical Pedagogy.
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Childhood trauma training in the West Bank and Gaza Strip: a field visit report - Mobayed, Mamoun (Child Care in Practice, 2004)
Post traumatic stress disorder is the psychological reaction to various traumas. It is common among children living in war zones or conflict regions. This paper describes a field visit to train mental health professionals in the West Bank and Gaza Strip on how to help traumatised children.
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Determining the attitudes/perceptions of retrenched Lesotho migrant labourers from the RSA mining industries regarding education using their career life histories - Morojele, Relebohile Nthati (2004)
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'Complex drought' in southern Africa – a water and sanitation perspective - Moss, Sarah (Waterlines, 2004)
During 2002–3, food insecurity was reported in southern Africa, resulting from a fall in agricultural production levels. The origins of this crisis appear not to be so much low rainfall, however, as a number of factors, some relating to the high incidence of HIV/AIDS and the consequent decline in maintenance of water sources. Humanitarian assistance should address these complex causes rather than simply seeing this as a water shortage.
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A study of the challenges posed by adolescence to the management of secondary schools in Machakos district, Kenya - Munyao, Jonathan M (2004)
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Knowledge, Attitudes and Practices towards Malaria among Primary School Pupils in Ndirande, Blantyre, Malawi - Muula, Adamson S; Chimalizeni, Yamikani (Tropical Doctor, 2004)
A qualitative cross-sectional study was conducted at Ndirande Primary School in the peri-urban area of Blantyre, Malawi in 2002. The aim was to describe the knowledge, attitudes and practices towards malaria among pupils. Forty pupils (20 boys and 20 girls) were recruited into four focus group discussions. There was very good knowledge about the role of the female Anopheles mosquito as an agent for transmission of malaria. Respondents were also aware of the clinical features of malaria and what measures could be taken to prevent the disease. However, the survey showed that many of the environmental modification measures were difficult to implement in the overcrowded peri-urban areas. Respondents did not believe that they could influence parents or other authorities in instituting environmental modification interventions. We conclude that children are unlikely to be effective change agents if the social environment does not offer them the opportunity to influence key community figures.
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Could Japan Be a Good Math & Science Teacher for Africa? (SPECIAL ISSUE: International Education Cooperation: Towards Greater Autonomy or Dependency in Sub-Saharan Africa?) - Nagao, Masafumi (国際教育協力論集, 2004)
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The usefulness of lesson observation in a primary teachers' inset programme in Namibia - O’Sullivan, Margo C. (Journal of Education for Teaching, 2004)
The usefulness of lesson observation in in-service education and training in a developing country is examined. Research data from a three-year INSET programme in Namibia is adduced with the aim of contributing to the relevant literature on lesson observation in INSET. The aim is to use the data to begin to fill a gap in the INSET literature concerning lesson observation. The usefulness of lesson observation as a follow-up tool is the main focus rather than other functions. The processes involved when efforts are made to apply various lesson observation strategies are discussed. The extent to which lesson observation is subsumed within the literature on coaching and clinical supervision is examined. It proposes that neither approach is suitable in a developing country.
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Environmental and other Issues Relating to Oil Pollution in Nigeria - Odiase-Alegimenlen, O.A. (Oil, Gas & Energy Law Journal, 2004)
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Management of Environmental Pollution in Ibadan, An African City: The Challenges of Health Hazard Facing Government and The People - Omoleke, Ishaq Isola (Journal of Human Ecology, 2004)
This paper examined management of environmental pollution in Ibadan, the largest City in West Africa. Environmental pollution which includes gaseous, liquid and solid wastes have become a perennial problem facing various governments and administrations in Nigeria. It has almost defied solutions proffered by the Governments, (Military and Civilian). It is against this background that the paper is set to look into liquid, solid and gaseous waste deposits and collection in Ibadan, an African city with a population of over 2 million going by 1991 census. (Source: National Population Commission, Final Result of 1991 Population Census Ibadan). Both primary and secondary methods of data collection were utilized for this study. The primary data were sourced through interview of managers of waste disposal while secondary data were gathered from books, magazines, journals and official reports. The findings of this study revealed that despite the efforts of previous and present administrations, piles of decaying garbage which are substantially domestic in nature dominate strategic locations in the city and the government propaganda has little impact on the environmental pollution in the city and its suburbs thereby constituting health hazards such as infections, diarrhoea, gastroenteritis and cholera to mention a few. It is therefore suggested that a more draconian law be enacted to deal decisively with people who indiscriminately dump refuse in the streams and in illegal refuse dumping locations. The public environmental awareness and campaigns at the grassroots are needed to be intensified, most especially in the traditional core of the city. Industrial pollution should also be checked through legal recourse. Any factory that fails to comply with environmental law should be closed dawn summarily.
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Beneficial metabolic effects of chronic glipizide in obese african americans with impaired glucose tolerance: implications for primary prevention of type 2 diabetes - Osei, Kwame; Rhinesmith, Scott; Gaillard, Trudy; Schuster, Dara (Metabolism, 2004)
We examined the long-term metabolic effects of glipizide gastrointestinal therapeutic system (GITS), a potent sulfonylurea (SU), in impaired glucose-tolerant (IGT), first-degree relatives of African American patients with type 2 diabetes. To this end, we assessed glucose homeostasis, beta-cell function, insulin sensitivity (Si), and glucose effectiveness (Sg) in patients with IGT before and at yearly intervals for 24 months of GITS or an identical placebo in a randomized, double-blind manner. Eighteen IGT patients were randomized to receive either glipizide GITS (GITS, 5 mg/d, n = 9; mean age, 43.3 ± 8.7 years; mean body mass index [BMI], 32.9 ± 6.3 kg/m2) or identical placebo (PLAC, n = 9; mean age, 41.5 ± 5.7 years; mean BMI, 39 ± 4.2 kg/m2) for 24 months. Each of the subjects underwent oral glucose tolerance test (OGTT) and frequently sampled intravenous glucose tolerance test (FSIGT) at baseline and yearly intervals for 2 years. Si and Sg were determined by Bergman’s minimal model method. The ability of beta cell to compensate for peripheral insulin resistance was calculated as the disposition index (DI). Chronic administration of glipizide GITS attenuated serum glucose responses to oral glucose challenge at 12 and 24 months when compared to baseline (0 months). In contrast, serum glucose levels at fasting and during OGTT tended to increase in the IGT/PLAC group at 12 and 24 months when compared to baseline. Serum insulin (P < .05 to 0.01) and serum C-peptide levels progressively increased in the GITS group at 12 and 24 months versus 0 months. In contrast, serum insulin and C-peptide responses remained unchanged in the IGT/PLAC group. During FSIGT, chronic GITS was associated with significant improvement in the blunted acute first insulin release in the IGT patients at 12 and 24 months. These parameters remained blunted in the IGT/PLAC group. We found that Si increased in the IGT/GITS group at 12 months (P < .01) and 24 months(P < .05) versus baseline, but deteriorated in the IGT/PLAC group. Similarly, the DIs significantly (P < .01) increased following GITS therapy at 12 and 24 months when compared to baseline. In contrast, DI did not change from baseline values in the IGT/PLAC group throughout the study period. Chronic GITS partially restored the ability of beta cells to compensate for peripheral insulin resistance (as assessed by DIs). GITS was well tolerated without any symptoms suggestive of either hypoglycemia or significant weight gain. In summary, long-term chronic glipizde GITS administration improved glucose homeostasis by increasing beta-cell responsiveness to glucose, improving Si, as well as significantly improved DI, but not Sg, in high-risk, obese African Americans with IGT. Our study demonstrated that GITS appears to prime beta cells to intravenous glucose stimulation resulting in restoration of physiologic acute first- and second-phase insulin secretion in African Americans with IGT. We conclude that GITS might be considered as a useful agent in the primary prevention of type 2 diabetes in high-risk, obese African American patients with IGT.
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An Evaluation of the National Teachers' Institute's Manpower Training Program for Teaching Personnel in Mid-Western Nigeria. - Osunde, A. U.; Omoruyi, F. E. O. (2004)
This study evaluated the manpower-training program for teaching personnel in Midwestern Nigeria by the National Teachers Institute. Overall 240 participants involved in the training program who were randomly selected from the area constituted the sample for the study. A questionnaire designed by the authors was the major instrument used for data gathering. The analyses of the results obtained showed that the programs are fairly effective in upgrading the skills and knowledge of the participants. It was also discovered that the programs have impacted on the level of performance of the participants in the area. It was recommended inter alia that the institute should be adequately funded to enable it achieve its mandate to the fullest. Since the programs are considered relevant to the training needs of the participants, it would be proper to do everything humanly possible to consolidate the gains of the programs.
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Promoting Sexual and Reproductive Health and Rights in Nigeria through Change in Medical School Curriculum - Oye-Adeniran, Boniface A; Adewole, Isaac F.; Iwere, Ngozi; Mahmoud, Pat (African Journal of Reproductive Health, 2004)
Significant developments have occurred in the field of sexual and reproductive health and rights (SRHR) globally in the last decade. However, this is yet to translate into improved status of SRHR in developing countries. One of the strategies recognised worldwide for addressing the poor status of SRHR is human capacity building at all levels. A pilot work conducted in two federal university medical schools identified a major gap in knowledge among medical students on issues related to SRHR. This called for a review of the curriculum to enable the incorporation of relevant and topical issues. This article describes the processes leading to the adoption of the Nigerian medical schools' sexual and reproductive health and rights curriculum. The exercise culminated in the identification of internal and external stakeholders and needs of the Nigerian medical schools in teaching reproductive health. The participation of lecturers (bottom-up approach) brought about a sense of ownership of the document and promoted the broad consultation and participation of all participants. It also identified capacity building and the need for evaluation as a basis for further review.
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Career Maturity of Australian and South African High School Students: Developmental and Contextual Explanations - Patton, Wendy; Watson, Mark; Creed, Peter Alexander (Australian Journal of Career Development, 2004)
The present study investigates the career maturity of 1090 high school students in Years 8 to 12 in Australia (n = 656) and South Africa (n = 434). Scores on the Australian version of the Career Development Inventory were analysed. While a developmental explanation for career maturity was supported, gender differences between countries and differences at school transition points were found. The relevance of school career education programs to prepare students for career decisions is discussed.
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Some Factors in Condom Use Amongst First-Year Nigerian University Students and Black and White South Africans - Peltzer, Karl; Oladimeji, Yetunde (Psychological Reports, 2004)
A questionnaire was administered to 213 sexually active first-year Nigerian university students and 150 Black and 150 White South African adults. Nigerian students gave 90% correct answers on 6 of the 10 items of a measure of condom knowledge ( M = 6.1). The most common mistakes with respect to condom use were ignorance about putting a condom on just before ejaculation (37%), the use of an oil-based lubricant with a condom (29%), and when to take off a condom (28%). For the South African sample utility of the Health Belief Model and Theory of Reasoned Action for HIV prevention could be confirmed by intention to use condoms. Race and preventive benefits were predictive for current condom use. Findings have relevant implications for developing culturally diverse HIV intervention programs if confirmed with larger diverse groups.
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Origin of megacrysts in volcanic rocks of the Cameroon volcanic chain ? constraints on magma genesis and crustal contamination - Rankenburg, Kai; Lassiter, John; Brey, Gerhard P. (Contributions to Mineralogy and Petrology, 2004)
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The Promise of Partnership and Continuities of Dependence: External Support to Higher Education in Africa - Samoff, Joel; Carrol, Bidemi (African studies review, 2004)
Abstract: After a period of conscious neglect and dramatic deterioration, higher education in Africa is again attracting external attention, with an emphasis now on “partnerships” rather than “aid.” This report is based on an extensive survey of links between African institutions of higher education and foreign governments, foundations, and universities, with particular emphasis on links with the United States. In it, we explore the evolution, characteristics, promise, and problems of external support. Earlier, most African universities were linked to European institutions. With independence, they asserted their sovereignty and autonomy. By the 1980s, however, resources were inadequate nearly everywhere. Today, renewed attention may bring new funds, yet it also may bring new problems. Academic partnerships are often one-sided, and external support commonly carries conditions. By framing, organizing, and orienting the academic enterprise and thus ways of knowing and validating knowledge, partnerships threaten to reintroduce, in both explicit and subtle ways, the external direction of the earlier era. A consideration of these and other issues is followed by several appendixes, which contain a thorough cataloging of this material and may be used as a resource for future research.
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Who Drops Out of School in South Africa? The Influence of Individual and Household Characteristics - Sibanda, Amson (2004)
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The future of Theological Education by Extension (TEE) in Africa - Steyn, Gert J. (Missionalia : Southern African Journal of Mission Studies, 2004)
After briefly pointing out that different perceptions regarding TEE exist and referring to the purpose of TEE, this contribution lists ten weaknesses of the TEE programmes in Africa. Perceptions pertaining to its credibility, its lack of resources, tendency towards isolationism and exclusivism, underplayed ecumenical co-operation, threat of empire building, lack of sufficient church support, lack of tutor training, technological pressures, a redefining of its role in a new millennium and an attitude change are all aspects which are discussed as weak links which might affect the future of this movement. After discussing these weaknesses, some suggestions are offered on how each of them could be addressed.
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Paradigm Shift: The Challenge to Graphic Design Education and Professional Practice in Post-Apartheid South Africa - Sutherland, Ian (Design Issues, 2004)
April 01 2004 Paradigm Shift: The Challenge to Graphic Design Education and Professional Practice in Post-Apartheid South Africa Ian Sutherland Ian Sutherland Search for other works by this author on: This Site Google Scholar Author and Article Information Ian Sutherland Online ISSN: 1531-4790 Print ISSN: 0747-9360 © 2004 Massachusetts Institute of Technology2004 Design Issues (2004) 20 (2): 51–60. https://doi.org/10.1162/074793604871284 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn MailTo Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Ian Sutherland; Paradigm Shift: The Challenge to Graphic Design Education and Professional Practice in Post-Apartheid South Africa. Design Issues 2004; 20 (2): 51–60. doi: https://doi.org/10.1162/074793604871284 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsDesign Issues Search Advanced Search This content is only available as a PDF. © 2004 Massachusetts Institute of Technology2004 Article PDF first page preview Close Modal You do not currently have access to this content.
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Gender Equity and HIV/AIDS Prevention: Comparing Gender Differences in Sexual Practice and Beliefs among Zimbabwe University Students - Terry, Paul E.; Mhloyi, Marvellous; Masvaure, Tsitsi B.; Adlis, Susan A. (The International Quarterly of Community Health Education, 2004)
We assess gender differences in HIV prevention knowledge, attitudes and practices with a focus on cultural, sociological, and economic variables. A randomized cross-sectional study was used in order to achieve high participation and broad comparative assessment. An eight-page questionnaire was administered to 933 randomly selected students at the University of Zimbabwe. Survey items addressed sexual decision-making, condom use, limiting sexual partners, cultural power dynamics and access to HIV testing. We found marked gender differences with men reporting beliefs of entitlement to dominate women, an assumed leadership in decision-making concerning condom use and an attitude that when a woman says “no” to sex, really, “it depends.” Women acknowledged gender-based cultural attitudes but are much more likely to support women's rights to sexual expression. A multi-faceted approach to gender equity training is needed to challenge men and women to change attitudes and increase social awareness that respects cultural traditions while still inspiring both men and women to champion justice and equality between genders.
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Higher education development for Ethiopia : pursuing the vision - Theisen, Gary (2004)
The publication analyzes the initial results of Ethiopia's spirited higher education expansion and reform efforts. It provides up to date information on many aspects of the system's performance, and identifies potential hazards on the road ahead. Discussion center on seven areas of likely policy concern in the near term: the cost and financing of this reform program; the proposed new funding formula for higher education institutions; strategies for expanding management capacities within the system, the task of producing sufficient academic staff to support rapid enrollment expansion; implementation of an effective quality assurance capability, appropriate development of information and communications technologies, and efficient planning and use of physical infrastructure on campuses. Possible policy options in each of these areas are also identified.
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African American Parental Involvement in a Post-Brown Era: Facilitating the Academic Achievement of African American Students - Tillman, Linda C. (Journal of School Public Relations, 2004)
The Brown v. Board of Education decision defined public education for African Americans in the United States. In this article I discuss the tradition of African American parental involvement in the pre-Brown era, challenges to parental involvement in a post-Brown era, and a parental involvement initiative in an urban elementary school. I conclude with a discussion of the continued imperative for African American parental involvement and some implications for leadership.
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Senegal - Education Pilot in Support of Female Literacy - Watkins, Sharon (World Bank Other Operational Studies, 2004)
The aim of the Senegal Pilot Female Literacy Project was to raise the literacy rates of populations in Dakar and the more developed areas and, most importantly, to remote areas that cannot be reached via traditional mass literacy campaigns. The pilot, begun in 1995 and concluded in 2000, was designed to support the Senegalese government in strengthening efforts through partnership with other groups to raise national literacy rates, particularly for women, beyond the currently stagnant pre-pilot levels of approximately 40 percent. This was to offset the failure of traditional mass literacy campaigns instituted since the 1960s-programs which were only in the French language, not well-adapted to the local situation, and characterized by a lack of post-literacy reading materials. The broad development objectives of the pilot were to (a) improve education sector goals by providing literacy to both urban and rural populations, (b) raise literacy rates beyond current levels, especially for women, (c) to empower local women with the capacity to improve their standard of living through providing them with relevant skills through education and (d) strengthen the enabling environment for primary school education.
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Senegal - Education Pilot in Support of Female Literacy - Watkins, Sharon (RePEc: Research Papers in Economics, 2004)
The aim of the Senegal Pilot Female Literacy Project was to raise the literacy rates of populations in Dakar and the more developed areas and, most importantly, to remote areas that cannot be reached via traditional mass literacy campaigns. The pilot, begun in 1995 and concluded in 2000, was designed to support the Senegalese government in strengthening efforts through partnership with other groups to raise national literacy rates, particularly for women, beyond the currently stagnant pre-pilot levels of approximately 40 percent. This was to offset the failure of traditional mass literacy campaigns instituted since the 1960s-programs which were only in the French language, not well-adapted to the local situation, and characterized by a lack of post-literacy reading materials. The broad development objectives of the pilot were to (a) improve education sector goals by providing literacy to both urban and rural populations, (b) raise literacy rates beyond current levels, especially for women, (c) to empower local women with the capacity to improve their standard of living through providing them with relevant skills through education and (d) strengthen the enabling environment for primary school education.
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Senegal : Projet pilote en education en appui a l'alphabetisation des femmes - Watkins, Sharon (2004)
The aim of the Senegal Pilot Female Literacy Project was to raise the literacy rates of populations in Dakar and the more developed areas and, most importantly, to remote areas that cannot be reached via traditional mass literacy campaigns. The pilot, begun in 1995 and concluded in 2000, was designed to support the Senegalese government in strengthening efforts through partnership with other groups to raise national literacy rates, particularly for women, beyond the currently stagnant pre-pilot levels of approximately 40 percent. This was to offset the failure of traditional mass literacy campaigns instituted since the 1960s-programs which were only in the French language, not well-adapted to the local situation, and characterized by a lack of post-literacy reading materials. The broad development objectives of the pilot were to (a) improve education sector goals by providing literacy to both urban and rural populations, (b) raise literacy rates beyond current levels, especially for women, (c) to empower local women with the capacity to improve their standard of living through providing them with relevant skills through education and (d) strengthen the enabling environment for primary school education.
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A conceptual analysis of transformation at three South African universities in relation to the national plan for higher education - Wyk, Berte van (2004)
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Higher education policy discourse in South Africa: a struggle for alignment with macro development policy - Fataar, Aslam (South African journal of higher education, 2004)
This article focuses on the government's higher education policy trajectory during the post apartheid period. The central argument of the article is that government policy ought to be examined in the light of a struggle over aligning the higher education policy discourse with the government's chosen macro development path. Policy activity has to be understood in the context of an emerging "policy force field" during the 1990s, which circumscribed the government's ability to act decisively in the sector. I discuss this struggle over policy alignment by focusing on three key policy moments, which point to the shifting policy discourse over an eight-year period. Given the discursive shift, the article shows how Historically Disadvantaged Institutions had become the key "problem" around which higher education policy unfolded. South African Journal of Higher Education Vol.17(2) 2003: 31-39
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Indigenous African knowledge systems and innovation in higher education in South Africa - Higgs, Philip; Higgs, Leonie G.; Venter, Elza (South African journal of higher education, 2004)
The importance of innovation in higher education is recognised in South African educational discourse. The South African White Paper on Science and Technology, issued in September 1996 and entitled, Preparing for the 21st Century, states that, "... the White Paper is built upon the twin concepts of 'innovation' and a 'national system of innovation'". The National Plan for Higher Education (2001) recently unveiled by the Ministry of Education, also places great emphasis on innovation. Innovation is regarded as the key to knowledge production and processing, while the future of any nation is seen to be determined by its ability to convert knowledge into wealth and the social or public good. In this article we want to argue that innovation in higher education goes beyond the formal systems of innovation done in universities and industrial research and development laboratories. For proper development to occur in the South African context, we would maintain that indigenized African innovations and knowledge systems would also have to be taken into account in higher education curricula. South African Journal of Higher Education Vol.17(2) 2003: 40-45
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From literacy to literacies: preparing higher education in South Africa for the future - Hugo, Anna J. (South African journal of higher education, 2004)
The notion "literacy" is changing to encompass the concept of "multiple literacies". There are various forces, especially social and cultural forces, which used determined the definition literacy and in this new millenium one can merely predict which possible cultural forces will now shape the nature of literacies. In South Africa there are various cultural forces such as the growing influence of technology at work which might influence literacies in future. It is important that higher education in South Africa should take cognisance of these cultural forces, in order to empower people who want to further their tertiary studies. These cultural forces include: growth in technology; integrating the use of technology into the curriculum; the need for updated information; teacher training and literacy instruction; the need to empower students, and the need to prepare students for future workplaces. South African Journal of Higher Education Vol.17(2) 2003: 46-53
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Success and failure in distance education: perceptions of South African students and lecturers in Business Management - Killen, Roy; Marais, A. de K.; Loedolff, P.v.Z. (South African journal of higher education, 2004)
This article presents the results of a recent investigation at the University of South Africa that attempted to identify the post-enrolment factors that lecturers and students see as having important influences on students' success in undergraduate Business Studies courses. Data were gathered from students enrolled in all years of the BCom degree and from lecturers in one department servicing that degree. Various forms of analysis revealed a strong agreement between lecturers and students on factors that have the potential to lead to student success but a much weaker agreement about factors that might lead to student failure. These differences have implications for lecturers' instructional practices and for students' approaches to studying. South African Journal of Higher Education Vol.17(2) 2003: 147-158
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Proliferation of Private Primary and Secondary School Institutions in Japan and Nigeria - Maduagwu, Samuel N. (Educational Studies, 2004)
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An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho - Tekkaya, Ceren; Rochford, Kevin; Moru, Adelina M; Inal, Ayhan; Demirtaş, İsmet (South African journal of higher education, 2004)
Lesotho and Turkey are two developing countries, both relatively deficient in educational resources B one in Southern Africa, and the other straddling the continents of Europe and Asia in the Middle East. This study reports and compares the priorities and responses of (a) 172 Turkish science teachers, lecturers and students, and (b) 171 Lesotho science educators and students, to 20 literature-derived recommendations for improving science education in the two countries. Both quantitative and qualitative survey data are analysed. The educational outcomes of the study are commonly identified areas of future concentration and corresponding sets of recommendations for science teacher-training curricula in these two developing nations. In both Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are: to engage more self-discovery in science learning; to introduce more real life skills into science teaching; to utilise better science teaching methods; and to acquire more resources for science and technology lessons. South African Journal of Higher Education Vol.17(2) 2003: 187-196
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A comparative analysis of sexual harassment policies at selected higher education institutions in South Africa - Wilken, EC; Badenhorst, J.J. (South African journal of higher education, 2004)
This article investigates sexual harassment issues by means of an in depth literature review and by analyzing and comparing the sexual harassment policies of selected universities in South Africa. Various alternatives that categorize sexual harassment are proposed in order to form a clear perspective on the different viewpoints that currently exist in this regard. The Authors investigate literature on policy and show that the development of a policy should not be viewed as a non-recurrent process. A uniquely designed checklist is presented which could be employed by higher education institutions to evaluate their existing policies and/or to serve as a tool to develop their own policies. In addition an in-depth comparative analysis of the existing sexual harassment policies at eight South African universities is done to reveal their desired characteristics as well as their shortcomings. Authors conclude with general findings and recommendations. South African Journal of Higher Education Vol.17(2) 2003: 197-205
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Postoperative pain management following caesarean section in University of Ilorin Teaching Hospital (UITH), Ilorin, Nigeria. - Kolawole, IK; Fawole, Adegboyega A (West African journal of medicine, 2004)
To assess the common methods of analgesia used in our hospital following caesarean section, their effectiveness and patient satisfaction.A prospective descriptive study.The study was conducted at the University of Ilorin Teaching Hospital (UITII), Ilorin, Nigeria over a period of 18 months (February 1999 - July 2000).We studied prospectively the methods used for postoperative analgesia in 88 consecutive patients who had elective caesarean section under general anaesthesia. Pain assessment was carried out by direct questioning method using a 4-point verbal rating scale of none, mild, moderate and severe, in the recovery room, and on the mornings of days 1 and 2 postoperatively. Patients' satisfaction of pain relief was assessed on day 2 on a 2-point scale of satisfactory or unsatisfactory. The postoperative drug sheets and medication charts were also reviewed and analysed.Surgeon-prescribed, nurse-administered intermittent intramuscular administration of analgesics was the method used for postoperative pain control in all the patients. Pentazocine was prescribed in 86.4% of patient while the remaining 13.6% had Tramadol. Most of the patients (95%) experienced some degree of pain in the immediate postoperative period. The first 24 hours postoperatively was particularly painful for the patients with 79.6% and 54.6% reporting moderate to severe pain in the recovery room and on day 1 respectively. However, despite the high incidence of pain most of the patients (85.2%) still expressed satisfaction with the level of pain relief.Pain remains a significant problem following surgical operations in our environment.
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Training of small scale contractors for rural road maintenance in Lesotho : some lessons from experience - Seth, Subhash (2004)
This note summarizes the methodology, challenges and lessons learned in the planning, management and organization of the Contracting Training Program (CTP) in Lesotho. The Contractor Training Program (CTP) started in 1994 with the main objective to phase out force account procedures for carrying out rural road maintenance, which were neither efficient nor cost effective. Some of the lessons learned are : CTPs need long term expensive TA, and adequate attention is needed for the selection and monitoring of local staff; financing of construction equipment can be overcome with imaginative and proactive management from the road agencies as well as a supportive private sector; a CTP program can make a significant impact on generating employment, but to ensure work quality, it is important to use appropriate technology; packaging work appropriately helps both the road agencies in the management of contracts and the contractors to develop their implementation capacity. to create market incentives, greater cooperation between the private and public sector is needed through providing a regular flow of works, and simplified competitive bidding procedures.
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The rationale for the multifaceted development of the athlete-student in the African context - Burnett, Cora (South African Journal for Research in Sport Physical Education and Recreation, 2004)
In the high profile competitive world of global sport, the athlete is from a relatively young age under exorbitant pressure to excel, compete successfully in the international arena and develop as a person and professionally. The South African athlete faces unique challenges in this regard and requires special nurturing and development to achieve personal, professional and sports-related success. This paper explores the unique social and competitive world of the athlete by analyzing data obtained from a survey conducted among elite athletes who participated in the 7th All Africa Games in 1999. The data focuses on the social profile of the athletes and was obtained through 103 interviews (8 heads of missions, 11 managers, 17 coaches and 67 athletes) and questionnaires that were completed by 343 athletes (160 men and 113 women). They represented 20 different sporting codes, were from 97 different urban and/or rural communities and represented a wide socio-economic, ethnic, age and educational spectrum. The findings informed the proposed rationale for a multi-level and -faceted development programme for the athlete-students. Educational institutions, national sports agencies, companies and athletes may tap into these research findings and this rationale to address the development of South African athletes and sport meaningfully, ethically and responsibly. Keywords: Elite athlete, African athlete, Career phases, Retirement South African Journal for Research in Sport, Physical Education and Recreation Vol.25(2) 2003: 15-26
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Sensation seeking, gender and sport participation among South African students - Steynberg, Lizl; Scholtz, Gert J. L. (South African Journal for Research in Sport Physical Education and Recreation, 2004)
Amongst the personality dispositions, sensation seeking (SS) has special relevance in explaining and predicting types of risk-related behaviours, such as participation in sports containing high risk and even danger. The prevalence of risk-taking in the context of sport, and the impact of gender, was the objective of the present study. All subjects were administered the Sensation-Seeking Scales of Zuckerman Form II and V (SSS-II & V). The results show that male sports participants are higher risk-takers than female participants, thus concurring with the general profile of male and female tendencies concerning sensation seeking behaviour. The resulting data are discussed and explained within the context of Zuckerman's sensation-seeking model.
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Prevalence of refractive errors in pre-school and school children of Debark and Kola Diba towns, North-western Ethiopia - Kassa, Tibebu; Alene, Getu Degu (Ethiopian Journal of Health Development, 2004)
Background: The problem of visual impairment among school children is so prevalent that it greatly reduces children's ability to study and attend classes and finally leads to the formation of grave social consequences. As it is seen from hospital reports, quite a considerable number of school children are suffering from some form of refractive errors, which could be easily corrected by the application of appropriate glasses. Objectives: To determine the prevalence of visual impairment due to refractive errors in pre-school and school children aged 5 to 15 years in two towns of northwestern Ethiopia and, to investigate the influence of some factors on the problem of low vision due to refractive errors. Design: The study was a cross-sectional survey. Methods: One thousand one hundred thirty four pre-school and school children participated in the study. Level of visual acuity - visual acuity of
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Primary malignant bone tumour in a tropical African University Teaching Hospital - Omololu, AB; Ogunbiyi, J O; Ogunlade, SO; Alonge, T O; Adebisi, A T; Akang, E. E. U. (West African journal of medicine, 2004)
Bone tumours are relatively rare tumours as compared with all other tumours. The relative frequency has not been well documented in this environment. The aim of the study was to define the frequency of primary malignant bone tumours in an African University teaching hospital in Ibadan. The medical records of 114 patients with malignant bone tumours recorded in the Cancer Registry of the University College Hospital, Ibadan, Nigeria between January 1977 and December 2000 were reviewed retrospectively. Primary malignant bone tumours represented 0.53% of all the 21390 cancers seen in the teaching hospital in the period studied, with a male female ratio of 1.4:1. About 45% oftumours occurred among patients < 20 years of age. Osteogenic sarcoma was the most common primary malignant bone tumour while the mandible was the most commonly affected bone. In contrast to previous studies, Burkitt's lymphoma affected the mandible more commonly than the maxilla. The relative frequency of primary malignant bone tumours is low in our environment as observed in other developing countries.
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Cataract surgery output and cost of hospitalization for cataract surgery in the University of Benin Teaching hospital - Osahon, IA (West African journal of medicine, 2004)
Cataract is the most common cause of curable blindness in Nigeria. Nigeria has an overall population of approximately 110 million with a blindness prevalence rate of 1%. Cataract is responsible for 30 – 60% of the blindness. A great deal of blindness prevention activity should therefore center around cataract surgery if we Are to clear out cataract backlog of over ½ a million individuals. Only 106 cataract surgeries were performed in the 24 months reviewed. There were 75 males and 31 females. This study highlights meager contribution of teaching hospitals to the prevention of blindness. Several factors including ignorance, poverty, socioeconomic and political tensions and teaching hospital bureaucracy are no doubt responsible for this. Hospitalization for cataract surgery is becoming very unpopular in the developed world as this tends to increase cost of surgery. The need to establish cataract surgery outreach services and adopt day case surgical procedures I our hospitals cannot be over emphasized as strategies for clearing our national cataract backlog. Résumé La cataracte avait la fréquence la plus élevée comme a cause de la cécité guérissable au Nigéria. Approximativement, le total de la population nigériane est 110 million et le taux de la fréquence de la cécité est 1%. La cataracte est la cause principale de 30 à 60% cas des cécité. Si nous devons réussir à éliminer les arrièrs problèmes des cataracts de plus de ½ million cas, nos efforts sur la chirurgie de cataracte devraient porter principalement sur des programmes visant sur des measures preventives contre les incidences de la cécité. 106 cas des chirurgies cataracts avaient été opérées Durant la période de 24 mois de cette etude. Il y avait en total 75 mâles et 31 femmes. Cette etude met en relief le maigre effort par rapport à la contribution des centre hospitaliers universitaires à l'égard de measures preventives contre l'inciedence de la cécité. Des problèmes tells que l'ignorance, la poavreté, des problèmes relatifs à l'économique sociale, problèmes politiques et à la bureaucracie au sien des centers hospitaliers universitaires sont sans doute responsables. Hospitalisation des maladies pour la chirurgie de la cataracte devient de plus en plus mal accenillie dans les pays développés du monde parceque cette operation est coûteuse. On a besoin de mettre en place les services chirurgicals des cataractes à la population rurale et instaurer le processus d'un dossier medical journalier pour la chirurgie dans tous les hôpitaux comme stratégie afin de resoudre le problème national portant sur les arrieres de cataractes. West African Journal of Medicine 22(1) 2003: 174-176
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A controlled trial of modified electroconvulsive therapy in Schizophrenia in a Nigeria Teaching Hospital - Ukpong, Dominic Ignatius; Makanjuola, R. O. A.; Morakinyo, Olufemi (West African journal of medicine, 2004)
The efficacy of ECT in the treatment of Schizophrenia was investigated in a double blind controlled trial. The ICD-10 criteria for Schizophrenia were fulfilled by the 20 patients who entered the trial. Consecutive individuals who satisfied the inclusion criteria were randomly allocated to a course of (bilateral) six real or simulated ECTs each as applicable. Sixteen patients completed the ECT treatment and 20 weeks follow up period. Analysis of measures of clinical change (BPRS and SANS Scores) showed that both groups of patients improved, but the improvement of patients receiving ECT was not significantly greater than that of the control group.
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Factors affecting the survival of the “at risk” newborn at Korle Bu Teaching Hospital, Accra, Ghana - Welbeck, J; Rb, Biritwum; Mensah, George (West African journal of medicine, 2004)
High risk pregnancies continue to be associated with high perinatal mortality and morbidity in developing countries. Korle Bu Teaching Hospital is no exception with a perinatal mortality rate of 98.7/1000 births. Multiple factors resulting in this include the high risk nature of the pregnancies resulting in increased incidence of premature deliveries and asphyxiated babies, the delay in transfer of the sick neonate as well as the inadequate mode of transfer. The type of delivery other than the spontaneous vaginal route also affects the outcome, though the relationship was not statistically significant. Logistic regression analysis showed that maturity, birthweight and time from birth to admission to NICU were the most significant factors associated with the survival of the neonate. Proper foetal surveillance both in the antenatal period and during labour cannot be over emphasized and the mere presence of a paediatrician at these high risk deliveries may make a difference. Also, increased vigilance in the special care offered will help reduce mortality.
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The realization of accentual focus in Moroccan learners of English - Yeou, Mohamed (2004)
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The Responses of Mathematics Teachers to Educational Change: A Namibian Perspective. - Dunn, Thea K. (Education 3-13, 2004)
INTRODUCTION After a protracted armed struggle for liberation from the colonial apartheid government of South Africa, Namibia became an independent nation in 1990. Although the apartheid forces were defeated, the legacies of the illegal and repressive regime, including an educational system shaped by divisive and dehumanizing imperialist policies, remained. As they abolished the discriminatory and inequitable Bantu educational system and developed a new praxis, the Namibian government mandated reforms based upon the goals of access, equity, quality, and democracy (MEC, 1993). The transformed educational system is modeled along democratic, empowering, and reconstructive lines. As such, it rejects the authoritarian, teacher-centered Bantu system, emphasizes student-centered learning, uses English rather than Afrikaans as the medium of instruction, and takes into account students' prior experiences and their intellectual, emotional, social, physical, aesthetic, moral and spiritual development. The redesigned school curriculum is structured upon a constructivist view of knowledge, learning competencies in content areas, and developing a reflective attitude and creative, analytical and critical thinking (NIED, 1998). This study described research into mathematics teachers responses to educational conducted alongside a provides a mentoring component to this experience by providing instructional ideas, contributing classroom activity samples, and offering suggestions to the instructional ideas developed and implemented by the preservice teachers. Guided by naturalistic inquiry, which seeks to understand phenomena in context-specific settings (Lincoln and Guba, 1985), this study employed a qualitative methodology to examine novice and veteran mathematics teachers' responses to this fundamental transformation of the Namibian educational system. The present study reveals that the participants' mathematics teaching self-concept and their beliefs about teaching mathematics were powerful mediators in terms of their responses to educational change. Mentored by, and in collaboration with the researcher, the participants were encouraged to articulate and examine their notions of teaching and learning mathematics. Entwined within these articulations about teaching and learning were powerful reflections on sociocultural and socio-political issues. As described in this study, changes to the participants' mathematics teaching self-concepts and beliefs influenced instructional practices and classroom discourse. Recognizing that educational is situated within larger sociocultural and socio-political spheres and resounds beyond the classroom, this study speaks to the challenge of empowering teachers to respond to educational change. THEORETICAL FRAMEWORK Change is a condition of the post-modern era (Harvey, 1989). Change is not always smooth, nor does it proceed in anticipated directions (Cohen, 1994). Therefore, the contexts in which contemporary teachers work are complex and characterized by contradiction and paradox (Hargreaves, 1994). Indeed, teachers perceive their work to be constantly affected by imposed, structural, and curricular (Clandinin and Connelly, 1995). Educational is the process of coming to grips with the multiple realities of people who are the main participants in implementing change (Clark et al., 1984). Because is fundamentally unpredictable and dynamically complex, the optimal response to is to find ways to help members manage inherently complex, unstable situations (Fullan, 1993). For example, within a complex and dynamic environment, members who increase their ability to learn collaboratively can elevate their performance and enhance their accomplishments (Senge, 1990). Education is perceived as a means of social and cultural reconstruction (Bowe et al., 1992). Therefore, educational has consequences for social justice, equity, and democracy (Ball, 1994). …
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Stress, Spirituality and Health Promoting Behaviors among African American College Students - Reid, Terra L. Bowen; Smalls, Ciara (Western journal of black studies, 2004)
The dismal health status of African Americans compared to the general population has sparked major concerns in research and public health domains. African Americans are habitually over represented in chronic and preventable diseases (Belgrave, Molock, Kelley, & Nana-Sinham, 1991; Feldman & Fulwood, 1999; Ford & Goode, 1994; Reed, 1996; Thompson & Chambers, 2000; Walden, 1994). A flurry of research has proffered explanations that speculate to what causes or exacerbates poor health conditions among African Americans. Subsequently, the literature is replete with rhetoric and surface assessments of the problem. For example, some arguments posit that that African-Americans are biologically more susceptible to certain diseases than their White counterparts (see Reed, 1996). Other researchers (Belgrave, Molock, Kelley, & Nana-Sinham, 1991; Feldman & Fulwood, 1999; Ford & Goode, 1994) suggest that racial/ethnic health disparities are largely attributed to (1) lack of access for medical care, thus, delaying early diagnoses and treatment; (2) differences in dietary behaviors; and (3) lack of exercise. Most investigations attempting to understand or eliminate the racial health disparity gap have largely focused on the universal differences between groups and have undermined the uniqueness within group (Thompson & Chambers, 2000). Improving the health status of African Americans must fundamentally address the intricate relationship between health and culture (Semmes, 1995; Thompson and Chambers, 2000; Wallace and Foreman, 1998). Considerable research has implicated the negative repercussions of stress on health outcomes. Consequently, African Americans have been found to disproportionately suffer from stress related diseases and illnesses compared to their white counterparts (Feldman & Fulwood, 1999). Research on the etiology of stress among African Americans has alluded to the oppressive social, political and economical conditions that African Americans confront on a daily basis (Kirk, 1986). For example, Bennett (1995) reported that the average family income for African Americans was approximately 55% of that for white Americans. Many scholars contend that lowered socioeconomic status among African Americans place this ethnic group at greater risk for stress (Kessler & Neighbors, 1986). Past research suggests that positive health promoting behaviors can reduce stress levels that reverberate into poor health conditions (Belgrave, et.al., 1991; Wallace & Foreman, 1998). Health promoting behaviors are defined by those activities or actions used to maintain health and well-being (Felton, Parsons, Misener, & Oldaker, 1997). African Americans have been commonly associated with poor health behaviors, which include smoking, alcohol and drug use, poor diet and inactive physical activity (Ford & Good, 1994; Heckler, 1985; Semmes, 1995). For example, in a study by Ford & Goode (1994), 224 black undergraduates were surveyed on their health behaviors and revealed that 74% of the respondents reported having diets, which were not nutritionally balanced. Also, more than half (55.4%) of the students did not practice daily physical activity. Most approaches have implemented the Health Belief Model to explain health behaviors and practices (Belgrave et. al., 1994; Poss, 2001). This model however fails to take into consideration those sociocultural factors (i.e., acculturation, racism) that are endemic to certain ethnic groups. To change the current health epidemic and avert preventable health problems facing many African Americans, health behaviors and attitudes must be transformed at its roots (Semmes, 1995). The most plausible route is to explore the role of culture on health. In short, culture determines the behaviors, values, customs, and beliefs that are inherent in particular racial/ethnic groups (Kambon, 1998). Culture is also central in the way a person responds and copes with psychological stress (Jackson & Sears, 1992; Semmes, 1995). …
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Mitigating the Impact of Stereotypes on Academic Performance: The Effects of Cultural Identity and Attributions For Success Among African American College Students. - Smith, Christine E.; Hopkins, R. H. (Western journal of black studies, 2004)
Introduction Differences between African and European Americans' academic and intellectual abilities and performance has been a perennial issue in the social sciences (Guthrie, 1999). Notwithstanding historic explanations that attributed these differences, either implicitly or explicitly, to inferior genetic predispositions and/or environmental conditions among African Americans, more recent research in this area has attempted to account for these differences. This line of research has centered around the notion of not necessarily blaming (stigmatizing) the entire group for what may reflect the product of various intra-personal characteristics of a significant minority of individuals, a consequence of overwhelming social, political, and situational forces (Thompson, 1999), or an interaction of both. Nevertheless, a growing body of researchers have begun to investigate factors that could enhance African Americans' academic performance (see e.g., Arroyo and Zigler, 1995: Gardner, 1994; Stipek and Weisz, 1981) or that could account for the differences as consequence of a cross-section of individual, situational, and cultural factors (Bandura, 1991; Mischel and Shoda, 1995: Kambon, 2001). One very promising line of theory and research, evolving out of African, Social, and Personality psychology, has focused on the interaction between intra-personal (cognitive-affective) factors (e.g., culture, expectations, motives, attributions, etc.) and situational factors (e.g., social expectations, stereotypes, harassment, etc.). For example, since the seminal 1992 work by Claude Steele, much has been written about the enhancing and debilitating effects stereotypes have on performance. Evidence now show that performance is enhanced for individuals who identify with positively stereotyped groups and weakened for individuals who identify with negatively stereotyped groups (Cheryan & Bodenhausen, 2000; Crozet & Claire, 1998; Inzlicht & BenZeer, 2000; Steele, 1997), under primed conditions. For African Americans, mounting evidence suggest that their performance is significantly lowered when engaged in activities for which negative stereotypes about their group exist (Major, Spencer, Schmader, Wolfe, & Crocker, 1998; Steele, 1997; Steele and Aronson, 1995). As an illustration of this phenomenon, Steele and Aronson (1995) investigated this possibility in two slightly varied experiments using black and white undergraduate students as participants. In the first experiment, 114 participants took a test of the most difficult items in the verbal GRE exam. Students were randomly assigned to an ability-diagnostic condition (test presented as a measure of intellectual ability) or ability-nondiagnostic condition (test presented as a laboratory-solving task unrelated to ability). Analysis revealed that for Black students, the condition under which they took the exam had an effect on test performance. Black students who were told the test was a measure of intellectual ability did not do as well as the White students in the same condition. However, black students did perform equally as well as white students when told the test was a laboratory-solving task. In the second experiment, the researchers varied the design of the first experiment to further examine the effect of stereotype threat on academic performance. Twenty black and 20 white undergraduates were randomly assigned to take the verbal GRE under either the diagnostic or the nondiagnostic condition. The differences in the second experiment were that (a) the test was shortened by 3 problems, (b) time was reduced by 5 minutes, (c) following the test, the participants completed the Spielberger State Anxiety Inventory, and (d) participants completed an 11-point scale which measured specific self-perceived reactions associated with taking the test. The findings of the second experiment revealed that the test performance of Black students in the diagnostic condition was impaired not only in accuracy but also in rate. …
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Out‐of‐school experiences in science classes: problems, issues and challenges in Botswana - Koosimile, Anthony Tsatsing (International Journal of Science Education, 2004)
Abstract This paper sets out to identify some key problems, issues and challenges relating to out‐of‐school experiences of learners in science teaching that emerged during classroom observations in schools in Botswana. Generally, there is evidence suggesting weak incorporation of learners' experiences into teaching. The experiences seemed to have a lower teaching priority than did formal universally accepted canonical science concepts. The study revealed that the relative merits of the science curriculum also appeared undermined by lack of teacher preparedness to handle the learners' out‐of‐school experiences. This paper also considers some of the implications of the research findings to science education in Botswana.
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Beyond the “Critical” Curtain: Community‐based Service Learning in an African Context - West, Gerald (Teaching Theology & Religion, 2004)
Abstract. A case of community‐based service learning in the School of Theology at the University of Natal, Pietermaritzburg, South Africa is analyzed for what it means to teach biblical studies in an African context where biblical scholarship is partially constituted by ordinary African readers of the Bible and where context is a central pedagogical concept. Reflecting on a series of experiments over the past ten years in two second‐year University level modules, the article analyzes the contours of a partnership between the academy and local communities of the poor, working‐class, and marginalized through community‐based service learning. This partnership provides a form of contextualization that enables students to integrate the forms of engagement with the Bible they bring to their formal theological studies and the forms of critical distance that characterize the discipline of biblical studies.
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Blood pressure response to out-patient drug treatment of hypertension in 1973 – 1993 at Korle-Bu Teaching Hospital, Accra, Ghana - Hesse, I.F.A. (West African journal of medicine, 2004)
A retrospective audit of the first twelve months of out patient drug treatment of hypertension at the Korle-Bu Teaching Hospital during the period 1973-1993 is reported. A previous study had shown that at least 7 drug regimes were used to treat hypertension at Korle-Bu during the period. The aim of the present study was to compare the effect and efficacy of these antihypertensive drug treatment regimes on blood pressure during the first 12 months of treatment. Result of 155 (47%) case notes, which met the inclusion criteria, are presented. One month of drug treatment of hypertension significantly reduced systolic and diastolic blood pressure by 21.4 +/- 30.5 (p<0.001) and 13.8 +/- 16.5 (p<0.001) mmHg, respectively. This reduction in blood pressure was maintained to the 12th month. At 12 months, systolic and diastolic blood pressures were unchanged in 19% and 28% of patients, respectively, indicating no response to drug treatment. Recommended target blood pressure of < or = 140/90 mm Hg was achieved in only 25.6% of all patients. All drug treatment regimes significantly reduced blood pressure to a similar extent so that any differences were not statistically significant. However, the efficacy of the drug regimes differed significantly (p=0.02). It was greatest in patients treated with monotherapy with either diuretic or reserpine, intermediate with two drug combinations and least with 3 or 4 drugs. The data showed that diuretics were marginally better than reserpine as first line monotherapy. Furthermore, any diuretic based 2-drug regime was equally efficacious although a beta-blocker or methyldopa as second drug seemed favoured by the data. The addition of a third or fourth drug was counter productive as the increased number of drugs did not decrease blood pressure significantly.
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The Education of Girls in Malawi: Access and Retention - Munthali, Josephine (2004)
Governments and aid donor agencies worldwide have acknowledged the importance of female literacy as a prerequisite for development. At the Jomtien Conference (1990) the importance of universal education was delineated in the policy Education for All (EFA). Indeed, EFA is seen as a strategy for introducing children, especially girls, to conventional schooling. Whilst some progress has been made, retention of girls in schools presents a major obstacle to the fulfilment of the EFA vision, especially in Sub-Saharan Africa including Malawi. External policies such as EFA are questionable in a country such as Malawi, which is one of the poorest countries in the world. Achieving the original Jomtien vision of EFA is a particularly daunting challenge with a poor economic environment, inhibiting cultural influences and a low quality primary education system. This article is based on research, which emerged from a concern about the quality and sustainability of educational programmes for female education in Malawi. It has been apparent that whilst there have been many positive developments in the implementation of EFA policy, there still remain various obstacles to the development and implementation of Education for All (EFA) in the Malawian context attributable to inadequancies and inefficiencies in the primary education system. Furthermore, the impact of the HIV/AIDS epidemic is also affecting progress in the education sector. The move towards the achievement of EFA policy is therefore, being constrained by a number of factors explored in this article.
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Practice and awareness of health risk behaviour among Egyptian university students - Refaat, Amany (Eastern Mediterranean Health Journal, 2004)
Health risk behaviour contributes markedly to today's major killers. A descriptive cross-sectional study was conducted to assess current awareness and practice of health risk behaviour among Egyptian university students. Only 121 students (18%) were practising risky behaviour. Tobacco use, alcohol and drugs use and risky sexual behaviour were positively correlated. Multiple regression analysis revealed that the main determinants of risky behaviour were being a male, of older age, having a high allowance and having no attention to danger. About 30% of students lacked adequate knowledge on AIDS. Most of those who had sexual relationships did not use contraceptives or any method of protection from sexually transmitted infection. Main sources of knowledge were the media (38%) then peers (30%).
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Compulsive Eating and Substance Abuse Factors Among African-American Community College Students - Stolberg, Victor B.; Mah; Mals (Journal of Ethnicity in Substance Abuse, 2004)
Abstract This study examines die associations between compulsive eating and selected substance abuse factors. Respondents were incoming African-American community college students (N = 374). Instruments completed by the respondents consisted of the Compulsive Eating Scale, the Core Alcohol and Drug Survey, and Satisfaction With Life Scale. No strong associations were found between compulsive eating, satisfaction with life, and the substance abuse factors examined, including reported family history of substance abuse. However, strong positive associations were found between the age of first use and the frequency of use within the last year of tobacco, alcohol, marijuana, and cocaine.
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Teachers' Perceptions of Communication Needs of Deaf Children in Kenyan School System - Alade, Eunice B. (Nigerian Journal of Clinical and Counselling Psychology, 2004)
Kenya, an East African country has 38 Boarding schools and units for the hearing impaired. This includes three (3) secondary schools. Communication has been identified as one of the greatest areas of difficulty for the deaf. Both the receptive and expressive communication pose barriers in almost all aspects of life of the deaf. This study endeavors to examine teachers' perceptions of communication needs of deaf children in Kenyan school system. It is believed that teachers being the major service deliverer in the school system, their opinion on this matter will have long-lasting effects on their deaf pupils, as it will affect the quality of their service delivery. Ninety participants-50 males and 40 females responded to a nine-item questionnaire. Results show among others that most of the teachers saw the necessity for speech use by the deaf in order for them to successfully interact with family and society. Acceptance by the society highly correlates with use of speech by the deaf. However, use of speech is not seen by many teachers as mandatory for acquiring education. Most parents are indifferent to whether speech is taught to their deaf children or not. The open-ended question generated diverse reasons why speech is important. Most of the responses focus on speech-use, interaction and acceptance. Nigerian Journal of Clinical and Counselling Psychology Vol.8(2) 2002: 205-218
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The Efficacy of Group Counselling on the Study Habit Patterns of Adult Sandwich Students in a Nigerian University - Eweniyi, George (Nigerian Journal of Clinical and Counselling Psychology, 2004)
This study investigated the efficacy of group counselling on the study habit patterns of adult students on Sandwich/Part-time programme in the Faculty of Education, Olabisi Onabanjo University, Ago-Iwoye. A simple pre-test and post-test experimental research design was used on a sample of 60 adult students who were randomly selected from a group of identified 99 students with deficient study habit patterns. The study Skill and Study Habits Inventory (SSHI) developed by Adedipe (1998) was used for pre-test and post-test of both the experimental and control groups. The experimental group was exposed to training on the five sub-sections of the SSHI while the control group received placebo training within the same period of the experiment. The data collected were subjected to analysis using mean, Standard Deviation and Analysis of Variance (ANOVA). The results indicated that the experimental group showed significant improvement in their study skills patterns as opposed to the control group. That is, group counselling is effective in bringing about an improved study habit among adult students. Based on this result, it was recommended that study skills should be taught in schools by school counsellors. Nigerian Journal of Clinical and Counselling Psychology Vol.8(1) 2002: 15-24
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The Impact of Education Intervention on the Blood Pressure Control of the Elderly Nigerian Hypertensives - Olayemiand, SO; Mabadeje, A. F. B. (Nigerian Journal of Health and Biomedical Sciences, 2004)
Hypertension plays a major role in morbidity and mortality in Nigeria. Evidence from developed countries showed that intensive patient education has resulted in improved compliance to therapy reducing morbidity and mortality. There was a need to explore the impact of health educational intervention on the blood pressure control among elderly hypertensives. Ninety-five hypertensive patients aged sixty and above attending the Hypertension Clinic of the Lagos University Teaching Hospital were recruited. An initial level of their awareness of hypertension, its risk factors and management were assessed through a structured research questionnaire. A score of 60% was deemed adequate. Over a two year period, health talk on the need to comply with life style modification and drug therapy followed by a question and answer session was given on each clinic day. Adequate blood pressure control was defined
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Qualitative Evaluation of Agricultural Management Training Programme in Nigeria: An Experience - Onuka, Adams Otu. U. (Nigerian Journal of Clinical and Counselling Psychology, 2004)
The effect of a training programme is the change observed in the behaviour, attitude, abilities and effectiveness of the trainee after the training activity. Therefore, the importance of training on book workers or organizations cannot be overemphasized. A number of both quantifiable and unquantifiable resources go into a management-training programme. The unquantifiable inputs do not lend themselves to quantitative evaluation. Yet evaluation of these aspects of the programme cannot be ignored, as doing so would result in negative programme impact. This study thus, looks at the quality of an Agricultural/Rural Management Training Programme in Nigeria. The Antecedents, Transactions, and Outcomes (ATO) Evaluation Model was used to determine the quality of each of these components of a training programme viz: inputs, processing and output. The result of the study shows that there was qualitative training outcome as the effect of the training resulting from the qualitative input and transaction of the programme. Recommendations for improvements ere made: trainers should constantly be exposed to new training techniques, while trained needs should be assessed before being sent for training and training institutions should be properly equipped. Nigerian Journal of Clinical and Counselling Psychology Vol.8(2) 2002: 133-146
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An Impact Evaluation of Nomadic Education Programme in Nigeria - Osokoya, Israel O.; Aminu, Ahmed Chiroma (Nigerian Journal of Clinical and Counselling Psychology, 2004)
This paper assessed the extent of the realization of the objectives of nomadic education programme in the northeast sub-region of Nigeria. The study showed that the programme performed satisfactorily and the impact on the nomads is significant. There are however some major problems militating against effective implementation of the programme. There is a need therefore for the federal government to enforce the 1965 grazing reserve law, make provision for nomadic secondary education programme and provide adequate fund for the successful implementation of nomadic education programme in Nigeria. Nigerian Journal of Clinical and Counselling Psychology Vol.8(1) 2002: 25-42
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Psychological Facilitation of Academic Achievement of Nigerian Students - Salaam, Abeeb Olufemi (Nigerian Journal of Clinical and Counselling Psychology, 2004)
Many students enter schools and colleges with remarkably poor study habits and skills, which may not be their fault. Experience has even shown that educational system of this country does not make provision generally in the way of formal instruction on good study habits and skills. Be that as it may, the current paper would remedy to some extent the oversight by offering the insights into some psychological principles and techniques that can facilitate academic achievement of Nigerian students. Nigerian Journal of Clinical and Counselling Psychology Vol.8(1) 2002: 1-14
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Employment of people with disabilities : the impact of legislation (East Africa) : Seychelles country profile - Skills, Ilo (2004)
Describes the main legislative provisions in place in the Seychelles concerning the employment of people with disabilities and reviews the implementation of the legislation.
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Employment of people with disabilities : the impact of legislation (East Africa) : United Republic of Tanzania country profile - Skills, Ilo (2004)
Examines legislation concerning the promotion of employment and training opportunities for people with disabilities, identifies implementation mechanisms and suggests improvements.
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Do employers use education as a signal for ability in developing countries? Evidence from Ghana - Strobl, Eric (Applied Economics Letters, 2004)
This study investigates whether employers in developing countries use education as a signal for employees’ productivity using data for Ghana manufacturing. Evidence is found supportive of this for individuals who were not hired through direct contacts in the firm, and thus for individuals for whom employers are likely to have relatively less information about their productive abilities. This result seems to rest on adequately controlling for on-the-job-training.
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Aeromedical transport of Chinese wounded personnel due to earthquake from Algeria - 吴学杰; 郑静晨; 彭碧波; 李向晖; 郭晓东; 王发强 (Chinese Journal of Aerospace Medicine, 2004)
目的 总结紧急远程航空医疗运送的经验,分析影响空运的多种因素. 方法通过2003年5月阿尔及利亚地震灾后,中方5名危重伤员的航空转运的实践,就转运计划、医务人员和医疗设备的配置、空中监护、心理干预等对远程航空医疗运送的作用和影响进行分析和总结. 结果 5名危重伤员均安全转运至目的地. 结论制订周密的转运计划和进行细致的安排是成功转运的重要条件;灾害伤员的心理干预对安全转运有着特殊意义。
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The Effects of Maternal Education Versus Cognitive Test Scores on Child Nutrition in Kenya - Bhargava, Alok; Fox-Kean, Melanie (2004)
This paper estimates dynamic random effects models for intakes by dietary energy, protein, calcium, iron, zinc, niacin, riboflavin, thiamin, and vitamins A, C, D, and E 100 of Kenyan school children (6-9 years) within a multivariate longitudinal framework. The explanatory variables were socioeconomic and background variables, children's body mass index, and maternal education, cognitive test scores and morbidity spells. The model parameters are estimated using the maximum likelihood method controlling for unobserved between-children differences. The main finding is that while maternal education was usually not a significant predictor of dietary intakes, maternal scores on cognitive tests did strongly predict them. Moreover, the paternal cognitive scores and maternal morbidity levels were not significantly associated with the intakes, but an index of socioeconomic status and cash income was a significant predictor. The results indicate the need to consider broader measures of human development and of devising suitable educational programs for women without formal education.
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Culture and Education: The Social Consequences of Western Schooling in Contemporary Swaziland - Booth, Margaret Zoller (2004)
Chapter 1 List of Figures Chapter 2 List of Tables Chapter 3 Preface Chapter 4 Acknowledgments Chapter 5 Map of Swaziland Chapter 6 Introduction: An Introduction to Swaziland and its People Chapter 7 Traditional Swazi Education: The Social Context of the Swazi Family The Goals and Objectives of Swazi Traditional Education Swazi Traditional Beliefs Regarding Learning, Education, and Development Gender Roles and Education Chapter 8 Educational Design or Disorder? Historical Development of Western Education in Swaziland: The Colonial Eras: Pre-World War II: Books and Bibles: The Government: Administration vs. Missionary Control Education and Ethnicity Gender Disparity Swazi Chapter 9 Societal Transition and Educational Outcomes: Independence and Educational Change Disparities in Education Continue Chapter 10 The Contemporary Swazi Home and School Achievement: Characteristics for School Success: Methodological Considerations for the Longitudinal Study Homestead Characteristics Student Description Throughout the Years Parental Availability and School S Chapter 11 Swazi Perspectives on Human Development: Traditionalism Modified: What is Important to Know? Swazi Perspectives of Intelligence and Academic Success Swazi Developmental Stage Theories Reexamined Chapter 12 The Home and School: Developing Skills for Academic Achievement: Success for Whom? The Link between Cognitive Competence and School Success Predicting School Achievement and Failure Cognitive Skills and School Success The Significance of Schoolin Chapter 13 Social Consequences of Western Schooling: Contemporary Challenges and Future Concerns: Where the Past Meets Present: Continued Conflicts Between the Home and School Cultural and Education: Social Consequences for the Home Contemporary Issues and F Chapter 14 Appendix Chapter 15 Select Bibliography Chapter 16 Author Biographical Sketch Chapter 17 Index
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Enhancing mathematics teachers' pedagogical content knowledge and skills in Tanzania - Kitta, Septimi (2004)
The study has revealed that the use of a comprehensive, school-based programme, emphasising peer collaboration, can be a promising scenario for professional development of mathematics teachers in Tanzania. Such a comprehensive approach has the potential of supporting teachers with diverse levels of expertise and experience in teaching. By tailoring the programme to the school level, it can help to offer support that is contextually relevant and meaningfully addressing the needs of the teachers.
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Towards a multimodal teaching, learning and assessment strategy at a South African university - Broere, Izak; Kruger, M. (2004)
We explore the imperatives posed by the development of modern ICT on the teaching, learning and assessment strategy of a higher education institution. These include several strategies in different key areas that need to be put in place. Key qualities of mind, drawing on both analytical and emotional abilities in people who are star performers in a fast-paced ICT environment are discussed.
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Styling Jim Crow: African American beauty training during segregation (Choice Reviews Online, 2004)
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Teachers of African‐American Students SIG (Foreign Language Annals, 2004)
Foreign Language AnnalsVolume 37, Issue 1 p. 162-162 Teachers of African-American Students SIG First published: 31 December 2008 https://doi.org/10.1111/j.1944-9720.2004.tb02187.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume37, Issue1March 2004Pages 162-162 RelatedInformation
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Schools and health: a district-level evaluation of school health education in Ghana - Adu-Mireku, Samuel (Journal of Social Development in Africa, 2004)
This study evaluated Ghana's school health education programme, policy guidelines, curriculum topics and evaluation methods at the district level. A modified version of the Health Education District Questionnaire, a self-administered instrument developed by the Centers for Disease Control and Prevention (CDC), was used to collect data from the country's 110 district school health education programme co-ordinators. The response rate was 80 per cent. Information was also gathered through in-depth interviews with the national co-ordinator and her staff and by reviewing programme documents. The results indicated that the programme is focused on building life skills by using participatory teaching methods. However, although the programme guidelines require the use of two strategies-the unit course approach and the integrated/infusion approach-fully to cover health topics within the curriculum, the extent of actual coverage of the topics as reported by the district co-ordinators varied (ranging from 52.3 per cent for consumer health to 98.9 per cent for personal hygiene). In addition, less than 40 per cent of the co-ordinators reported having conducted any formal or informal evaluation of key aspects of the programme at the district level. The findings of this study have implications for Ghana's school health education programme. These are discussed, along with some recommendations. African Journal of Social Work Vol.18(2) 2003: 105-120
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Mutilation and Theft of Library Materials: Perceptions and Reactions of Nigerian Students - Ajayi, N. A.; Omotayo, B. O. (Information development, 2004)
Mutilation and theft in libraries is a menace that has persisted, and the worsening state of libraries in Nigeria appears to have aggravated its intensity and the consequent detrimental impact. Using a structured questionnaire administered to undergraduate students of Obafemi Awolowo University, Nigeria and a stratified focus group discussion (FGD), information was elicited on their perception of the methods of theft, attitudes to and perceived implications of theft on academic performance and library use. The results reveal that insensitivity to the need of other users, high cost of books, non-detection of previous acts of theft and frequent power outage are some of the factors responsible for mutilation and theft of library materials. It was also revealed that students are aware that mutilation and theft prevent effective use of the library, deprive users of vital information, including from recommended texts, and hence impact negatively on the academic life of the users.
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Le handicap de l’éducation pour les économies africaines (The handicap of education for the african economics) - Ali, Mogni (RePEc: Research Papers in Economics, 2004)
En Afrique au XIX° siecle, l’ecole coloniale europeenne a ete mise en oeuvre pour imposer ses conditions de civilisation aux peuples africains. En 1960, le nombre total d’eleves ou d’etudiants africains s’elevait a 13 millions. Plus de 10 000 ecoles ont ete construites. Plus de 100 000 instituteurs ou enseignants ont ete recrutes. Les taux de scolarisation etaient de 36% dans le primaire, 3% dans le secondaire et 0,2% a l’universite. En 2001, le nombre total d’eleves ou d’etudiants africains etait de 72,8 millions dans le primaire, 23,7 millions dans le secondaire et 1,66 millions a l’universite. Les taux de scolarisation atteignaient 72,1% dans le primaire, 30,1% dans le secondaire et 17,3% a l’universite. Pourtant, les problemes linguistique, financier et/ou educatif inquietent beaucoup les autorites ministerielles et universitaires africaines qui ont entame des negociations avec les institutions internationales (Banque Mondiale, FMI). Dans chaque pays africain, le choix d’une langue nationale africaine est une solution souhaitable. C’est en Afrique ou le cout de l’enseignement est le plus eleve. L’amelioration de la qualite de l’enseignement, a tous les niveaux en Afrique, est une condition necessaire a l’acces au marche de l’emploi : l’Afrique a besoin plus des cadres et des techniciens. Les politiciens et les scientifiques africains doivent etre d’accord pour limiter ou freiner les departs des cerveaux africains de leur continent. In Africa, during the 19th century, european colonial school was implemented for dictate its terms of civilisation to African people. In 1960, the total number of african pupils or students was 13 millions. More than 10 000 schools have been constructed. More than 100 000 masters and professors have been recruited. The school rates were 36% in the primary, 3% in the secondary and 0,2% in the university. In 2001, the total number of african pupils or students was 72,8 millions in the primary, 23,7 millions in the secondary and 1,66 millions in the university. The school rates were 72,1% in the primary, 30,1% in the secondary and 17,3% at university. However, linguistic, financial and/or educative problems worry very much african authorities of education and university which entered into negotiations with the international institutions (World Bank, International Monetary Founds). In every african country, the choice of a national language is a desirable solution. It is in Africa where the cost of teaching is the highest. The improvement of the quality of teaching, in Africa, is a necessary condition to the access to employment market. Africa needs more executives and technicians. Politicians and scientists must be in agreement to limit or to brake the departures of African Brains from their continent.
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Globalisation, enterprise and knowledge: education, training and development in Africa - Allsop, Terry (International Journal of Educational Development, 2004)
This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.
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African Americans with Disabilities and the Social Security Administration's Return-to-Work Incentives - Alston, Reginald J. (Journal of Disability Policy Studies, 2004)
Because there is a high incidence of work-related disabilities in the African American community, which is due to several factors, African Americans are likely to be recipients of Social Security Disability Insurance (SSDI) benefits. In this article, the author reviews SSDI policies and examines cultural variables specific to African Americans that may negate return-to-work incentives. Social cognitive theory is offered as a framework for understanding behavioral responses of African Americans concerning various work incentives, particularly those embodied in the Ticket to Work and Work Incentives Improvement Act (TTW-WIIA). The author offers suggestions for policy revisions and recommendations for research.
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Towards a Psychological Frame for Explicating Student Unrest in Nigerian Universities. - Aluede, Oyaziwo; Imhanlahimi, Joseph E. (College student journal, 2004)
This paper focused on three dominant psychological theories--Cognitive Dissonance, Relative Deprivation and Campus Ecology that have been evolved to explain student unrest, to determine their ability to account for the phenomenon in Nigerian universities. It found that none of the theories could all alone holistically account for all the causal factors (non-participation in decision-making, academic stress, welfare problems, changing value systems of students, parental influence, teacher influence and contemporary national issues) in student unrest in Nigerian universities. A synthetic theory, which embodies the three theories examined, was therefore advocated to account for all the causal factors in student unrest in Nigerian universities. Introduction Student unrest has become a common phenomenon in Nigerian universities since October 1, 1960 when the country attained independence, even though its earliest manifestation was pre-1960. Since independence, the phenomenon has come to be a recurring socio-political problem in Nigerian history. In recent times, however, student unrests have acquired national scale and mobilizational capacity, that they constitute serious threats to the political authority and perhaps national security (Ikelegbe, 1992, Onwuejeogwu, 1992) The incidents of student unrest in Nigerian universities which have assumed a greater enormity and significance, is according to Aluede (1995) and Aluede and Aluede (1999) precipitated by several factors: non-participation in decision-making, academic stress, changing value systems of students, teacher influence, parental influence, contemporary national issues, and welfare problems. Today, student unrest has come to be recognised as one of the most visible perennial problems of significance in Nigerian university campuses. Thus, if there is anything predictable among Nigerian university students, it is the fact that they would riot in any academic session. As a consequence, there is the incessant closure of schools whenever there is a demonstration, which adversely affects the scope and curriculum of programmes offered in Nigerian universities. The import of this paper is to provide a frame of reference that can holistically account for all the causal factors in student unrest in Nigerian university campuses. Though, several theories of student unrest exist i.e. the Rift-Raft theory, the theory of Aggression and Frustration, theory of Disequilibrium, etc., three specific theories: theory of Cognitive Dissonance, the theory of Relative Dissonance, the theory of Relative Deprivation and the theory of Campus Ecology have been of popular usage in Nigeria and all over the world. Despite the popular usage of any of the three theories, the usage has met with lots of criticisms. This paper therefore, intends to: (a) to give a succinct meaning of the theories of Cognitive Dissonance, Relative Deprivation and Campus Ecology, particularly as they relate to student unrest in Nigerian universities; (b) to highlight the basic tenets of each of the theories popularly used to account for student unrest: (c) to expose the inadequacies in any one of the theories' ability to account for all the causal factors in student unrest in Nigerian universities; and (d) to recommend a theory that can holistically account for all the causal factors in student unrest in Nigerian universities. The Theory of Cognitive Dissonance: According to Festinger (1957), people strive to achieve a state of equilibrium among various attitudes (or learned predispositions to persons, situations or things) and behaviours. This is because people prefer consistency or consonance, to inconsistency or dissonance. Therefore, whenever people have a thought that is not consistent with their behaviour, they experience cognitive dissonance and are motivated to seek means of restoring equilibrium (Sprinthall & Sprinthall, 1987). …
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The Decline in Primary School Enrolment in Kenya - Bedi, Arjun S.; Kimalu, Paul; Mandab, Damiano Kulundu; Nafula, Nancy (Journal of African Economies, 2004)
Since independence in 1963, Kenya has invested substantial resources in the education sector. For almost twenty-five years, these investments and other government policies led to impressive gains in educational access at all levels. However, since the mid- to late 1980s there appears to have been an erosion in educational participation and a reversal of the gains achieved in previous decades. Motivated by this trend, this paper uses temporal, cross-section and pseudo-panel data to assess the plausibility of various factors that may be responsible for the decline in primary school educational enrolment. In particular, we consider the role of school fees, school inputs and curriculum, school availability, the expected benefits of education and the spread of HIV/AIDS. We also try to identify the most effective policy interventions that may be used to prevent further declines in primary school enrolment rates.
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Toward Better Education in the Developing Economy of Ethiopia - Berberich, Frank (常磐国際紀要, 2004)
Keywords: openalex:import

Training and development in the maritime industry: the case of South Africa - Bonnin, Debby; Lane, Tony; Ruggunan, Shaun; Wood, Geoffrey (Human Resource Development International, 2004)
This article explores the state of, and prospects for, training and development within the South African maritime industry, and is based on a series of in-depth interviews conducted with employers, the principal union, training institutions and regulatory bodies. Findings are that a deeply embedded racial division of labour persists, that there is a serious shortage of employment opportunities, and that training and certification remain fragmented. The article concludes that the quality of training provided is of a high standard, but there is a vital need for a coherent overall policy linking initial training with employment opportunities, ongoing skills development and the promotion of greater equality.
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Biotechnology education and training: a synopsis of training activities at the UNESCO/BAC BETCEN for Africa - Bothma, Gurling; Thompson, G. W.; Bornman, Chris H. (South African Journal of Botany, 2004)
The application of plant biotechnology can help facilitate sustainable food security in Africa. Appropriately trained scientists are needed to apply these techniques. The Biotechnology Education and Training Centre (BETCEN) for Africa was established at ARC-Roodeplaat by UNESCO during 1995. Since then 237 scientists from 27 countries have been trained. Training has primarily been in the fields of plant tissue culture and molecular markers. The courses consist of both the theory of the techniques and practical sessions.
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Orphans in Africa: Parental Death, Poverty and School Enrollment - Case, Anne; Paxson, Christina; Ableidinger, Joseph (RePEc: Research Papers in Economics, 2004)
We examine the impact of orphanhood on children's school enrollment in10 Sub-Saharan African countries. Although poorer children in Africa are less likely to attend school, the lower enrollment of orphans is not accounted for solely by their poverty. We find orphans are less likely to be enrolled than are non-orphans with whom they live. Consistent with Hamilton's Rule, the theory that the closeness of biological ties governs altruistic behavior, outcomes for orphans depend on the relatedness of orphans to their household heads. The lower enrollment of orphans is largely explained by the greater tendency of orphans to live with distant relatives or unrelated caregivers.
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Retention of African-American students in baccalaureate nursing programs: are we doing enough? - Childs, Gwendolyn; Jones, Rabun; Nugent, Katherine E.; Cook, Pamela (Journal of Professional Nursing, 2004)
With the increasing minority population in the United States, much attention has been given to the lack of diversity among health care professionals, specifically nursing. Since the 1960s, the federal government has provided financial resources to institutions of higher education whose purpose was to diversify the health care profession. Historically, these resources have supported initiatives that primarily focused on the recruitment of minority students into higher education. These efforts temporarily increased the enrollment of students from varying racial and ethnic backgrounds. However, without established retention initiatives in place, the attrition rates for students from diverse backgrounds far exceeded the enrollment rates. Consequently, the nursing workforce continues to be a predominantly White female profession. In order for schools of nursing to create a workforce reflective of its patient population, both nursing education and institutions of higher education must be committed to implementing initiatives to increase the retention and graduation rates of minority students.
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Confronting the Impact of HIV and AIDS: The Consequences of the Pandemics for Education Supply, Demand and Quality. A Global Review from a Southern African Perspective - Coombe, Carol (Policy Futures in Education, 2004)
The global spread of the HIV and AIDS pandemics will, for the next three generations at least, underline education access, quality and provision. Reforms within the sector will necessarily take account of the implications of this plague within national, provincial and local contexts. This article is based on several assumptions. The first is that HIV/AIDS is not only a medical problem: the spread of the disease has created a pandemic with social, economic, geopolitical and other consequences for all countries. Second, increasing numbers of countries, especially in sub-Saharan Africa and the Caribbean, are now facing one of the great crises of human history. The third is that other countries in Eastern Europe and the Asia and Pacific regions will confront similar challenges as the pandemic spreads. The article focuses specifically on the relationship between HIV/AIDS and education in countries with different levels of HIV/AIDS prevalence. It concentrates on the impact of the disease on education at schools level, with some attention to teacher education. It outlines our current understanding of the pandemic, analyses current and anticipated impact of HIV/AIDS on education in order to clarify probable changes in demand for and supply of education services, and looks at education's current responses to HIV/AIDS, principally in high prevalence countries.
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African climate change and faunal evolution during the Pliocene–Pleistocene - deMenocal, Peter B (Earth and Planetary Science Letters, 2004)
Environmental theories of African faunal evolution state that important evolutionary changes during the Pliocene–Pleistocene interval (the last ca. 5.3 million years) were mediated by changes in African climate or shifts in climate variability. Marine sediment sequences demonstrate that subtropical African climate periodically oscillated between markedly wetter and drier conditions, paced by earth orbital variations, with evidence for step-like (±0.2 Ma) increases in African climate variability and aridity near 2.8 Ma, 1.7 Ma, and 1.0 Ma, coincident with the onset and intensification of high-latitude glacial cycles. Analysis of the best dated and most complete African mammal fossil databases indicates African faunal assemblage and, perhaps, speciation changes during the Pliocene–Pleistocene, suggesting more varied and open habitats at 2.9–2.4 Ma and after 1.8 Ma. These intervals correspond to key junctures in early hominid evolution, including the emergence of our genus Homo. Pliocene–Pleistocene shifts in African climate, vegetation, and faunal assemblages thus appear to be roughly contemporary, although detailed comparisons are hampered by sampling gaps, dating uncertainties, and preservational biases in the fossil record. Further study of possible relations between African faunal and climatic change will benefit from the accelerating pace of important new fossil discoveries, emerging molecular biomarker methods for reconstructing African paleovegetation changes, tephra correlations between terrestrial and marine sequences, as well as continuing collaborations between the paleoclimatic and paleoanthropological communities.
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African climate change and faunal evolution during the Pliocene–Pleistocene - deMenocal, Peter B (Earth and Planetary Science Letters, 2004)
Environmental theories of African faunal evolution state that important evolutionary changes during the Pliocene–Pleistocene interval (the last ca. 5.3 million years) were mediated by changes in African climate or shifts in climate variability. Marine sediment sequences demonstrate that subtropical African climate periodically oscillated between markedly wetter and drier conditions, paced by earth orbital variations, with evidence for step-like (±0.2 Ma) increases in African climate variability and aridity near 2.8 Ma, 1.7 Ma, and 1.0 Ma, coincident with the onset and intensification of high-latitude glacial cycles. Analysis of the best dated and most complete African mammal fossil databases indicates African faunal assemblage and, perhaps, speciation changes during the Pliocene–Pleistocene, suggesting more varied and open habitats at 2.9–2.4 Ma and after 1.8 Ma. These intervals correspond to key junctures in early hominid evolution, including the emergence of our genus Homo. Pliocene–Pleistocene shifts in African climate, vegetation, and faunal assemblages thus appear to be roughly contemporary, although detailed comparisons are hampered by sampling gaps, dating uncertainties, and preservational biases in the fossil record. Further study of possible relations between African faunal and climatic change will benefit from the accelerating pace of important new fossil discoveries, emerging molecular biomarker methods for reconstructing African paleovegetation changes, tephra correlations between terrestrial and marine sequences, as well as continuing collaborations between the paleoclimatic and paleoanthropological communities.
Keywords: openalex:import

African climate change and faunal evolution during the Pliocene–Pleistocene - deMenocal, Peter B (Earth and Planetary Science Letters, 2004)
Environmental theories of African faunal evolution state that important evolutionary changes during the Pliocene–Pleistocene interval (the last ca. 5.3 million years) were mediated by changes in African climate or shifts in climate variability. Marine sediment sequences demonstrate that subtropical African climate periodically oscillated between markedly wetter and drier conditions, paced by earth orbital variations, with evidence for step-like (±0.2 Ma) increases in African climate variability and aridity near 2.8 Ma, 1.7 Ma, and 1.0 Ma, coincident with the onset and intensification of high-latitude glacial cycles. Analysis of the best dated and most complete African mammal fossil databases indicates African faunal assemblage and, perhaps, speciation changes during the Pliocene–Pleistocene, suggesting more varied and open habitats at 2.9–2.4 Ma and after 1.8 Ma. These intervals correspond to key junctures in early hominid evolution, including the emergence of our genus Homo. Pliocene–Pleistocene shifts in African climate, vegetation, and faunal assemblages thus appear to be roughly contemporary, although detailed comparisons are hampered by sampling gaps, dating uncertainties, and preservational biases in the fossil record. Further study of possible relations between African faunal and climatic change will benefit from the accelerating pace of important new fossil discoveries, emerging molecular biomarker methods for reconstructing African paleovegetation changes, tephra correlations between terrestrial and marine sequences, as well as continuing collaborations between the paleoclimatic and paleoanthropological communities.
Keywords: openalex:import

African climate change and faunal evolution during the Pliocene–Pleistocene - deMenocal, Peter B (Earth and Planetary Science Letters, 2004)
Environmental theories of African faunal evolution state that important evolutionary changes during the Pliocene–Pleistocene interval (the last ca. 5.3 million years) were mediated by changes in African climate or shifts in climate variability. Marine sediment sequences demonstrate that subtropical African climate periodically oscillated between markedly wetter and drier conditions, paced by earth orbital variations, with evidence for step-like (±0.2 Ma) increases in African climate variability and aridity near 2.8 Ma, 1.7 Ma, and 1.0 Ma, coincident with the onset and intensification of high-latitude glacial cycles. Analysis of the best dated and most complete African mammal fossil databases indicates African faunal assemblage and, perhaps, speciation changes during the Pliocene–Pleistocene, suggesting more varied and open habitats at 2.9–2.4 Ma and after 1.8 Ma. These intervals correspond to key junctures in early hominid evolution, including the emergence of our genus Homo. Pliocene–Pleistocene shifts in African climate, vegetation, and faunal assemblages thus appear to be roughly contemporary, although detailed comparisons are hampered by sampling gaps, dating uncertainties, and preservational biases in the fossil record. Further study of possible relations between African faunal and climatic change will benefit from the accelerating pace of important new fossil discoveries, emerging molecular biomarker methods for reconstructing African paleovegetation changes, tephra correlations between terrestrial and marine sequences, as well as continuing collaborations between the paleoclimatic and paleoanthropological communities.
Keywords: openalex:import; openalex:yes

African climate change and faunal evolution during the Pliocene–Pleistocene - deMenocal, Peter B (Earth and Planetary Science Letters, 2004)
Environmental theories of African faunal evolution state that important evolutionary changes during the Pliocene–Pleistocene interval (the last ca. 5.3 million years) were mediated by changes in African climate or shifts in climate variability. Marine sediment sequences demonstrate that subtropical African climate periodically oscillated between markedly wetter and drier conditions, paced by earth orbital variations, with evidence for step-like (±0.2 Ma) increases in African climate variability and aridity near 2.8 Ma, 1.7 Ma, and 1.0 Ma, coincident with the onset and intensification of high-latitude glacial cycles. Analysis of the best dated and most complete African mammal fossil databases indicates African faunal assemblage and, perhaps, speciation changes during the Pliocene–Pleistocene, suggesting more varied and open habitats at 2.9–2.4 Ma and after 1.8 Ma. These intervals correspond to key junctures in early hominid evolution, including the emergence of our genus Homo. Pliocene–Pleistocene shifts in African climate, vegetation, and faunal assemblages thus appear to be roughly contemporary, although detailed comparisons are hampered by sampling gaps, dating uncertainties, and preservational biases in the fossil record. Further study of possible relations between African faunal and climatic change will benefit from the accelerating pace of important new fossil discoveries, emerging molecular biomarker methods for reconstructing African paleovegetation changes, tephra correlations between terrestrial and marine sequences, as well as continuing collaborations between the paleoclimatic and paleoanthropological communities.
Keywords: openalex:import; openalex:yes

African climate change and faunal evolution during the Pliocene–Pleistocene - deMenocal, Peter B (Earth and Planetary Science Letters, 2004)
Environmental theories of African faunal evolution state that important evolutionary changes during the Pliocene–Pleistocene interval (the last ca. 5.3 million years) were mediated by changes in African climate or shifts in climate variability. Marine sediment sequences demonstrate that subtropical African climate periodically oscillated between markedly wetter and drier conditions, paced by earth orbital variations, with evidence for step-like (±0.2 Ma) increases in African climate variability and aridity near 2.8 Ma, 1.7 Ma, and 1.0 Ma, coincident with the onset and intensification of high-latitude glacial cycles. Analysis of the best dated and most complete African mammal fossil databases indicates African faunal assemblage and, perhaps, speciation changes during the Pliocene–Pleistocene, suggesting more varied and open habitats at 2.9–2.4 Ma and after 1.8 Ma. These intervals correspond to key junctures in early hominid evolution, including the emergence of our genus Homo. Pliocene–Pleistocene shifts in African climate, vegetation, and faunal assemblages thus appear to be roughly contemporary, although detailed comparisons are hampered by sampling gaps, dating uncertainties, and preservational biases in the fossil record. Further study of possible relations between African faunal and climatic change will benefit from the accelerating pace of important new fossil discoveries, emerging molecular biomarker methods for reconstructing African paleovegetation changes, tephra correlations between terrestrial and marine sequences, as well as continuing collaborations between the paleoclimatic and paleoanthropological communities.
Keywords: openalex:import

Teaching elements of Government and Politics at the grassroots in Malawi: A proposal for the growth and development of democracy in AfricaEmployment - Dzimbiri, Lewis (Teaching Public Administration, 2004)
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Attitudes of Student Teachers Towards Teaching in Mother Tongue in Nigerian Primary Schools: Implications for Planning - Ejieh, Michael U. C. (Language, Culture and Curriculum, 2004)
Following the results of the Ife Six-Year Primary Project designed to use an indigenous Nigerian language as a medium of instruction in primary schools, some suggestions have been made to introduce it in all Nigerian primary schools. This study investigates the attitudes of student teachers towards mother-tongue instruction. Data for the study were gathered by means of a questionnaire administered to 106 students in a Nigerian college of education. It was found that the students had a generally negative attitude to it. The findings and their implications for educational planning and teacher education are discussed.
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Prospects of safe motherhood in Botswana: midwifery training and nurses’ ability to complete the Botswana obstetric record - Fako, Thabo T.; Forcheh, Ntonghanwah; Ncube, Ephraim (Social Science & Medicine, 2004)
This paper examines several key factors that determine nurses' ability to complete the Botswana Obstetric Record (BOR), an instrument that should help with early diagnosis of problems during pregnancy, labour, delivery and the puerperium. Using a national sample of 309 nurses working in hospitals, clinics and health posts under the local government authority in Botswana, the study found that a nurse's ability to complete the BOR was significantly related to midwifery training, level of basic nursing training, age group, level of income, job satisfaction, adequacy of equipment, attendance of refresher courses, overall level of in-service training, reliance on workshops and seminars, peer reliance and self-reliance for information on new nursing practices. Multivariate analyses indicated that the most competent nurse in completing the BOR was one trained as a midwife, working in an adequately equipped health facility, and who often consulted with peers as well as attended workshops and seminars. The study concludes that it is more important to train all nurses to become midwives than to upgrade enrolled nurses to become registered nurses if the plan for safe motherhood is to be advanced. Further research is needed to establish the objective competence of nurses who claim to be comfortable completing the BOR.
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Structural Change, Leadership and School Effectiveness/Improvement: Perspectives from South Africa - Fleisch, Brahm; Christie, Pam (Discourse: Studies in the Cultural Politics of Education, 2004)
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions and specific historical contexts are often glossed over in models of school effectiveness/improvement. Through an analysis of dysfunctional and resilient schools as a legacy of apartheid, and of the slow reconstruction of education in the post‐apartheid period, the article argues for the importance of political legitimacy and authority in school improvement. The article concludes by suggesting that states in transition require a different theoretical lens in order to understand the impact of wider social changes on schools. In such societies, the establishment of legitimacy and authority is a precondition for sustainable effectiveness and improvement, and this has implications for theorising the role of leadership in school change more generally.
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‘Continuing education: an essential tool for teacher empowerment in an era of universal basic education in Nigeria - Garuba, Ayo (International Journal of Lifelong Education, 2004)
The relevance of the teacher to the success of any education innovation is not open to contention. Equally incontentious is the relevance of education and training to the success of the teacher in the attainment of his/her professional goals. It is against this background that this paper examines the continuing education imperatives in the present basic education crusade in Nigeria. Here continuing education is conceptualized as a process for developing teacher's skill for coping with changing demands of the job through regular exposure to professional renewal programmes. The paper contends that inasmuch as the teacher will continue to play a pivotal role in the execution of educational innovations, then further education and training as it affects him/her must receive priority attention in the conceptualization and implementation of such innovations. To this end, the paper advocates: teacher exchange programmes between Nigeria and other countries of the world; establishment of functional libraries in primary schools; and provision of opportunities to participate in workshops and conferences with such participation made a significant part of the criteria for teacher promotion and advancement.
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A Program for Counseling and Campus Support Services for African American and Latino Adult Learners - Gary, Juneau Mahan; Kling, Beverly; Dodd, Betty N. (Journal of college counseling, 2004)
This study describes counseling and support services for African American and Latino adult learners that reduce barriers to graduation. Procedures adapted traditional counseling by (a) using faculty counselors and (b) including gender‐, culture‐, and adult‐based perspectives in individual and group counseling and peer support. Support relevant to the learners' needs is effective in retaining adult learners, thereby making higher education accessible to a student body inclusive of adult learners.
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In the Footsteps of Abraham Jacobi, an Early International Medical Graduate: Contributions of a Single South African Medical School to US Pediatrics - Gilchrist, Gerald S. (Pediatrics, 2004)
Abraham Jacobi is generally recognized as the father of pediatrics in the United States. He was born in Germany and graduated from the University of Bonn in 1851 at a time of political turmoil. He was jailed for 2 years for high treason as a result of his activities as a member of a democratic revolutionary group. He was advised to leave the country to escape additional prosecution. After a brief, unsuccessful attempt to set up a practice in England, he made his way to the United States in 1853 during a period when immigrants from Europe were being welcomed with open arms. He established a practice in the Bowery in New York City, which, at the time, housed a quarter of a million German immigrants and hundreds of thousands of others seeking opportunities in the land of the free. His practice grew by leaps and bounds, and he began translating abstracts of articles from Germany dealing with diseases of children as well as publishing in US journals. In 1859, he co-authored the textbook Midwifery and Diseases of Women and Children. His 1860 appointment as Professor in Infantile Pathology and Therapeutics at New York Medical College was one of the first, if not the first, such academic appointment in pediatrics in the United States. In recognition of his clinical skills, his dynamic bedside teaching, and his contributions to the scientific literature, he was offered and accepted a professorial appointment at Columbia in 1870. However, he had to wait 18 years before he was granted faculty voting privileges. Jacobi’s Therapeutics of Infancy and Children was first published in 1895. He remained at Columbia until his death in 1919, having served as president of both the American Pediatric Society (APS) and the American Medical Association.1–3As the first international medical graduate (IMG) to be honored with the Jacobi Award, I began to reflect on IMGs and their contributions to US pediatrics. In 2001, nearly 28% of the 71 675 pediatricians certified by the American Board of Pediatrics (ABP) were IMGs. Although I would have liked to provide a broad picture of all IMG accomplishments, this was an impossible undertaking. I thus followed Sutton’s law and looked to where the money was. I settled on the graduates of my medical school and restricted my project to those who pursued careers in the United States in the generally recognized areas of medical pediatrics.The thread that weaves its way through all successful professional medical careers is the impact of education at all levels, and one of the most important is the foundation provided by medical schools. Considering that the term “doctor” derives from the Greek word, which means teacher, it seems particularly appropriate to comment on aspects of the medical education system that seem to have produced a disproportionate number of pediatric academicians in their adopted country. Interestingly, in the “British” system in which we trained in South Africa, “doctors” graduate with bachelor degrees. The MD degree is a higher degree, more like a PhD, and is awarded to relatively few candidates each year. Another confusing tradition reverts credentialed surgeons to the status of “mister,” possibly a reflection of their origins in the barber’s chair. Because I am most familiar with the system in which I was educated and with the accomplishments of its graduates, I focus my remarks on the University of the Witwatersrand (Wits) in Johannesburg, South Africa. I highlight what I consider some of the unique aspects of medical education there, which contributed to the success of its graduates in the United States. I am well aware that other schools in various countries can make similar claims.The medical school at Wits produced its first graduates in 1924.4 There was and is still no requirement for a premedical degree; the overwhelming majority of matriculants enter directly from high school. The first year was devoted to premedical sciences—zoology, botany, chemistry, and physics—the second to anatomy, physiology, and biochemistry; and the third to pathology, microbiology, and pharmacology. Thereafter, the focus was overwhelmingly on clinical medicine, with particular emphasis on diagnostic skills and differential diagnosis. Final examinations were virtually all oral and involved short and long cases using actual patients who had well-defined and relatively stable physical signs. Failure to feel a palpable spleen or detect a mid-diastolic murmur could lead to an extra 6 months of medical school! Teaching was primarily at the bedside and conducted by relatively senior teachers, an attending or a “registrar,” someone with at least the equivalent experience of a fourth- or fifth-year resident.The first teaching facility dedicated to pediatrics in Johannesburg was the Transvaal Memorial Hospital for Children, which was established in 1923, but, as far as I can determine, access was restricted to white children until it was closed in 1978 and services were transferred to the newly constructed Johannesburg Hospital. In 1942, Coronation Hospital was built to commemorate the coronation of King George VI and to serve nonwhite patients. The new hospital included a dedicated pediatric unit. After World War II, a pediatric unit was established at Baragwanath Hospital, a sprawling facility that had been built as a military convalescent hospital and was located adjacent to the rapidly growing township now known as Soweto.Before 1968, there was no academic department of pediatrics at Wits, although well-defined hospital-based teaching departments existed at the 3 affiliated hospitals. The first professor of pediatrics was recruited from the University of Cape Town in 1968. All medical students rotated through 1 or more of these pediatric units. The clinical experiences and commitment of the staff to medical student education were exceptional. After graduation, virtually all of my fellow émigrés were privileged to mold their pediatric skills for varying lengths of time in 1 or more of these facilities.In August 2001, I was able to identify 65 individuals who had graduated during the 40-year period between 1940 and 1979, had been certified by the ABP and had pursued careers in the United States. My primary source was the American Medical Association directory supplemented by information from the ABP and APS/Society for Pediatric Research (SPR) web sites and from personal contacts with fellow graduates from various eras and geographic regions. I made no attempt to obtain details of those in other pediatric specialties, but I am well aware of graduates who have made major contributions in pediatric surgery, urology, radiology, cardiovascular surgery, dermatology, orthopedic surgery, pathology, and child and adolescent psychiatry. I also made no attempt to track down those based in Canada. I would be remiss in not acknowledging that Sydney Brenner (class of 1951), recipient of the 2002 Nobel Prize in Physiology/Medicine, although not a pediatrician, has played a crucial role in our understanding of how DNA and genes operate, a prerequisite for our ability to address many of the problems posed by pediatric diseases.Of the 65, 31 are or were full professors and 25 were or had been chairpersons of academic departments and/or specialty divisions. As additional indicators of academic recognition, 21 had been elected to membership in the APS and/or SPR, 5 have served as chairperson of an ABP specialty subboard, and 3 have served as directors of the ABP. More than 40% have subspecialized in cardiology, neonatal-perinatal medicine, or endocrinology (Table 1).I especially acknowledge the true pioneers who blazed the trail for me and others during a time when visas to enter the United States were difficult to obtain and virtually all South African graduates looked to the United Kingdom for specialty training and credentialing. I also highlight the contributions of others who have made their marks in the academic arena in US pediatrics.Solomon Kaplan, class of 1946, was a pediatric resident in Johannesburg in 1949 when his attending invited him to fill in a questionnaire given to him by one of the formula company representatives. The next thing he knew, he was notified that he had been “selected” for a fellowship to work with Sam Rapaport at Children’s Hospital in Cincinnati to study renal electrolyte excretion. Unlike Jacobi, Kaplan was considered a law-abiding alien, but his mentor was exposed as a card-carrying communist in conservative Cincinnati in the midst of the McCarthy era. At the time, Rapaport was at a meeting in Vienna, and, despite attempts by Ashley Weech, his department chair, to dissuade him, he chose to remain in Austria, where even the communists distrusted him because of his sojourn in the capitalist West! By his own admission, in his naiveté, Kaplan continued to correspond with and send data to Rapaport until he was advised to cease and desist lest he be deported or worse! Partly because of Rapaport’s hasty departure, Kaplan was asked to extend his fellowship, remained on to join the staff of the combined Endocrinology/Nephrology section, and was soon appointed as the first head of the Division of Endocrinology. He subsequently relocated to Los Angeles, where he successively chaired the Divisions of Endocrinology at Los Angeles Children’s Hospital/University of Southern California and then at University of California, Los Angeles (UCLA). Among other notable achievements, Kaplan pursued his basic research in insulin receptors; authored a textbook on pediatric endocrinology; chaired the ABP Sub-Board of Pediatric Endocrinology; and served on National Institutes of Health (NIH) Study Sections, a National Science Foundation Advisory Committee, and the Board of Directors of the ABP.In 1950, Kaplan convinced his older brother, Sam, a 1945 graduate, to visit Cincinnati after completing a cardiology fellowship in London. He was able to shake loose $300 to provide financial support for his brother for 3 months! Thirty-two years later, after having built a world-class program, Sam stepped down from his position as Head of Pediatric Cardiology at Cincinnati and started a second career at UCLA, where he focused his research on children with acquired immune deficiency syndrome. His accomplishments include pioneering work in pediatric echocardiography and congenital heart disease in adults. He has trained 87 pediatric cardiologists and has been honored by his peers in the American Academy of Pediatrics (AAP) Section on Cardiology as recipient of the Founder’s Award and by the American Heart Association, which established the “Kaplan Visionary Award.”In 1951, Abraham Rudolph, another member of the class of 1946, found his way to the United States to train with Dr Alexander Nadas in Boston. Dr Rudolph is as close to emulating Dr Jacobi as anyone in contemporary US pediatrics.5 He pioneered neonatal cardiac catheterization and led the original studies of fetal cardiopulmonary physiology. He served as professor and head of Pediatric Cardiology at Albert Einstein before being recruited to University of California, San Francisco (UCSF) in 1966 to lead the Pediatric Cardiology Division and was subsequently chair of the Department of Pediatrics. He has authored >400 publications, has edited the hugely successful Rudolph’s Pediatrics (now in its 21st edition) and Fundamentals of Pediatrics, was elected to membership in the Institute of Medicine of the National Academy of Sciences and to the presidency of the APS. He chaired the ABP Sub-Board of Pediatric Cardiology and has received the AAP’s Lifetime Achievement Award, the St Geme Leadership Award from the Federation of Pediatric Societies, the Founders Award from the AAP Section on Cardiology, and numerous other honors.Rudolph’s older brother, Jack (Arnold), a 1940 graduate, came to the United States in 1956 and completed subspecialty training in the emerging field of neonatology under Dr Clement Smith in Boston. After a short return to South Africa, he was recruited to Houston to assist in developing the newborn service at Baylor, where he eventually held the position of chief of neonatology and professor of pediatrics. His research focused on the physiology of fetal transition to extrauterine life, and he trained >100 neonatology fellows. His commitment to teaching and clinical practice is legendary, both nationally and internationally. His 5-volume Atlas of the Newborn was completed and sent to the publisher 2 weeks before his death in 1995 at age 77.Boris Senior (class of 1945) trained in Boston and London and returned to private practice in Johannesburg before again relocating to Boston in 1960. For 30 years, he was chief of the Pediatric Endocrine and Metabolic service at Tufts. The Senior-Loken syndrome recognizes his description of the association between retinitis pigmentosa and renal medullary cystic disease. Among many other contributions, his research into glucose utilization and glycogen storage diseases has resulted in fundamental changes in our understanding of various disease processes. He has trained many highly successful academic pediatric endocrinologists.Cyril A. Abrams was in private practice in Johannesburg with Jack and Nathan Rudolph before their departures for the United States. In 1963 he, too, emigrated and became a fellow in pediatric endocrinology at Columbia. He subsequently served successively as chief of Pediatric Endocrinology at Roosevelt Hospital in New York City and at Long Island Jewish Medical Center and as associate professor of pediatrics at State University of New York (SUNY) Stonybrook and at Einstein.Julien I.E. Hoffman joined the team at Einstein in 1961 and then relocated to UCSF, where he held professorships in physiology and pediatrics. He has trained >80 fellows and coedited 3 major texts. His major research interest is in the pathophysiology of myocardial ischemia and the natural history of congenital heart disease. The Julien I.E. Hoffman, MD, Chair in Cardiothoracic Surgery was endowed at UCLA in his honor.Nathan Rudolph, the youngest of the 3 Rudolph brothers, was a fellow in developmental biology at Einstein and joined the faculty at SUNY Brooklyn in 1967. He is currently professor emeritus at SUNY Brooklyn, having served as chief of Newborn Services both at Maimonides and at the SUNY Health Sciences Center.Aaron Levin was a pediatric cardiology fellow at Duke after completing pediatric training in Johannesburg. He joined the Cornell/New York Hospital faculty in 1966 as director of the Pediatric Cardiology Catheterization Laboratory and subsequently also directed the pediatric intensive care unit. He progressed through the academic ranks to professor of pediatrics. In 1974, he retired from Cornell but continues his professional activities as professor and associate attending pediatrician at New York Medical College. His research includes detailed studies of cardiac function in thalassemia and various congenital cardiac anomalies.Norman Jaffe (class of 1956) had his pediatric training in Johannesburg but was unsuccessful in his attempts to enter neonatology training in the United States. Happily for US pediatrics, the legendary Dr Sidney Farber sponsored him for training in oncology at the Jimmy Fund in Boston, where he helped pioneer the use of high-dose methotrexate and its application to the treatment of osteosarcoma. His 400-plus publications, editorship of 2 textbooks, appointment to the W.W. Sutow Chair at M.D. Anderson Hospital/University of Texas, and many other honors attest to his accomplishments in the field of pediatric oncology.Two of his classmates, Edwin Myer and Israel “Kuna” Abroms, have had impressive careers in pediatric neurology. They both achieved professorial status and headed Divisions of Pediatric Neurology at the Medical College of Virginia and the University of Massachusetts, respectively. Both have authored textbooks in pediatric neurology. Interestingly, Myers was also in general practice with the Rudolphs before starting his child neurology training at Johns Hopkins. He has received many teaching awards at the Medical College of Virginia and also served as Chair of the AAP Section of Neurology.Jack (Jacob) Katz held a chair in hematology in Johannesburg before being recruited to direct the Division of Pediatric Hematology-Oncology at University of California, Irvine, where he was professor of pediatrics and vice chair of the Department of Pediatrics at the time of his untimely death in 1998. His bibliography reflects his interest in a broad array of topics in hematology and oncology.Gerald S. Gilchrist served for 12 years as Helen C Levitt Professor, and Chair of Pediatric and Adolescent Medicine at Mayo Clinic and Mayo Medical School. From 1981 to 2000, he directed the federally funded Mayo Comprehensive Hemophilia Center. He chaired the National Childhood Cancer Foundation’s Medical Advisory Committee, the ABP Sub-Board of Pediatric Hematology-Oncology, the AAP Section on Hematology/Oncology, and AAP Council on Sections. He also played significant roles in the activities of the Children’s Cancer Group, was a director of the ABP, and a member of the Accreditation Council for Graduate Medical Education Residency Review Committee for Pediatrics.Michael Heymann, whose father was a pioneer in pediatric practice in Johannesburg and chief pediatrician at the Children’s Hospital there, has made major contributions to our understanding and management of neonatal cardiopulmonary adaptation, including the introduction of nonsurgical treatment of persistent patent ductus arteriosus and the recognition of the role of nitric oxide. His extensive bibliography includes 190 peer-reviewed publications, 100 chapters and review articles, and 3 books. He served as professor of pediatrics, physiology and obstetrics, gynecology, and reproductive sciences at UCSF; as a member of the SPR Council; and on many NIH Study Sections and Planning Committees.Jennifer Loggie is professor emerita at the University of Cincinnati, having served for many years as director of Clinical Pharmacology at the Children’s Hospital Medical Center. Her clinical research focused on hypertension in children and adolescents and is reflected in her extensive bibliography and editorship of a textbook on the subject. She was a member of various National Heart, Lung and Blood Institute and US Pharmacopoeia committees, task forces, and working groups and chaired the National Heart, Lung and Blood Institute Clinical Trials Committee and a Therapeutics Subcommittee of the US Pharmacopoeia.Jack Wolfsdorf had been the first chair of pediatrics and dean of the medical school at the University of Rhodesia (now Zimbabwe) before being recruited to professorships at the University of New Jersey College of Medicine/Dentistry and, subsequently, Rutgers, where he established pediatric intensive care units and pulmonary units. Since 1984, he has held similar positions at Miami Children’s Hospital.Avroy Fanaroff is recognized as 1 of the premiere educators and clinical researchers in his chosen field of neonatology. He is professor of pediatrics and reproductive biology at Case Western Reserve and directed the Division of Neonatology at Rainbow Babies and Children’s hospital from 1975 to 1998. He received the AAP’s Professional Education Award in 1994, and in 2002, the Section of Perinatal Pediatrics awarded him the Virginia Apgar Award. He was a founding member of the National Institute for Child Health and Development Neonatal Research Network and is the coeditor of 2 major texts and the Yearbook of Neonatal/Perinatal Medicine. He chaired the AAP Section on Perinatal Pediatrics, the ABP Sub-board of Neonatal/Perinatal Medicine, and the Organization of Neonatal Training Program Directors. He was also a director of the ABP and a member of the Accreditation Council for Graduate Medical Education Residency Review Committee for PediatricsAubrey Milunsky holds professorships in pediatrics, obstetrics, pathology, and human genetics at Boston University, where he is also director of the Center for Human Genetics and where an endowed chair in human genetics has been established in his name. He has served as president of the American Society of Law and Medicine and on many editorial boards. He was a pioneer in the area of prenatal diagnosis and continues to uncover new gene mutations associated with a variety of diseases. In addition to his 200+ original papers, chapters, and review articles, he has authored or edited 12 books, for both lay and professional audiences.M. Jeffrey Maisels is one of the world’s leading experts on neonatal hyperbilirubinemia, having begun research into the subject during his fellowship in Boston in 1967. After a 3-year stint at Walter Reed Institute of Research, he joined the faculty at the newly established medical school at Hershey, PA, where he advanced to become professor and head of the Division of Newborn Medicine. In 1986, he was appointed Chair of Pediatrics at William Beaumont Hospital with clinical professorships at both Wayne State and Michigan. With Fanaroff, his former high school classmate, he coedits the Year Book of Neonatal/Perinatal Medicine. He served as chair of the ABP Sub-Board of Neonatal/Perinatal MedicineDavid W. Sapire completed a fellowship in pediatric cardiology with the group at Einstein and joined the faculty at Temple and then at University of Texas, Galveston, before taking up his current appointment as professor of pediatrics at Baylor in Houston. His interests and expertise in pediatric echocardiography have resulted in publication of 2 books and many other contributions to the literature.Dorothy Becker has been at the Children’s Hospital of Pittsburgh since 1974, where she is professor of pediatrics and director of the Endocrinology Division. Her contributions to diabetes research are reflected in her >180 peer-reviewed publications, continuous NIH funding since 1978, election to presidency of the Midwest Society of Pediatric Research, and tenure as chair of the NIH–National Institute of Diabetes and Digestive and Kidney Diseases Metabolism Study Section.Bernard Kaplan began his studies into the pathogenesis of the hemolytic-uremic syndrome even before entering the nephrology training program at Montreal Children’s in 1970, where he subsequently directed the Nephrology Service and the Renal Laboratory. He continued his work after being appointed professor and director of the Division of Nephrology at Children’s Hospital of Philadelphia and the University of Pennsylvania, and he is recognized as an international authority on hemolytic-uremic syndrome and related conditions. His extensive bibliography includes 2 books.Paige Kaplan is professor of pediatrics and chief of the Section of Metabolic Diseases at Children’s Hospital of Philadelphia and the University of Pennsylvania. She has written extensively on hereditary renal disorders, on the management of Gaucher disease, and on various aspects of Williams syndrome. In recognition of her commitment to education and before her departure for Philadelphia in 1987, the residents at Montreal Children’s Hospital established the Paige and Bernard Kaplan Award for Excellence in Clinical Teaching.Keith Marks joined Maisels’ program as a neonatology fellow in 1975, having completed his pediatric training in South Africa and the United Kingdom. He has continued his career and pursued research interests in various aspects of neonatal adaptation at Penn State, Hershey, where he is professor and chief of the Division of Newborn Medicine.Norman Silverman joined the “South African mafia” at UCSF in 1972 as a fellow. He was named director of the Pediatric Echocardiography Laboratory and subsequently professor of pediatrics and radiology at UCSF. He has achieved national and international recognition for his contributions to echocardiography in children and has authored a textbook on the subject and >250 published articles. He was elected president of the Society for Pediatric Echocardiography in 1981.Ian Gross is professor of pediatrics and obstetrics and director of the Division of Perinatal Medicine at Yale. He has served as editor of Seminars in Perinatology and as a member of an NIH Study Section. His research into various aspects of neonatal pulmonary function has generated continuous NIH grant support since 1978, and he has been director of an NIH-funded research training grant since 1982.Benny Kerzner was chief of the Division of Pediatric Gastroenterology at Columbus Children’s Hospital from 1981 to 1985. He was then recruited to the position of professor of pediatrics at George Washington University and chair of the Department of Gastroenterology and Nutrition at National Children’s Hospital in Washington, DC. He has broad research interests with particular emphasis on inflammatory bowel disease and studies of carbohydrate absorption and assimilation.Garth Orsmond is professor of pediatrics and director of the Division of Pediatric Cardiology at the University of Utah and Primary Children’s Hospital. After basic pediatric training in South Africa, he completed a fellowship in pediatric cardiology at the University of Minnesota. His bibliography reflects his interests in a broad range of pediatric cardiology topics.Since 1987, Raoul Wolf has been director of the Section of Pediatric Allergy and Immunology at the University of Chicago and was recently promoted to professor of pediatrics. He had been a fellow in immunology at Boston Children’s before relocating to Chicago. His research interests have focused on various aspects of asthma management with particular emphasis on social and environmental factors.Joseph Wolfsdorf is associate professor of pediatrics at Harvard and has served as chief of pediatrics at the Joslin Diabetes Center and as clinical director of the Division of Endocrinology at Children’s Hospital, Boston. His major research activity has been in disorders of glucose metabolism, an interest dating back to his fellowship under Boris Senior at Tufts.Steven Block’s research has been directed at NIH-funded studies of cerebrovascular integrity in newborns. At Wake Forest University, he is associate professor of pediatrics and vice-chair of the medical school admissions committee.Karen Hofman was founder and director of the Down Syndrome Clinic at the Kennedy Institute, Baltimore, and on the Johns Hopkins Center for Medical Genetics Faculty from 1988 to 1996. In April 2002, she was appointed director of the Division of Advanced Studies and Policy Analysis at the Fogarty International Center at NIH. The division is responsible for analyzing social, economic, and public health policies related to international biomedical research with an emphasis on disparities in global health, provides strategic guidance for new initiatives, and evaluates ongoing programs that complement the research activities of the NIH categorical institutes.Desmond Schatz is professor of pediatrics and medical director of the Diabetes Center and associate director of the Clinical Research Center at the University of Florida. He has been principal investigator on a number of NIH-funded studies directed at the pathogenesis and therapy of type 1 diabetes.It is not possible to separate the roles of seed and the soil in contributing to this impressive list of achievements. However, in my opinion, these unique accomplishments reflect in large part the superb clinical training and the commitment to education of the teaching staff at Wits Medical School’s affiliated pediatric units. This suggests that the key ingredients for realizing the potential of talented students is not necessarily high-technology laboratories or fancy facilities; where there are dedicated and serious teachers dedicated to hands-on medical education, the seeds of greatness will grow. As is the case with so many of the talented immigrants who seek better opportunities in the United States, what this country gains is another country’s loss. In the case of South Africa, one is deeply saddened by the loss of talent from a country in great need of individuals of this caliber. Their departure from South Africa was in no small part influenced by the apartheid policies of the South African government beginning in 1948 but also by the phenomenal professional opportunities available in the United States. It is a testament to the self-defeating nature of apartheid that the same system that squandered the potential of millions of South Africa’s citizens also drove away many of those whose privileges it so desperately sought to protect.Through their contributions to pediatric knowledge and their compassionate concern for the welfare of children, the spirit and legacy of Abraham Jacobi is well preserved by these latter-day IMGs!This article is based on a lecture given at the Abraham Jacobi Award, American Academy of Pediatrics, San Francisco, CA, October 21, 2001.I am indebted to Drs Sam Wayburne and Michael Heymann in the United States and to Professors John Pettifor, Keith Bolton, and Harvey Cohen in Johannesburg for providing me with some key historical material for this article.
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Training African-American residents in the 20th century. - Green-McKenzie, Judith (PubMed, 2004)
Bellevue Hospital, the oldest public hospital in the United States and a lineal descendant of an infirmary for slaves, accepted its first African-American resident, Dr. Ubert Conrad Vincent, in 1918. This occurred at a time when many medical centers were not accepting African-American residents. At the end of WWII, one-third of the accredited medical schools still barred African Americans. However, Bellevue Hospital continued to train African-American residents. Between the 1920s and 1940s four African Americans matriculated at Bellevue Hospital. There were six in the 1950s, four in the 1960s, and 25 in the 1970s. By the 1980s, 40 African Americans matriculated, and between 1990 and 1995, 61 matriculated. Despite its historic first, Bellevue lagged slightly behind the national average. While the number of African-American residents occupying U.S. residency slots increased from 2.8% in 1978 to 6.5% in 1996, African Americans comprised 3.6% of residency slots at Bellevue between 1985-1995. Currently, only 7% of practicing physicians and 5% in faculty positions are latino, African-American, and Native American. Increasing the number of under-represented minority (URM) physicians is important to the United States, as URM physicians are more likely to serve the poor and uninsured, therefore improving the overall healthcare of the underprivileged. A study by the Association of American Medical Colleges indicated that minority medical school graduates were five times more likely to report that they planned to serve minority populations than other graduates. In their position paper, the American College of Physicians expressed the belief that increasing the number of URM physicians will help reduce healthcare disparities that can hurt minority populations and lead to poor health outcomes. The Supreme Court acknowledged the importance of racial diversity by upholding the University of Michigan affirmative action admissions policy in its June 2003 ruling. URM physicians are needed not only to serve minority populations but also to serve as mentors and role models for prospective and current students. The first African-American resident to graduate from the Bellevue Residency Program did indeed treat the underserved, as Dr. Vincent founded the Vincent Sanatorium, dedicated to treating African-American patients, and training African-American nurses and doctors. Over the course of the 20th century, Bellevue Hospital has trained increasing numbers of African-American physicians. It is hoped that, like their predecessor, Dr. Vincent, they will provide care to underserved communities and to the community as a whole, as well as serve as role models for generations to come.
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The Discipline Gap: Teachers' Views on the Over-Representation of African American Students in the Discipline System - Gregory, Anne; Mosely, Pharmicia M. (Equity & Excellence in Education, 2004)
While the achievement gap between African American students and white and Asian students is discussed widely in the media (e.g. Schemo, 2003 Schemo, D. J. 2003. Students' scores rise in math, not in reading. New York Times, A18 November 14 [Google Scholar]), the gap in discipline between African Americans and these groups has gained much less attention. Few studies have explored teacher processes that affect the over-representation of African American students in discipline referrals. Teachers decide which students are considered a discipline problem, what is driving the problem, and how to intervene. This qualitative study examines teachers' implicit theories about the causes of discipline problems, and specifically examines how they consider race and culture in their theorizing. The results show that teachers considered forces inside the school, the adolescent, and the community as causes for misbehavior. Most teachers' theories were culture- and race-blind and could not account for the discipline gap. Drawing on the teachers' theories, we present a new framework of Culturally Relevant Discipline that takes into account the ecology of the school, community, and society in understanding discipline problems. This multifaceted framework has implications for culturally and racially conscious solutions to narrow the discipline gap.
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How Involvement in African American Student Organizations Supports and Hinders Academic Achievement - Guiffrida, Douglas A. (NACADA Journal, 2004)
The perspectives of 84 African American students attending a predominantly White institution (PWI) were qualitatively analyzed to identify the conditions under which African American student organizations were perceived as assets and liabilities to academic success. Results indicate that involvement in African American student organizations can hinder the academic achievement of students who value hierarchical leadership styles, service toward systemic change, and leadership experiences over grades. Implications for advising African American students at PWIs are provided along with suggestions for modifying Astin's (1984) theory of student involvement when applying it to African Americans at PWIs.
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The culture of governance in South African public higher education - Hall, Martin; Symes, Ashley; Luescher, Thierry M. (Journal of Higher Education Policy and Management, 2004)
The South African public higher education system is at a point of transition as the mould of segregation is broken through a process of mergers and incorporations. This paper reports a study of governance at this transitional stage. Using case studies of 12 institutions, representative of the system as a whole, four types of governance were identified, differentiated by the representivity of those participating in decision‐making processes, organizational effectiveness and capacity for implementation of policies. Together, these governance types constitute organizational cultures with distinctive characteristics. While the current restructuring exercise is addressing some core problems, the culture of governance is more than a set of technical arrangements. The case studies show that governance practices are shaped by institutional histories and complex sets of interests that have a durability that might require more than legislation to change.
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College students' perceptions, myths, and stereotypes about African American athleticism: a qualitative investigation - Harrison, K.C.; Lawrence, Suzanne Malia (Sport, Education and Society, 2004)
Examining the ‘natural’ athlete myth and utilizing the recent literature on cultural/social factors in athleticism, this study through survey research examines the myth of the ‘natural’ African American athlete. Participants consist of 301 university students from a large, traditionally White, midwest institution. The primary research question is to determine the attitudes of college students in terms of how they perceive the success of the African American athlete in certain sports. The purpose is to assess participants' perceptions of the African American athlete and their opinion as to whether or not African American athletes are superior in certain sports (football, basketball, and track and field). Seven major themes emerged which are descriptive of the participants' (n=301) perceptions, thoughts, and feelings concerning the debate of African American athleticism: Black physical advantage, Black work ethic, Black cultural factors, race disregard, societal factors, Black limited opportunity, and unawareness/X factor.
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“When you have AIDS, people laugh at you”: A Process Drama approach to Stigma with pupils in Zambia - Heap, Brian; Simpson, Anthony (Caribbean Quarterly, 2004)
Kean Gibson. The Cycle of Racial Oppression in Guyana, Maryland, University Press of America, 2003, 97 pages, ISBN 0-7618-2469-3 Kean Gibson's book The Cycle of Racial Oppression in is fairly short and so it can be read in a single afternoon. But make no mistake, the contents of the book are thought provoking to say the least. The crux of the book is that Africans in have been oppressed by East Indians particularly after 1992 under Guyana's East Indian People's Progressive Party (PPP) government. Gibson claims that this attitude was brought from India under the racial rubric of Hinduism, which has a resemblance to European racism. In Guyana, has been a similarity between European and East Indian as practiced since 1992... and that Hinduism - a religion that sanctifies racism is responsible for this neo-ethno-supremacists behavior (1-2).The rest of the opening chapter of the book sketches the definition of race and tries to connect race and politics to the Guyana's political history. The argument, however, is strained. The author also gives us a history of international oppression in regard to the of language beginning with colonialism in Third World and ending with contemporary international terrorism. Name calling, it was argued, is a technique of those in the position of power to dehumanize the other. While these views are welcoming they add nothing new to the literature of world oppression in terms of theory. The author just reiterates a list of world problems. But the chapter set the tone as to what will follow. Gibson writes African-dominated People's National Congress (PNC) was only the political party with an economic development plan and a vision for Guyana in the 2003 general election. There is something sinister about this statement. Mind you, much the same was said when achieved its independence from Britain 1966. The PNC embraced the policy of cooperative socialism, but the record shows that was transformed from a bread basket to a begging bowl of the region. The second chapter examines the history of Guyanese people in regards to labor. Gibson correctly states that European attempts to enslave the Amerindians were not successful and so the Europeans not only traded with the Amerindians but they shifted their colonial enterprise from the interior region to coastal lands. Then the Europeans - Dutch and British - engaged in plantation agriculture. African slaves were subsequently brought to provide the bulk of the labor. In this process, the Amerindians and Africans were enslaved in which their languages, among other things, experienced enormous pidignization and creolization or what Gibson calls linguistic dehumanization (9). Gibson also summarizes Guyana's post-emancipation experience. After the gradual withdrawal of Africans from plantation labor there was a labor shortage which the planters supplanted with immigrants from Europe, Portugal, Africa and Asia. Like everywhere else in the Caribbean that brought in indentured laborers soon after emancipation, was also subsequently transformed into a multi-ethnic or plural society. Each group developed or settled in its own enclave and interacted with each other when necessary. The planters played one ethnic group against the other to secure their safety. The end result was that various stereotypes emerged, which the author highlights (17-21), that hampered race relations in forever. One common theme that emerged, in layman term, was that light skin was good and dark skin was bad. This view was the jurisprudence of not only Guyana's post-emancipation society but the entire New World experience following European exploration and expansion in the fifteenth century. This section adds nothing new to the scholarship on Guyana's post-emancipation experience. It is essentially a review of previous works, mainly that of Professors Alvin Thompson and Brian Moore. Gibson informs us in the third chapter about the formation of the PPP in the late 1940s and the subsequent political- ideological split between Cheddie Jagan and Forbes Burnham. …
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Autonomy and accountability in the regulation of the teaching profession: a South African case study - Jansen, Jonathan D. (Research Papers in Education, 2004)
This article examines the struggles of the South African government to establish school‐wide evaluation policies within post‐apartheid institutions. It is demonstrated that even when such evaluation policies promise teacher development and whole‐school improvement, there is significant resistance to government intervention in the school environment. It is also shown that even when individual schools express a willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert, the original goals of these policies. The explanation for such behaviour is lodged within the troubled history of the apartheid inspection system, on the one hand, and on the underestimation in policy design of the deep‐rooted suspicions of state surveillance systems even under the terms of a new democracy. In conclusion, the article shows how this fierce—though understandable—contestation of school‐level autonomy actually works against the long‐term developmental interests of both teachers and learners in South Africa’s 29,000 schools.
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Empirical Findings on the Impact of Affirmative Action on the Training and Development of Black Managers for Corporate Organizations in South Africa - Jinabhai, Dinesh C. (Public Personnel Management, 2004)
The implementation of affirmative action is an important consideration in organizational dynamics and a strategic priority in South Africa. Training and developing blacks to fill managerial positions is also fraught with the concern to avoid tokenism and is compounded by the shortage of skilled black managers. Some organizations have adopted a proactive stance to accelerate the advancement of blacks into supervisory and managerial roles. Companies listed on the Johannesburg Stock Exchange and elicited from a special survey of top companies were the target population for the study. The simple random sampling technique was used to draw a sample. Primary data for the survey were collected by means of a structured questionnaire, which was personally administered by trained field research assistants. A response rate of 83 percent was obtained. Key findings emerged with regard to the implementation of affirmative action as a strategic business intervention.
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Attitudes of nigerian secondary school teachers to student evaluation of teachers - Joshua, Monday T.; Joshua, Akon M. (Teacher Development, 2004)
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Attitudes of Nigerian secondary school teachers to student evaluation of teachers - Joshua, Monday T.; Joshua, Akon M. (Teacher Development, 2004)
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Postgraduate Training in Agricultural Sciences in Ethiopia: Achievements and Challenges - Kassa, Belay (Higher Education Policy, 2004)
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The Effects of Pollution on Haematological Parameters of Black Goby (Gobius niger L., 1758) in Foça and Aliağa Bays. - Katalay, Selma; Parlak, Hatice (DOAJ (DOAJ: Directory of Open Access Journals), 2004)
In this study, the haematological parameters (Red blood cells, haemoglobin, mean celllular haemoglobin content, mean cellular volume, mean cellular haemoglobin concentration, platelet) of Gobius niger collected from several selected stations in Foca and Aliaga Bays, where a petroleum refinery is located, have been measured. The statistically important differences were found between the measured red blood cells haemoglobin, haematocrit, mean cell volume, mean cell haemoglobin, and mean cellular haemoglobin concentrations obtained from different stations. In the microscopic studies, some histological changes were determined due to environmental pollution. Ovoid shape of the nuclei seen in normal red blood cells hasbeen changed to fusiform and spherical shape and the cell membrane became echinoid. Physico-chemical parameters such as dissolved oxygen, pH, temperature, salinity and turbidity of the water samples taken from Foca and Aliaga Bays were determined. Considering the results obtained in this study of this study, it can be concluded that the changes in the blood parameters of marine fish may be used as a physiological answer to environmental pollution.
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Rites of Passage: Identity and the Training of Clinical Psychologists in the Current South African Context - Kottler, Amanda; Swartz, Sharlene (South African journal of psychology, 2004)
This article attempts to make sense of the clinical psychology training experience, as a negotiation of personal and professional identity. It suggests that the training, particularly in the first year, is a rite of passage, in many respects similar to an initiation process. Rites of passage can be seen as processes marking shifts in status and social identity. In the case of training to be a psychologist this change involves the movement from lay to professional status. There are three phases involved in the transitional process. The first involves separation from other groups of postgraduate students, and also in different ways from friends and family through involvement in course material that is often both esoteric and confidential. The second phase is marked by a fluid and often confusing marginal state between student and professional identity. The third phase involves a reintegration back into society as a fully-fledged professional, once the training is over. This article focuses on the ambiguities of the marginal state as the primary identity position during training, and explores the implications of this, both for those being trained and for trainers.
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Internet Education of African American Consumers on Quality of Care - Lesley, Marsha; Oermann, Marilyn H.; Wal, Jillon S. Vander (Journal of Community Health Nursing, 2004)
This article describes a study using the Internet to teach African American consumers about quality of health care. By reading information on quality of care, consumers can learn ways to assess the care they are receiving, develop strategies needed to participate effectively in communicating with their health care providers, and make informed decisions in their own best interests. We developed an educational intervention using 5 Internet documents on quality of care and evaluated its effectiveness on learning, value of the information, and satisfaction with the instruction between consumers who read the information alone and those who read the information and interacted with a nurse. Participants indicated they learned a great deal from the information at the Web sites and reported that it would be helpful in assessing their own health care. They more frequently described quality care in terms of health outcomes, self care behaviors, and patient education after the Internet instruction, reflecting important concepts contained in the documents.
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Uganda tertiary education sector report - Liang, Xiaoyang (2004)
As Uganda continues to work towards universal primary education (UPE)-and increasing secondary education coverage-it is expanding the pool of educated youth who will soon make unprecedented demands for higher education opportunities. In order to meet this challenge, it is critical to understand the status of higher education-its governance, financing, and the quality and quantity of its inputs and outputs. This sector report pulls together all the background studies on tertiary education, including those recently commissioned by the World Bank. It synthesizes the studies to present a comprehensive picture of the Ugandan higher education system, including its past achievements and future challenges, and the options for reform. The report aims to serve as a basis for discussions and national consultations leading to a national higher education strategic plan in Uganda.
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The application of strategic merger principles in South African post-school institutions in the Western Cape - Lombard, Christoffel (2004)
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Proliferation of Private Primary and Secondary School Institutions in Japan and Nigeria(Philosophy of Education) - Maduagwu, Samuel N. (2004)
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Theoretical Perspectives on Education and Democratic Ideals : Implications for Administering Education Globally in Nigeria(Philosophy of Education) - Maduagwu, Samuel N. (2004)
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Reviewing the development of the South African further education and training college sector ten years after the end of apartheid - McGrath, Simon (Journal of vocational education & training, 2004)
Abstract This article analyses the progress made in transforming the public further education and training college system in South Africa in the first decade of democracy. It charts the evolution of policy for the sector and how it relates to broader policy development in South Africa. It examines the extent to which policy has been implemented and highlights a series of remaining challenges for the sector. The article concludes that much has been done in transforming the college sector, most notably through the creation of 50 non-racialised, multi-site colleges. However, it also notes that many of the reforms envisaged by the Department of Education remain only partially implemented. Most crucially, and inevitably, the sector continues to struggle with the challenge of developing skills in a context of extremely high youth unemployment.
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The choice of role models by students at a culturally diverse South African medical school - McLean, Michelle (Medical Teacher, 2004)
Role models have long been considered important in training medical students in the professional and ethical values of medicine. This report discusses role models identified by South African medical students in Years 1–5 of their study in a traditional programme. Most students considering having a role model important. As students progressed, faculty role models were more likely to be selected. A parent (the mother, in particular) or parents were, however, most frequently identified as role models by all students. Attributes ascribed to parents as role models (caring, sympathetic, self-sacrificing) are similar to those considered desirable for professional role models in medicine. These findings are considered in the light of global medical training and the need for faculties to provide appropriate role models for students.
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Cross-cultural Similarities in ADHD-Like Behaviour Amongst South African Primary School Children - Meyer, Anneke; Eilertsen, Dag Erik; Sundet, Jon Martin; Tshifularo, Johannes; Sagvolden, Terje (South African Journal of Psychology, 2004)
This study investigates whether the Disruptive Behaviour Disorders (DBDs) rating scale measures the same constructs in South African as in Western cultures, and explores the differences in scale scores as a function of language, gender and age. Teacher ratings between 1997 and 1999 of the 18 DSM-IV symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) in 6 094 primary school children of six language groups in the Limpopo Province of South Africa were collected and analysed. For all language groups, the results were consistent with a two-factor model of ADHD with correlated factors. There were gender and age effects on both scales. The prevalence rates for ADHD sub-types were in line with rates in the United States of America (US) and Europe. Similarities across language groups, as well as to results reported in the US and Europe, were striking. Despite the limitations discussed, teacher ratings of ADHD symptoms on the DBD scale can be used as a screening instrument in South Africa. Separate norms for different language groups are not indicated.
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Sex Workers' Sexual Health and Peer Education Project in Goroka, Eastern Highlands Province, Papua New Guinea. - Morof, Diane; Wahasoka, Asibo; Nivia, Hannah; Lupiwa, T; Mgone, Charles S. (Papua and New Guinea medical journal, 2004)
We conducted a survey among female sex workers in Goroka, Eastern Highlands Province, Papua New Guinea to evaluate the frequency of sexually transmitted disease (STD) symptoms they suffered, their STD and HIV (human immunodeficiency virus) transmission knowledge and health-seeking behaviours, the forms that their HIV risk perception took, and the types and quantities of educational resources to which they had access and in fact used. This survey was a part of a larger study of sex workers that was carried out in two other cities, Lae, the capital of Morobe Province, and Port Moresby, the nation's capital. We interviewed 190 self-identified female sex workers who had been recruited between January 1999 and October 1999 through peer-mediated contacts. In an average one-week period, the women had intercourse with two customers, two to three times, and one boyfriend once or twice. In the surveyed group, 83% of the women had a history of symptomatic STDs and 73% had gone to an STD clinic for treatment. Of the women who used condoms at all, 7% used them each time they had sex with clients, but only 3% used them each time they had sex with steady partners. The remaining 93% of the women used condoms on some occasions or not at all. Most women (72%) knew about male-female transmission of HIV, but fewer cited other sexual and non-sexual modes of transmission. The majority of the women (71%) felt that they were of low or unknown risk of acquiring HIV infection. When asked where or to whom they would go when concerned about AIDS (acquired immune deficiency syndrome) or STDs, most women (93%) said that they would go to a health care provider. Evaluating the sex workers' understanding of STDs and HIV has been essential in designing education and intervention projects so as better to address the future morbidity and mortality associated with STDs and AIDS.
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Language of Instruction: A Qualitative Analysis of the Perceptions of Parents, Pupils and Teachers Among the Kalenjin in Kenya - Muthwii, Margaret Jepkirui (Language, Culture and Curriculum, 2004)
Abstract The paper reports the results of a survey of parents (n = 12), teachers (n = 8) and pupils (n = 20) in primary schools in rural Kenya. The sample was divided equally between multilingual and monolingual schools, the former using English or Kiswahili only, right through primary school, the latter using the mother tongue (in this case, Kalenjin) Kalenjin in primary classes 1–3, and English or Kiswahili from primary class 4 on, where the children are on average 9 years old. Virtually all the respondents preferred using English or Kiswahili instead of their mother tongue as the language of instruction in primary classes 1–3. The paper discusses the findings and their implications for further research and policy-making. Keywords: LANGUAGE OF INSTRUCTIONLANGUAGE ATTITUDESLANGUAGE PLANNINGLANGUAGEIN KENYA
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Information for the Vocational Education and Training Sector in Botswana - Mutula, Stephen M.; Molefe, Chedza; Rathapo, Shadrack B. (Information development, 2004)
Presents the findings and recommendations of a study commissioned by Botswana Training Authority (BOTA) in 2002 to determine the information needs and extent of the Vocational Education and Training (VET) information infrastructure in Botswana. The results showed that the information infrastructure in the sector is undeveloped with most institutions lacking information resource centres. Stakeholders’ information needs were varied and included information on: training standards, best practices, quality assurance, benchmarking, registration and accreditation, quality inspection, and productivity. Stakeholders supported the need for BOTA to establish a modern resource centre to provide referral services to the sector.
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LEGAL EDUCATION, INTERNATIONALISATION AND AFRICAN LAW SCHOOLS - Ndulo, Muna (Journal of Commonwealth Law and Legal Education, 2004)
Abstract This article examines the problems that African law schools face in responding to the internationalisation of legal education in the context of globalisation. Specifically, African law schools lack the resources that are necessary to implement necessary changes in their curricula to meet the needs of a globalised legal practice. African law schools also have to deal with the problem of retaining highly trained law teachers. The article considers these challenges and examines ways of overcoming them, and the contribution that the Commonwealth Legal Education Association can make.
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IMPACT OF PEER GROUP EDUCATION ON HIV PREVENTION AMONG WOMEN IN BOTSWANA - Norr, Kathleen F.; Tlou, Sheila; Moeti, Matshidiso (Health Care for Women International, 2004)
A peer group HIV prevention intervention based on social-cognitive learning theory, gender inequality, and the primary health care model for community-based health promotion was developed for more than 300 urban employed women in Botswana. All women volunteered to participate in the intervention. To control for self-selection, matched workplaces were assigned to the intervention group or to the delayed control group. Compared with women in the delayed control group, women in the intervention group had significantly higher postintervention levels of knowledge of HIV transmission, sexually transmitted diseases (STDs), and HIV prevention behaviors; positive condom attitudes and confidence in condom use; personal safer sex behaviors; and positive attitudes toward persons living with HIV/AIDS and community HIV/AIDS-related activities. The peer group leaders have sustained the program for more than 5 years after the end of research funding. Peer groups are a low-cost and sustainable intervention that can change HIV prevention knowledge, attitudes, and behaviors for ordinary urban employed women in sub-Saharan Africa.
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Higher education and training policy and practice in South Africa: impacts of global privatisation, quasi-marketisation and new managerialism - Ntshoe, Isaac (International Journal of Educational Development, 2004)
Trends suggest that business practices and private sector ideas and values are increasingly permeating public funded higher education institutions world-wide. The impact of business practices and values on higher education policy and practice is discernible in the growing dominance of global privatisation, quasi-marketisation and new managerialism in the higher education sector. However, reactions of different role players and responses of higher learning institutions to these external demands have varied according to local conditions and institutional types. This article contributes to the debate on the increasing permeation of business practices and private sector ideas and values on higher education in South Africa after apartheid using the case study of the University of Pretoria. It begins with the review of debates on higher education on this topic in general, and then moves on to analyse these debates in South Africa using the resource dependence theory and structuralism as conceptual frames. It argues that: (i) the increasing marketisation and quasi-marketisation in higher education and training could be attributed to the influence of neo-liberalism and new managerialism; (ii) changes in higher education provision, policy and practice in South Africa need to be understood in terms of marketisation and quasi-marketisation rather than in terms of privatisation; (iii) although the influence of these external forces is unlikely to be reversed, provision, policies and practices must be tempered by imperatives of redress and equity in South Africa; and (iv) the case study of the University of Pretoria reported here is used as an example of the extent to which institutions are becoming entrepreneurial.
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Orphans' household circumstances and access to education in a maturing HIV epidemic in eastern Zimbabwe - Nyamukapa, Constance; Foster, Geoff; Gregson, Simon (Journal of Social Development in Africa, 2004)
Levels of orphanhood and patterns of different forms of orphanhood (namely, double, paternal and maternal) will change as an HIV epidemic progresses. The implications of different forms of orphanhood for children's development will also change as the cumulative impact of a period of sustained high morbidity and mortality takes its toll on the adult population. In this article we describe patterns of orphanhood and orphans' educational experience in populations in eastern Zimbabwe subject to a major HIV epidemic which is maturing into its endemic phase. Levels of orphanhood have grown recently but rates of maternal and double orphanhood, in particular, are likely to continue to increase for several years to come. Orphans are found disproportionately in rural, female-, elderly- and adolescent-headed households. Each of these is a risk factor for more extreme poverty. The over-representation in rural areas could reflect urban-rural migration around the time of death of the parent due to loss of income and the high cost of living in towns. Over-representation in female-, elderly- and adolescent-headed households reflects the predisposition of men to seek employment in towns, estates and mines; the higher level of paternal orphanhood; the reluctance of second wives to take responsibility for their predecessors' children and stress in the extended family system. The death of the mother was found to have a strong detrimental effect on a child's chances of completing primary school education-the strength of effect increasing with time since maternal death. The death of the father had no detrimental effect, despite the fact that paternal orphans were typically found in the poorest households. African Journal of Social Work Vol.18(2) 2003: 7-32
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The implications of political, socio‐economic and ideological factors for teaching and learning in Namibia: An historical review - O’Sullivan, Margo C. (Irish Educational Studies, 2004)
Abstract ... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391) In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all.
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HIV: knowledge and sexual practices amongst students of a school of communnity health in Lagos, Nigeria. - Odusanya, Olumuyiwa O.; Alakija, Wole (PubMed, 2004)
A cross sectional study was conducted amongst students of a school of health technology in Yaba. Lagos. Nigeria to determine their knowledge about HIV/AIDS and their sexual practices. A self-administered questionnaire was used to collect data. Two hundred and thirty-six students out of 250 participated in the study (94% response rate). The mean age was 24.7+5.2 years, 167 (71%) respondents were females while 69 (29%) were males. One hundred and seventy-seven (75%) students were single and 59 (25%) were married. Knowledge on HIV was graded using twenty-nine items on the questionnaire, each scored one mark. A maximum score of 29 was obtainable and respondents with scores greater than 50% were classified as having a satisfactory level of knowledge. Ninety-nine percent had heard about HIV/AIDS through several sources. Knowledge of symptoms, methods of transmission and prevention were generally satisfactory. One hundred and seventy one (72%) students were sexually active, 48% engaged in casual sex and 9% had multiple partners. Of the 171 who were in sexual relationship with a primary partner, 49 (29%) used condoms all the time. One hundred and fourteen (48%) admitted to having casual sex but 60 (53%) used condoms all the time during casual sex. Partner and personal dislike as well as reduction in sexual pleasure were reasons for non-use of condoms. A significantly higher proportion of students in the higher classes (74/94, 79%) possessed a higher level of knowledge than those in the lower class (78/142, 55%, p=0.0003). One hundred and fifty-two (64%) students possessed a satisfactory level of knowledge on the subject, but many engaged in risky behaviour.
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Teacher Motivation: A Factor for Classroom Effectiveness and School Improvement in Nigeria. - Ofoegbu, Felicia I. (College student journal, 2004)
The study addressed the issue of teacher motivation as an essential factor for classroom effectiveness and school improvement. Teacher motivation has to do with teachers' desire to participate in the education process. 772 (10%) public primary and secondary school teachers selected through strategic random sampling technique from the south eastern part of the country participated in the study. Data was collected using a survey instrument designed by the researcher. Analysis of data revealed that the participating teachers almost unanimously agreed that teacher motivation is a vital factor for classroom effectiveness and school improvement. It was therefore recommended that in this era of materialism and display of wealth in the face of widespread poverty teachers need to be adequately motivated (salaries must be paid as at when due and teaching facilities made available) for an effective viable school system. Introduction Motivation is not completely a new term. What is interesting about it is that it is commonly assumed to be a good thing that goes in influencing individual's behaviour and performance at work. Teacher motivation naturally has to do with teachers' attitude to work. It has to do with teachers desire to participate in the pedagogical processes within the school environment. It has to do with teachers' interest in student discipline and control particularly in the classroom. Therefore it could underlie their involvement or non-involvement in academic and non-academic activities, which operate in schools. The teacher, is the one that translates educational philosophy and objective into knowledge and skill and transfers them to students in the classroom. Classroom climate is important in teacher motivation. If a teacher experiences the classroom as a safe, healthy, happy place with supportive resources and facilities for teaching for optimal learning, he/she tends to participate more than expected in the process of management, administration, and the overall improvement of the school. The teacher commands and emits the image of one who improves knowledge and the physical conditions of the classroom through orderliness, discipline and control. He makes diagnosis of student's feelings and attitudes inferred by their behaviour and response in the classroom environment. Hence Lash and Kirkpatrick (1990) concluded that in the absence of school programmes the major responsibility of working with children in the school rests with the teacher. Likewise, Maehr and Midgley (1991) affirm that takes place in the classroom, even though the classroom itself is not an island, is critical. Therefore, depending on the degree of congruence with classroom practices and school environment, teachers teaching activities may dilute or enhance students' performance. Effectiveness is the what of change while improvement is the how of change (Stoll and Fink 1996). Teacher motivation, therefore, is anything done to make teachers happy, satisfied, dedicated and committed in such a way that they bring out their best in their places of work so that both students, parents and the society will greatly benefit from their services. Teachers have both intrinsic and extrinsic needs. A teacher who is intrinsically motivated may be observed to undertake a task for its own sake, for the satisfaction it provides or for the feeling of accomplishment and self-actualization. On the other hand, an extrinsically motivated teacher may perform the activity/duty in order to obtain some reward such as salary. Extrinsic motivation plays an important part in people's life. It is pre-eminent in influencing a person's behaviour. Therefore, the aim of the organization should be to build on and enhance the intrinsic motivation for teachers to teach effectively and at the same time, to supply some extrinsic motivation along the way for school improvement(O'neil, 1995). Review of Literature Educators are aware that reformers of education may establish new schools, effect changes in structure and curriculum, recommend and prescribe teaching methods and aids, in the end, the teacher will be solely responsible for applying them. …
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The emergence of private university education in Kenya: trends, prospects, and challenges - Oketch, Moses (International Journal of Educational Development, 2004)
The first step towards the introduction and development of university education in Kenya was a private initiative. Although the initiative was rejected, it led to the establishment of the Royal Technical College in Nairobi. The Royal College, Nairobi was elevated to university status under a special arrangement with the University of London in 1961 and changed its name to the University College of Nairobi. In 1970, the University College of Nairobi attained full university status, becoming the first institution of its kind in the country. Over the past three decades, public universities have grown to six, accomplished their initial mission of developing human capital, and supplying manpower to the civil service. They have also helped foster an intellectual community in the country. But public universities have also faced new challenges such as enrollments beyond their capacity to plan and finance; fiscal challenges beyond their control; and a decline in quality beyond their anticipation. To help solve some of these problems, the Kenya government has encouraged and facilitated the establishment and growth of private universities and colleges. This article provides an overview of Kenya’s private higher education over the past two decades. It discusses the forces behind its expansion and questions its ability to design and offer quality education. It concludes that the government should provide some assistance to the private universities and colleges but restrict their establishment and growth to those that can provide new programs in areas of critical need such as technology, economics and sciences.
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The Universal Basic Education (UBE) Programme and the Development of School Libraries in Nigeria: A Catalyst for Greater Female Participation in National Development - Okiy, Rose B. (Information Development, 2004)
Nigeria was given a very low rating in human development by the United Nations Development Programme (UNDP) for the year 2002. This is due partly to the patriarchal nature of Nigeria, which emphasizes male education more than that of the female. The result is that fewer educated women than men are available to contribute to national development activities. The recent introduction of the Universal Basic Education (UBE) programme by the Federal Government is seen as a catalyst which will result in greater female participation in national development. The scheme sets out specifically to redress the gender imbalance which has been evident in the Nigerian educational landscape. The provision of standard multimedia school libraries will help schools to produce a more educated citizenry in Nigeria. This will enable Nigeria to achieve a more balanced contribution of both men and women to national development activities and hence improve the country’s human development rating internationally.
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Private Returns to Higher Education in Nigeria - Okuwa, Oluwakemi B. (2004)
The idea of education as a capital good is rooted in the concept of “human capital”, which attaches a high premium to human skills as a factor of production in the development process. Education is known to be an important determinant of earnings in market economies. The higher an individual’s educational attainment, the higher that individual’s expected starting salary and the steeper the rise in earning capacity over time, especially during the early working years. This study investigates the variation in the rate of return to different levels of education. The study endeavours to determine the relationship between years of schooling and earnings (rate of return) in Nigeria. The effect of the amount of time in the labour force on earnings is also examined and an attempt made to highlight and calculate the private rates of return to graduates of higher educational institutions according to sectors of the economy and sex of the graduate. The descriptive statistics and ordinary least squares (OLS) estimation results reveal that the mean monthly earnings of workers increase with more years of schooling. The private rate of returns is low for graduates of colleges of education. It is higher for polytechnic graduates and higher still for university graduates. Furthermore, the mean earnings increase with higher years of labour market experience. Thus, the higher the level of education, the higher the rate of return to the individual.Efforts should be made to improve the quality and investment in this level of education by encouraging private individuals to invest in and pay for higher education.
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Private returns to higher education in Nigeria - Okuwa, Oluwakemi B. (RePEc: Research Papers in Economics, 2004)
The idea of education as a capital good is rooted in the concept of “human capital”, which attaches a high premium to human skills as a factor of production in the development process. Education is known to be an important determinant of earnings in market economies. The higher an individual’s educational attainment, the higher that individual’s expected starting salary and the steeper the rise in earning capacity over time, especially during the early working years. This study investigates the variation in the rate of return to different levels of education. The study endeavours to determine the relationship between years of schooling and earnings (rate of return) in Nigeria. The effect of the amount of time in the labour force on earnings is also examined and an attempt made to highlight and calculate the private rates of return to graduates of higher educational institutions according to sectors of the economy and sex of the graduate. The descriptive statistics and ordinary least squares (OLS) estimation results reveal that the mean monthly earnings of workers increase with more years of schooling. The private rate of returns is low for graduates of colleges of education. It is higher for polytechnic graduates and higher still for university graduates. Furthermore, the mean earnings increase with higher years of labour market experience. Thus, the higher the level of education, the higher the rate of return to the individual.Efforts should be made to improve the quality and investment in this level of education by encouraging private individuals to invest in and pay for higher education.
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Assessment of the Impact of Community-Based Medical Education of the University of Maiduguri on Communities in Three Local Government Areas of Borno State, Nigeria: Community Leaders' Perspectives - Omotara, Babatunji A.; Padonu, M O; Yahya, Shuaibu (Education for health, 2004)
The community-based training of the University of Maiduguri Medical College was expanded in 1990 to cover three rural local government areas (LGAs) located between 25 and 145 km from the University. This study was conducted between March and May 2000 to assess the impact and level of awareness of the training in the three LGAs in promoting the ideals of Primary Health Care (PHC) and community-based medical education, as perceived by community leaders.Focus group discussions (FGDs) were held with community leaders of each of the communities.Consistency in the recollection of what time in the year and for how long the students were in the various communities indicates awareness in all the community leaders. They also indicated that the programme has had a positive impact on their community's health, they would like the students to focus on specific endemic diseases, such as guinea-worm, hypertension, etc, and intensify community outreach programmes, such as home visits and health education. Most participants indicated that their communities participated in the programme by providing accommodation, feeding and other logistics on an ad hoc basis. Community leaders mobilized the communities for health education and other related activities carried out by the students.The community-based medical training of the University of Maiduguri has increased community awareness of preventive aspects for various communicable and non-communicable diseases. In addition it has helped to encourage the communities to participate actively in supporting PHC activities.
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Oro-facial trauma in amateur secondary school footballers in Ibadan, Nigerian: a study of mouthguards. - Onyeaso, Chukwudi Ochi (PubMed, 2004)
To assess the awareness and frequency of use of mouth-guards for football among secondary school children in Ibadan, Nigeria, as well as the amount of oro-facial trauma previously associated with football game in these adolescents, a questionnaire - based cross-sectional study was conducted. Six hundred and thirty -one amateur footballers - 465 (73.7%) males and 166 (26.3%) females in the age range of 10 - 19 years (mean age, 15.01 +/- 2.86SD) completed the questionnaire giving a response rate of 90.1%. Majority (58.8%) of the subjects was within the 10-15 years age group. Awareness of mouth-guards was claimed by 69.7% of the respondents but significantly more of them who made the claim were not using the protective device for football games (p<0.05). More boys significantly claimed the usage of mouth-guards than girls (p<0.05). In all, 59.7% agreed that wearing mouth-guard was helpful in oro-facial injury prevention during sports with significantly more boys in agreement than girls (p<0.05). About 36% of the subjects sustained one form of oro-facial trauma or the other with significant sex difference (p<0.05). Secondary schools should serve as good starting points in the campaign for use of mouth-guards for contact sports before some go into professional sports.
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Assessment of patient satisfaction with pharmaceutical services in a Nigerian teaching hospital - Oparah, Azuka C.; Enato, Ehijie F. O.; Akoria, Obehi Aituaje (International Journal of Pharmacy Practice, 2004)
Abstract Objective To assess patients' satisfaction with pharmaceutical services using an“ideal referent” model, and to further explore the validity of an existing patient satisfaction instrument. Method A cross-sectional survey was conducted with a sample of 500 outpatients recruited consecutively at the University of Benin teaching hospital, Nigeria. A self-completion questionnaire that employed a Likert-type scale was used. Data were used to calculate scores on a scale that ranged from 20 to 100, with an assumed midpoint of 60. Descriptive statistics on the sample characteristics and questionnaire items were computed including means, standard deviations and frequency distributions. Varimax rotation with Kaiser normalisation was employed in principal factor analysis. Student's t-test and one-way ANOVA were used for inferential statistics. Key findings The instrument reliability was determined to be 0.9641 and was comparable to the reference study. Nearly half of the patients (46%) rated the amount of time the pharmacist offered to spend with them as poor. About one-third rated promptness of prescription service as poor. Only 49% felt satisfied with the pharmaceutical services. Overall, pharmacy services received a satisfaction rating of 56.04±24.49, below the midpoint. Perceived satisfaction was significantly higher in “friendly explanation” than in “managing therapy” (t=3.916; P<0.0001). Conclusion The study provides evidence that patients experience low satisfaction with current pharmaceutical services at the study hospital. The sociodemographic characteristics of patients were not associated with their level of satisfaction. We further confirm the validity of the patient satisfaction questionnaire in a Nigerian practice setting.
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The capacity of Nigerian Government to deliver basic education services - Orbach, Eliezer (2004)
The education sector includes the sum total of all organizations - public, civic, and private - involved in the management and delivery of instruction. In Nigeria, these include the schools at all levels, as well as the agencies that provide them pedagogical and technical support, manage and run them at the federal, state and local levels. The analysis of capacity here focuses, however, on the public schools sub-sector and, within it, on the organizations charged with the implementation of UBE - the organizations that manage and run the basic education system. These include the State Primary Education Boards (SPEBs), the State Ministries of Education (SMOEs), and the Local Government Education Authorities (LGEAs). The Federal Ministry of Education (FMOE) and the Universal Basic Education Commission (UBEC) are referred to in different contexts, but no specific analysis of their capacity was undertaken for this study. The objectives of this analysis were (a) to determine the general capacity of the basic education sub-sector to manage its operations, (b) to identify strategic issues related to this capacity and (c) to propose practical measures for capacity building where appropriate.
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‘They all Speak Your Language Anyway …’: Language and Racism in a South African School - Painter, Desmond; Baldwin, Robyn (South African Journal of Psychology, 2004)
This article reports a rhetorical discourse analysis of learner perspectives on language diversity in a contemporary South African high school. Based on four group discussions with Grade 12 isiXhosa, Afrikaans and English-speaking learners, the analysis traces two interrelated clusters of argument. In the first, a liberal discourse of individual freedom and human rights is mobilised to argue against a language order where languages are made compulsory, or forced upon people. We show that this argument was employed inconsistently: it only extended to languages other than English. To understand how this dilemmatic use of liberal ideas was justified, we trace a second line of argument. This is the construction of English as a universal language and, consequently as neutral, necessary and unifying; a language of ‘rational choice’ for all South Africans. Based on these arguments, language diversity – or the formal recognition and empowerment of languages other than English – was problematised as both violating individual rights of choice and a public order characterised by the mutual and universal understanding afforded by the universality of English. Supporting English-only practices in the school was thus presented as itself a liberal gesture, allowing not only the continued racialisation of isiXhosa, but also a rhetoric of racial blame: isiXhosa speakers, when they use their language in public, were blamed for instigating racial tension and misunderstanding in the school.
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Attitudes towards HIV-antibody testing and people with AIDS among university students in India, South Africa and United States. - Peltzer, Karl; Nzewi, Esther; Mohan, Krishna (PubMed, 2004)
Stigmatizing attitudes toward persons with AIDS (PWAs) may reduce people's willingness to have themselves tested for Human Immunodeficiency Virus (HIV)--thereby increasing the risk of transmission.To examine attitudes towards (HIV) testing and determinants of attitudes towards PWAs.A cross-sectional.600 first-year university students from South India, South African and America filled in a self-administered questionnaire. Main outcome measures included an Attitudes towards HIV-Antibody Testing Scale and Readiness to engage in personal forms of contact with People With AIDS. RESULTS indicate that the majority of American and South African students and only 10 percent of the Indian students had been sexually active in the past 12 months. Almost one fifth of the American and South African participants but only 10% of the Indian students admitted to having had an HIV test. American students had a much more positive attitudes toward HIV testing than South African and Indian students. Regression analysis for the Indian student sample identified blaming, irritation and negative attitudes toward homosexuals as independent predictors of readiness to engage in personal contact with PWAs, while the regression analyses for both South African and American students identified pity and irritation as independent predictors of contact readiness with PWAs. Positive HIV testing attitudes were positively associated with contact readiness with PWAs.The findings are important for the role of HIV testing and counselling in campus AIDS programmes. The findings reveal important factors related to HIV testing and suggest strategies for developing effective HIV/AIDS counselling programmes in universities.
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Evaluation of the roles of two compatible solutes, glycine betaine and trehalose, for the Acacia senegal–Sinorhizobium symbiosis exposed to drought stress - Rásänen, Leena; Saijets, Salla; Jokinen, Kari; Lindström, Kristina (Plant and Soil, 2004)
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A Path Model to Examine Factors Influencing Career Orientations of School-Going Adolescents in Nigeria - Salami, Samuel O. (International Journal for the Advancement of Counselling, 2004)
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Fluorides in groundwater, soil and infused black tea and the occurrence of dental fluorosis among school children of the Gaza Strip - Shomar, Basem; Müller, German; Yahya, A.; Askar, Sherif M.; Sansur, Ramzi (Journal of Water and Health, 2004)
The purpose of this study was to determine the fluoride levels in water, soil and tea, and to identify the major fluoride minerals in soil that supply water with fluoride ions. Another aim was to study the prevalence of dental fluorosis in permanent dentition of the school children of the Gaza Strip. Monitoring of fluoride levels in 73 groundwater wells and 20 topsoil samples for the last three years revealed a general trend of increasing from north to south of the Gaza Strip. A linear regression analysis found a correlation coefficient of r=0.93 between the fluoride concentrations in groundwater and soil for the same geographic areas. However, the X-ray diffraction technique (XRD) results showed that none of the four major fluoride minerals were detected in the tested soil samples; the PHREEQC model showed that fluorite (CaF2) was the main donating mineral of fluoride ions to groundwater. A high positive correlation was found between fluoride concentrations in groundwater and occurrence of dental fluorosis. Among 353 school children of the five geographic areas of the Gaza Strip the prevalence of dental fluorosis was 60%, and 40% had no signs of fluorosis in their permanent dentitions. The highest occurrence, 94%, was in Khan Yunis, followed by 82% in Rafah, 68% in the middle area, 29% in Gaza and the lowest occurrence of 9% was in the northern area. These percentages were directly proportional to the average content of fluoride in groundwater of each area: 2.6, 0.9, 1.7, 1.2, and 0.7 ppm, respectively. The exception was Rafah where people drank from new groundwater wells that have been dug in the last 10 years. The occurrence of the disease was due to intake of high amounts of fluorides in drinking water, tea and fish. Communication with population indicated a heavy intake of tea starting from a very young age; not uncommonly tea is put in nursing bottles. No significant correlation was found between prevalence figures and gender or age groups. This high prevalence indicates a need to examine other sources of F including diet.
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Prevalence of tinnitus and hearing loss in South African dentists and investigation into possible connections with noise levels and frequencies in the dental environment - Sidley, Clive Graham (2004)
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Chasing Rainbow Notions: Enacting Community Psychology in the Classroom and Beyond in Post‐1994 South Africa - Sigogo, Thabani Ngonyama ka; Hooper, Megan; Long, Carol; Lykes, M. Brinton; Wilson, Kenneth G.; Zietkiewicz, Estelle (American Journal of Community Psychology, 2004)
This paper discusses tensions and contradictions experienced by a group of psychologists in post-1994 South Africa as we struggled to develop an MA program in community psychology. Situating our work within the history of the subdiscipline and the historical context confronting South Africans in the "wake of apartheid," we explore models of community psychology that informed praxis under apartheid and contemporary challenges confronting a country in transition. We discuss three tensions that inform the ongoing program development. These include (1) the construction and deconstruction of Western and indigenous knowledge systems; (2) assessment and intervention at multiple levels and from differing value perspectives; and (3) paradoxes experienced by a team of university-educated, primarily White academic staff committed to challenging oppression. We conclude our discussion by suggesting that, within these shifting sands of economic, political, cultural, and institutional change community psychology must, of necessity, resist rigid self-definition and seek to position itself as a "work-in-progress." We suggest that this seemingly anomalous self-description may be suggestive for other community psychologists-in-the-making facing similar challenges within the majority world.
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Exploring School Engagement of Middle-Class African American Adolescents - Şirin, Selçuk R.; Rogers-Sirin, Lauren (Youth & Society, 2004)
Because of the scarcity of knowledge about middle-class African American adolescents, the present study explored psychological and parental factors in relation to academic performance. The participants were 336 middle-class African American students and their biological mothers. The findings suggest that for African American middle-class adolescents, educational expectations and school engagement have the strongest relation to academic performance. Self-esteem was not related to academic performance. The results also indicate that positive parent-adolescent relationships, not parents’educational values, were related to better academic performance. Implications for school counselors are discussed.
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HIV and AIDS education in Zimbabwe: the missing ingredients in combating HIV and AIDS. - Tarwireyi, F. (The Central African journal of medicine, 2004)
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Production, distribution and problems experienced with health education materials in two districts of Mashonaland East Province, Zimbabwe. - Tarwireyi, F. (2004)
Objective: To identify the production, distribution and problems experienced with health education (HE) materials in two districts of Mashonaland East (Mash East) province of Zimbabwe. Design: A descriptive survey conducted in the rural districts of Mutoko and Murewa within the Province. Methods: The researcher interviewed four doctors, 30 nurses and 10 allied health workers who had been conveniently sampled. Main Outcomes Measures: The types of health education materials available, whether field-testing and distribution of materials had been done locally, the problems experienced and unmet needs. Results: It was found that most of the HE materials were printed on paper, and that 93.2% of the health workers indicated that the materials had not been field-tested in their local areas and did not address local problems. While all the respondents commented that the materials were always few, 77.3% noted that the materials were in English. Most of the health workers (90.9%) indicated that they needed print materials, radio and video cassettes. All of them desired to have materials in the local languages and addressing local problems. It was also noted that in almost 73% of the health facilities, the materials were being kept in the storerooms. The majority of the HE materials in the two districts were print materials that had not been field-tested in the local • areas, were not in the local languages, did not address the local problems and were kept in storerooms. Material production protocols need to be followed and the management should ensure that HE materials reach the intended audience.
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Knowledge and attitudes of high school students regarding HIV/AIDS in Tunisia: does more knowledge lead to more positive attitudes? - TEBOURSKI, F; BENALAYA, D (Journal of Adolescent Health, 2004)
The human immunodeficiency virus (HIV) is not very widespread in Tunisia (North Africa), but since 1986 the disease reached the two sexes and progressed with an incidence of 70 new cases per year. From December 1985 until 2002, a total of 1109 cases of AIDS was officially declared in the country [1Basic Health Care Direction. Ministry of Public Health, Tunisia2002Google Scholar]. For the past decade, the Tunisian Ministry of Public Health has reinforced its preventive action as it has also increased awareness campaigns to stop HIV/AIDS progression and promote positive attitudes with regard to infected persons. Understanding people's attitudes could help future AIDS education campaigns to reach a stigma reduction. Given the fact that 70% of the Tunisian population are young people and 71% of infected people are youngsters [2Basic Health Care Direction. Ministry of Public Health, Tunisia2000Google Scholar], the concern of our study has become centered on students at high public schools. The results of a survey conducted in the capital of Tunisia in January 2002 are reported here. Respondents were drawn at random from students in scientific studies (SS students, 56.7%) or in literary studies (LS students, 43.3%). A total of 598 students (42.8% males and 57.2% females) responded. All students were Moslems and aged from 16 to 19 years. Students received an anonymous questionnaire which contains three principal items: (a) HIV-AIDS related knowledge, (b) misconceptions and (c) attitudes to people with AIDS (PWA). The questions were based on the Moatti et al study [3Moatti J.p Dab W. Pollak M. et al.Les attitudes et comportements des Français face au Sida.Recherche. 1990; 21: 889-895Google Scholar]. The results provide evidence that although they correctly identify the main routes of HIV infection, students reported some misconceptions about condom role and false HIV transmission mode. Moreover, the students' attitudes toward PWA remain rather negative and unexpected (Table 1). In addition, results demonstrated that much knowledge is associated with lower scores regarding misconceptions, but does not increase significantly students' positive attitudes to PWA. We deduced that knowledge was not sufficient to lead to more positive attitudes. Such results are also reported by other researchers [4Bhattacharya G. Cleland C. Holland S. Knowledge about HIV/AIDS, the perceived risks of infection and sources of information of Asian-Indian adolescents born in the USA.AIDS Care. 2000; 12: 203-209Crossref PubMed Scopus (26) Google Scholar, 5Zimmer J.C. Thurston W.E. Attitudes, beliefs, and practices of nursing students concerning HIV/AIDS Implications for prevention in women.Health Care Women Int. 1998; 19: 327-342Crossref PubMed Scopus (10) Google Scholar] who concluded that knowledge is necessary but is not sufficient.Table 1Knowledge, Misconceptions and Attitudes of Tunisian Adolescents Regarding AIDS and People With AIDSKnowledge Items% Correct∗p < .05Scientific StudentsLiterary StudentsAIDS is a transmissible disease70.553.7Identifying true transmission mode (through sex and drug needle sharing and in utero)89.268.6What is an HIV+ person81.657.7Condom protects from HIV infection17.014.3Prevention concerns HIV+ person, too72.266.4Reporting examples of STIs52.126.0Number of PWA in the world10.74.9Mean56.241.6Misconception and Beliefs Items% of Students Who Find the Affirmation True∗p < .05Scientific StudentsLiterary StudentsAIDS is a hereditary disease2.27.3Reporting false transmission mode (public toilets, mosquitoes, drinking glass)15.131.4AIDS is a punishment by God30.226.1AIDS is strictly a sexual disease12.820.4They don't need condom when they're in love20.239.1Condoms diminish pleasure21.728.5Condoms are made for married people8.815.5Mean15.824.0Positive Attitudes to PWA Items% Students Who Agreep > .05.Scientific StudentsLiterary StudentsPWA must be supported85.792.7PWA don't have to be locked up in a special center26.729.3To have personal contact with PWA64.658.6Kissing someone HIV+41.043.9Sharing public toilets with PWA32.344.7Washing your clothes with those of PWAs36.139.1You agree to let your relatives to be around infected people70.859.4Mean51.152.5HIV = Human immunodeficiency virus; STIs = Sexual transmitted infections; PWA = People with AIDS.∗ p < .05∗∗ p > .05. Open table in a new tab HIV = Human immunodeficiency virus; STIs = Sexual transmitted infections; PWA = People with AIDS. The study has failed to demonstrate a positive correlation between knowledge and positive attitudes toward PWA. This suggests that other factors strongly influenced students' attitudes. The religious factor is likely to be most important. One-fourth of respondents blamed PWA and thought that they are, to a high degree, responsible for their infection. Unsafe sexual behavior leading to HIV infection is considered a sin by the religious system (i.e. Islam) and by society, too (i.e. Tunisian society). Heterosexual acts with a person other than the legal spouse are in all cases prohibited by Islam. To conclude, increasing positive attitudes to PWA, theoretical knowledge is likely to be insufficient and any attempt should take into account the cultural context such as the religious system and the social norms. If we succeed in increasing the publics' positive attitude to people with HIV/AIDS, we will be able to have a more effective control over the spreading disease.
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Knowledge and attitudes of high school students regarding HIV/AIDS in Tunisia: does more knowledge lead to more positive attitudes? - Tebourski, Fethi; Alaya, Dorra Ben (Journal of Adolescent Health, 2004)
The human immunodeficiency virus (HIV) is not very widespread in Tunisia (North Africa), but since 1986 the disease reached the two sexes and progressed with an incidence of 70 new cases per year. From December 1985 until 2002, a total of 1109 cases of AIDS was officially declared in the country [1Basic Health Care Direction. Ministry of Public Health, Tunisia2002Google Scholar]. For the past decade, the Tunisian Ministry of Public Health has reinforced its preventive action as it has also increased awareness campaigns to stop HIV/AIDS progression and promote positive attitudes with regard to infected persons. Understanding people's attitudes could help future AIDS education campaigns to reach a stigma reduction. Given the fact that 70% of the Tunisian population are young people and 71% of infected people are youngsters [2Basic Health Care Direction. Ministry of Public Health, Tunisia2000Google Scholar], the concern of our study has become centered on students at high public schools. The results of a survey conducted in the capital of Tunisia in January 2002 are reported here. Respondents were drawn at random from students in scientific studies (SS students, 56.7%) or in literary studies (LS students, 43.3%). A total of 598 students (42.8% males and 57.2% females) responded. All students were Moslems and aged from 16 to 19 years. Students received an anonymous questionnaire which contains three principal items: (a) HIV-AIDS related knowledge, (b) misconceptions and (c) attitudes to people with AIDS (PWA). The questions were based on the Moatti et al study [3Moatti J.p Dab W. Pollak M. et al.Les attitudes et comportements des Français face au Sida.Recherche. 1990; 21: 889-895Google Scholar]. The results provide evidence that although they correctly identify the main routes of HIV infection, students reported some misconceptions about condom role and false HIV transmission mode. Moreover, the students' attitudes toward PWA remain rather negative and unexpected (Table 1). In addition, results demonstrated that much knowledge is associated with lower scores regarding misconceptions, but does not increase significantly students' positive attitudes to PWA. We deduced that knowledge was not sufficient to lead to more positive attitudes. Such results are also reported by other researchers [4Bhattacharya G. Cleland C. Holland S. Knowledge about HIV/AIDS, the perceived risks of infection and sources of information of Asian-Indian adolescents born in the USA.AIDS Care. 2000; 12: 203-209Crossref PubMed Scopus (25) Google Scholar, 5Zimmer J.C. Thurston W.E. Attitudes, beliefs, and practices of nursing students concerning HIV/AIDS Implications for prevention in women.Health Care Women Int. 1998; 19: 327-342Crossref PubMed Scopus (10) Google Scholar] who concluded that knowledge is necessary but is not sufficient.Table 1Knowledge, Misconceptions and Attitudes of Tunisian Adolescents Regarding AIDS and People With AIDSKnowledge Items% Correct∗p < .05Scientific StudentsLiterary StudentsAIDS is a transmissible disease70.553.7Identifying true transmission mode (through sex and drug needle sharing and in utero)89.268.6What is an HIV+ person81.657.7Condom protects from HIV infection17.014.3Prevention concerns HIV+ person, too72.266.4Reporting examples of STIs52.126.0Number of PWA in the world10.74.9Mean56.241.6Misconception and Beliefs Items% of Students Who Find the Affirmation True∗p < .05Scientific StudentsLiterary StudentsAIDS is a hereditary disease2.27.3Reporting false transmission mode (public toilets, mosquitoes, drinking glass)15.131.4AIDS is a punishment by God30.226.1AIDS is strictly a sexual disease12.820.4They don't need condom when they're in love20.239.1Condoms diminish pleasure21.728.5Condoms are made for married people8.815.5Mean15.824.0Positive Attitudes to PWA Items% Students Who Agreep > .05.Scientific StudentsLiterary StudentsPWA must be supported85.792.7PWA don't have to be locked up in a special center26.729.3To have personal contact with PWA64.658.6Kissing someone HIV+41.043.9Sharing public toilets with PWA32.344.7Washing your clothes with those of PWAs36.139.1You agree to let your relatives to be around infected people70.859.4Mean51.152.5HIV = Human immunodeficiency virus; STIs = Sexual transmitted infections; PWA = People with AIDS.∗ p < .05∗∗ p > .05. Open table in a new tab HIV = Human immunodeficiency virus; STIs = Sexual transmitted infections; PWA = People with AIDS. The study has failed to demonstrate a positive correlation between knowledge and positive attitudes toward PWA. This suggests that other factors strongly influenced students' attitudes. The religious factor is likely to be most important. One-fourth of respondents blamed PWA and thought that they are, to a high degree, responsible for their infection. Unsafe sexual behavior leading to HIV infection is considered a sin by the religious system (i.e. Islam) and by society, too (i.e. Tunisian society). Heterosexual acts with a person other than the legal spouse are in all cases prohibited by Islam. To conclude, increasing positive attitudes to PWA, theoretical knowledge is likely to be insufficient and any attempt should take into account the cultural context such as the religious system and the social norms. If we succeed in increasing the publics' positive attitude to people with HIV/AIDS, we will be able to have a more effective control over the spreading disease.
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A model of prehospital trauma training for lay persons devised in Africa - Tiska, Michael (Emergency Medicine Journal, 2004)
Few low income countries have emergency medical services to provide prehospital medical care and transport to road traffic crash casualties. In Ghana most roadway casualties receive care and transport to the hospital from taxi, bus, or truck drivers. This study reports the methods used to devise a model for prehospital trauma training for commercial drivers in Ghana.Over 300 commercial drivers attended a first aid and rescue course designed specifically for roadway trauma and geared to a low education level. The training programme has been evaluated twice at one and two year intervals by interviewing both trained and untrained drivers with regard to their experiences with injured persons. In conjunction with a review of prehospital care literature, lessons learnt from the evaluations were used in the revision of the training model.Control of external haemorrhage was quickly learnt and used appropriately by the drivers. Areas identified needing emphasis in future trainings included consistent use of universal precautions and protection of airways in unconscious persons using the recovery position.In low income countries, prehospital trauma care for roadway casualties can be improved by training laypersons already involved in prehospital transport and care. Training should be locally devised, evidence based, educationally appropriate, and focus on practical demonstrations.
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Evaluation of HIV/AIDS Prevention in South African Schools - Visser, Maretha; Schoeman, Johan B.; Perold, Jan J. (Journal of Health Psychology, 2004)
This article reports on the implementation of a school-based HIV/AIDS and life-skills training program to prevent the spread of HIV/AIDS among the young people in secondary schools in South Africa. The implementation of the program was evaluated for a period of two years, using process and outcome evaluation and a systems approach to understand the higher-order feedback processes that obstructed the implementation and effectiveness of the intervention. Although HIV/AIDS is a medical condition, this article emphasizes that HIV/AIDS prevention is interrelated with the psychosocial context within the community. Interventions should therefore be conceptualized and implemented in terms of the various levels of interaction in the community.
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The Ain Temouchent (Algeria) Earthquake of December 22 nd , 1999 - Yelles‐Chaouche, Abdelkrim; Djellit, Hamou; Beldjoudi, Hamoud; Bezzeghoud, Mourad; Buforn, E. (Pure and Applied Geophysics, 2004)
—On December 22nd, 1999 an earthquake of Magnitude Mw : 5.7 occurred at Ain Temouchent (northwest Algeria). This moderate seismic event was located in a region characterized by a low seismic activity where few historical events have been observed. The earthquake, with a maximum intensity of VII (MSK scale), caused serious damages to the Ain Temouchent city and its surroundings. In the epicentral area, 25 people died and about 25,000 people were made homeless. Some minor breaks have been observed in several areas in the field. They were mainly related to minor collapses in the landscape or in volcanic cavities. The focal mechanism has been studied by using broadband data at regional and teleseismic distances, and different methods. The fault-plane solution has been estimated from first motions of P wave. Depth and source time function have been estimated from the modeling of body waveforms. Scalar seismic moment and source dimension have been obtained from spectral analysis. Results show thrust motion, with a horizontal pressure axis oriented in a NW-SE direction, a depth of 4 km and a simple source time function with time duration of 5 s. Scalar seismic moment estimated from waveform modeling is 4.7 × 1017 Nm, and spectral analysis gives a value of 1.7 × 1017 Nm and a source radius of 7.5 km.
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TRAINING NEEDS ASSESSMENT FOR THE RESEARCHERS OF THE AGRICULTURAL RESEARCH CENTER IN EGYPT - ZAIED, MOHAMED S.; KASSEM, MOHAMED H. M. (Egyptian Journal of Agricultural Research, 2004)
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Africa University's enrollment rises as other schools struggle - Stevens, Andra (2004)
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An Evaluation of Preschool Education in the Awutu Efutu Senya District of the Central Region, Ghana - Aboagye, J. K. (IFE Psychologia: An International Journal, 2004)
The study examined the state of preschool education in the Winneba district with the intent of identifying strengths and weaknesses of the sub system. A comparison of rural and urban preschools in the district was also explored. A sample of 30 preschools made up of 16 public and 14 private ones were selected through simple random sampling. The main instruments used for the study were questionnaire and focused interviews. The procedure for the analysis was simple frequency counts and percentages. The study revealed that majority of caregivers and teachers have not received training in early childhood care and development. Play facilities and play items are inadequate in many of the schools. The study concluded that the problems besetting preschools are huge and their solution hinges on the active co-operation of all stakeholders in education. IFE Psychologia (2003) 11(2), 92-110
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Skills Training for Safe Sexual Practice and Coercive Behavior Prevention among Adolescents in Ibadan, Nigeria - Bo, Osuntokun; Ajuwon, J.A.; Jimoh, I.O. Akin; Akintola, Olagoke (IFE Psychologia: An International Journal, 2004)
This study examined the effect of a didactic skills training program for in-school adolescents in Ibadan on knowledge concerning prevention of sexual coercion, knowledge about HIV/AIDS, sexual role/responsibility and assertiveness/communication skills. A total of 73 in-school adolescents ages 15 – 19 years (χ = 18.2, SD 2.1) who were recruited from four secondary schools in a local government area took part in the study. Results showed a significant (p < 0.05) increase in knowledge about prevention of sexual coercion, HIV/AIDS, sexual role/responsibility and assertiveness/communication skills at post-intervention testing Also, being male, having good general self-efficacy, greater age and greater number of years of education significantly predicted a greater increase in skill acquisition. At 6 month follow-up, an appreciable number of adolescents were educated concerning various forms of topics, suggesting the ability of the adolescent to simulation of target behaviours. Our findings suggest that skills training can effectively empower adolescents with regard to safe sexual practice. IFE Psychologia (2003) 11(2), 34-52
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Caring For The Carers: Mental Health Education For Patients' Relatives at Komfo Anokye Teaching Hospital Kumasi, Ghana - Mensah, Esi Akyere (IFE Psychologia: An International Journal, 2004)
A programme of mental health education for relatives and family members of both in-patients and out-patients at the Department of Psychiatry, Komfo Anokye Teaching Hospital (KATH) has been described. Essentially the programme entailed a short, about ten minutes of introductory talk, followed by a group discussion on an aspect of mental health relevant to the patients' accompanying relatives. The methodology employed some of the “curative factors” in group therapy namely: sharing new information, instilling hope and interpersonal learning. Results from the discussion showed that relatives were eager and anxious to see the mentally ill patient recover as early as possible. In addition it showed that communication between the doctor, the patient and his relative was of utmost importance to accompanying relatives. IFE Psychologia (2003) 11(2), 52-58
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Factors Affecting Behaviours that address HIV Risk among Nigerian University Students - Peltzer, Karl; Oladimeji, B. Y.; Morakinyo, Olufemi (IFE Psychologia: An International Journal, 2004)
Objective: The aim of this study was to identify factors affecting HIV risk reduction among University students in Nigeria. Design: Cross-sectional survey. Setting: 450 first year University students at Obafemi Awolowo University, Ile-Ife, Nigeria. Participants: The sample consisted of 220 (48.9%) males and 230 (51.1%) females in the age range of 16 to 30 years (M age 21.6 yr., SD=2.9) chosen at convenience from a first year orientation class. Main outcome measures: Sexual behavior and condom use, knowledge about correct condom use, intention of condom use, behavioural norms, attitudes, normative beliefs, and subjective norms about condoms, HIV/AIDS vulnerability (likelihood to get it), severity, prevention benefits and prevention barriers, and condom use self-efficacy. Results: Bivariate analysis found that HIV/AIDS perceived prevention barriers, HIV/AIDS perceived severity, and male gender were associated, and age at first vaginal intercourse was inversely associated with HIV risk behavior. Regression analysis indicated that perceived prevention barriers and male gender were predictive and age at first vaginal intercourse was inversely predictive for HIV/AIDS risk behavior. Conclusion: HIV prevention intervention programmes should include addressing the perceived prevention barriers particularly with condom use, students engaging early in their life in sexual intercourse and male students. IFE Psychologia (2003) 11(2), 1-8
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Assessment of hydraulic properties of sedimentary and volcanic aquifer systems under arid conditions in the Republic of Djibouti (Horn of Africa) - Jalludin, Mohamed; Razack, Moumtaz (Hydrogeology Journal, 2004)
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His eye is on the sparrow: Teaching and learning in an African American church - Haight, Wendy; Carter-Black, Janet (2004)
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His eye is on the sparrow: teaching and learning in an African American church - Volk, Dinah (2004)
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Widening access of black students into physiotherapy programmes in the South Africa - Mbambo, N. P. (South African journal of physiotherapy, 2004)
Access to learning and the provision of equal opportunities for success and progression to the previously disadvantaged communities is addressed extensively in the Education White Paper 3. While historically white universities have invested some effort to diversify the racial composition of their students, physiotherapy departments at these universities do not reflect a change in student demographics. The purpose of this article is to address the concept of widening access into physiotherapy education within the context of transformation in higher education. The article examines the history of education in the past dispensation, the policies that have been put in place to redress the educational inequalities caused by the past dispensation and makes suggestions as to how universities can react to them. The literature that has examined the relationship between entry requirements and the success of students within the chosen profession is also outlined. The article concludes with recommendations for a way forward for physiotherapy in addressing some of the issues related to student selection.
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Psychosocial correlates of substance use amongst secondary school students in south western Nigeria - Fatoye, F O (East African Medical Journal, 2004)
To determine the psychosocial correlates of substance use among secondary school students in rural and urban communities in south western Nigeria.A cross-sectional survey of secondary school students using questionnaire eliciting substance use by students (WHO drug use questionnaire) and a well designed questionnaire on psychosocial variables.Six secondary schools selected from two local government areas in Ilesa, Osun State, South Western Nigeria.The study population comprised 600 randomly selected senior secondary school students from six schools.A total of 562 questionnaires were analysed. Current stimulant use was significantly associated with lower socio-economic status, coming from a polygamous family and self-rated poor academic performance. Current alcohol use was associated with being a male, polygamous family background, living alone or with friends, not being religious and self-rated poor academic performance. Current hypnosedatives use was commoner in students living alone or with friends and in those with self-rated poor academic performance. There was also significant positive relationship between current tobacco use and the male sex, not being religious and self-rated poor academic perfomance. Lifetime use of these substances had similar association with the psychosocial variables with slight differences.The similarity between the psychosocial correlates highlighted in this study and those reported in previous studies from other parts of Nigeria makes these observations useful enough for the planning of preventive strategies.
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Emergent Literacies: Raising Questions About the Place of Computer Technologies in Education and Society in a Developing Country: The Case of Zimbabwe - Hungwe, Kedmon (Zambezia, 2004)
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Career Perceptions and Visions of Boys and Girls in Secondary Schools in Zimbabwe: Some Implications for Teachers and Parents - Mapfumo, John; Chireshe, Regis; Peresuh, M. (Zambezia, 2004)
The study investigated the career perceptions and visions of boys and girls in secondary schools. Subjects (N=120) were students enrolled in Fonns 1 to 6 who were drawn from secondary schools in ManicalanJ and Masvingo educational regions. An open-ended questionnaire ivas used to generate data. The Pearson Product Moment Conelation (r) was used to analyse the data. Results showed that both boys and girls had similar perceptions about male and female jobs. It was also indicated that relatives were the chief influences in career choice among boys and girls. Male students had higher educational aspirations than females. The study recommended the education of relatives especially parents on careers so as to avoid negative influences on career choice. A vigorous offering of guidance and counseling in secondary schools was also recommended.
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Career Perceptions and Visions of Boys and Girls in Secondary Schools in Zimbabwe: Some Implications for Teachers and Parents - Mapfumo, John; Chireshe, Regis; Peresuh, M. (Zambezia, 2004)
The study investigated the career perceptions and visions of boys and girls in secondary schools. Subjects (N=120) were students enrolled in Fonns 1 to 6 who were drawn from secondary schools in ManicalanJ and Masvingo educational regions. An open-ended questionnaire ivas used to generate data. The Pearson Product Moment Conelation (r) was used to analyse the data. Results showed that both boys and girls had similar perceptions about male and female jobs. It was also indicated that relatives were the chief influences in career choice among boys and girls. Male students had higher educational aspirations than females. The study recommended the education of relatives especially parents on careers so as to avoid negative influences on career choice. A vigorous offering of guidance and counseling in secondary schools was also recommended.
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Chronic suppurative ototis media in school pupils in Nigeria - Ologe, Foluwasayo E.; Nwawolo, Cole C (East African medical journal, 2004)
To compare the prevalence of chronic supperative otitis media (CSOM) among two populations of school children.A survey-demographic data collection and otoscopy was carried out among the two populations of school children.A rural government primary school and an urban private primary schoolSix hundred and ninety nine school pupils in the rural school and two hundred and seventy pupils in the urban school.Six per cent of the pupils in the rural schools had CSOM as evidenced by persistent perforation of tympanic membrane of more than three months duration. No tympanic membrane perforations were observed in the children in the urban school at the time of this study. The difference in the prevalence of CSOM between the two populations is statistically significant (P < 0.001). The difference in socio-economic status between the two populations is statistically significant in relation to the prevalence of CSOM in the two populations. The poorer rural population had a significantly higher prevalence of CSOM (P < 0.001).The two study populations are just seven kilometres apart geographically but there is a world of difference in their socio-economic status, availability of social infrastructure and health facilities. This presumably had reflected in the marked difference in the prevalence of CSOM between the two study populations. A collective effort of government and well meaning indigenes of rural communities in Nigeria can help promote the socio-economic status and enhance the availability of social infrastructure and health facilities of rural areas. This we hope will lead to a decline in the prevalence of CSOM in the rural areas.
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Local Learning: The Role Of African Local Public Organizations In Development Projects - Dool, Leendert Theodoor van den (2004)
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Antepartum Fetal Death in a Nigerian Teaching Hospital: Aetiology and Risk Factors - Kuti, Oluwafemi; Owolabi, AT; Orji, Ernest O.; Ogunlola, I. O. (Tropical journal of obstetrics and gynaecology, 2004)
Context: Antepartum fetal death is a significant contributor to perinatal mortality and challenges the adequacy of antenatal surveillance. Identifying the causes and risk factors for death may aid its prevention. Aim: To determine the causes of antepartum fetal death and identify associated risk factors. Subjects and Methods: All antepartum fetal deaths, with fetuses weighing 1 kg or more, delivered at Wesley Guild Hospital, Ilesa between January 1996 and December 2000 were the subjects. The controls were all live births delivered immediately before and after every index fetal death. Information on maternal demographic details, past obstetric history and antenatal complications were retrieved from the case notes of both the subjects and the controls for analysis. Results: The total number of births during the study period was 5,050 with 266 stillbirths. Of the stillbirths, 111 (41.7%) were antepartum out of which 70 (63.1%) weighed 1 kg and above. The main causes of death were antepartum haemorrhage (20%), maternal disease (14.3%) and pre-eclampsia/eclampsia (11.4%). The cause of death was unknown in 38.8% of cases. The main risk factors identified for antepartum death were lack of antenatal care and low birthweight. Maternal age and parity did not seem to be risk factors for antepartum fetal loss. Conclusion: Maternal disease is still a major cause of antepartum deaths in our society. Improved antenatal care and better surveillance of fetal growth may reduce the current high stillbirth rate in our society. Key Words: Perinatal Mortality, Stillbirth, Intrauterine Death [Trop J Obstet Gynaecol, 2003, 20: 134-136]
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AIDS Prevention Programs and Sexual Behaviour Among Secondary School Adolescents in Delta State, Nigeria - Oboro, VO; Tabowei, Tabs O. (Tropical journal of obstetrics and gynaecology, 2004)
Context: For the most part, adolescents are informed about HIV, its means of transmission and its method of prevention, but a large proportion of them still engage in patterns of sexual behaviour that may expose them to contracting HIV infection Objective: To examine the pattern of sexual behaviour of Nigerian adolescents and its possible determinants, so as to identify areas requiring emphasis in existing HIV/AIDS prevention programs Design, Setting and Subjects:A questionnaire survey was carried out on 516 adolescent secondary school pupils in five urban centres in Delta State, Nigeria to obtain socio-economic and demographic data, and information about the level of HIV awareness, methods of prevention and sexual behaviour. Results: Nearly all (94%) of the adolescents had heard about HIV/AIDS and knew that it is sexually transmitted. Despite this, 69% of them were sexually active at the time of the survey, and about one-third had multiple sexual partners, with less than 20% using condoms. Moreover, over half had engaged in casual sex in the preceding 12 months. Poverty and family instability were significantly associated with risky sexual behaviour. Conclusion: Informing and educating young people about HIV/AIDS does not seem to be sufficient to motivate them to change their sexual behaviour. Consequently, AIDS prevention programs should place greater emphasis on encouraging abstinence, fidelity, reducing the number of sexual partners, the use of condoms, and economic empowerment of adolescents. Key Words: HIV, AIDS, Sexual Behaviour, Adolescent, Prevention. [Trop J Obstet Gynaecol, 2003, 20: 16-19]
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Caesarean Section at the University of Benin Teaching Hospital Revisited - Okonta, Patrick I.; Otoide, Valentine O; Okogbenin, Sylvanus (Tropical journal of obstetrics and gynaecology, 2004)
Context: Regular auditing of caesarean sections is necessary to establish trend, review indications, associated complications and proffer possible solutions to improve outcome. Objective: To audit caesarean sections done over a 5-year period from January 1996 to December 2000 and to compare such with those from the same hospital 20 years ago. Materials and Methods: A review of the clinical records of all mothers who had caesarean sections from January 1996 – December 2000 was made. Data on the indications, and on maternal and fetal outcome were extracted and analysed. Results: The caesarean section (CS) rate was 22.2%. Dystocia (28.2%) was the commonest indications for CS. There were a total of 351 (39.3%) patients with complications, with anaemia being the commonest form of morbidity. Eight CS-related deaths were recorded – Maternal Mortality Ratio: 7.8 per 1000. The perinatal mortality rate (PNMR) was 128.3 per 1000 births. Being unbooked was associated with poor maternal and fetal outcome. Compared with 20 years ago, there was an increase in the CS rate from 10.1% to 23%. The indications remained essentially the same. There was a lowering of the maternal morbidity rate from 54.1 to 39.3%, but an increase in the PNMR from 88 to 128.3 per 1000 births. Conclusion: The CS rate has more than doubled in the two decades since the last audit. Booking of high-risk cases in tertiary institutions and early referral of complicated cases to these institutions should be encouraged. The neonatal care services should be improved to cope with complications in neonates. Key Words: Caesarean Section, Maternal Morbidity, Perinatal Audit [Trop J Obstet Gynaecol, 2003, 20: 63-66]
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Upper gastrointestinal endoscopic findings in patients with HIV/AIDS at the Jos University Teaching Hospital, Nigeria. - Okeke, EN; Agaba, Emmanuel I; Achinge, G; Malu, Abraham O. (PubMed, 2004)
Upper gastrointestinal tract involvement in HIV/AIDS is common. No data exist on the pattern of upper gastrointestinal endoscopic findings in HIV/AIDS patients in Nigeria.To describe the pattern of upper gastrointestinal endoscopic findings in HIV/AIDS patients.A hospital based retrospective case-control study involving 52 HIV/AIDS patients and 52 age and sex matched controls.Medicine Department of the Jos University Teaching Hospital, Nigeria.Medical records of patients with HIV/AIDS and an age and gender matched control who underwent upper gastrointestinal endoscopy over an eight-year period were reviewed.Oesophageal candidiasis was the commonest finding in 18 (34.6%) of subjects with HIV/AIDS followed by normal upper gastrointestinal tract in 17 (32.1%). Normal upper gastrointestinal tract was found in 57.6% of HIV seronegative subjects while oesophageal candidiasis occurred in one (1.9%) of these patients. Duodenal ulcer and gastritis occurred with equal frequencies in HIV/AIDS patients (7.5%) and controls.Oesophageal candidiasis was the commonest upper gastrointestinal endoscopic finding in patients with HIV/AIDS.
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Abdominal Wall Hernias as seen in LAUTECH Teaching Hospital, Osogbo, Osun State, Nigeria - Fadiora, S O; Oguntola, AS; Aderounmu, A O A; To, Bello; Adeoti, ML; Awe, OO (Sahel Medical Journal, 2004)
A prospective survey of Abdominal Wall Hernia patients was done in LAUTECH Teaching Hospital, Osogbo, from November 2000 to February 2002. The objective is to determine the pattern, management and outcome in a 101 patients with 110 hernias. Males accounted for 88.1% of the patients with mean age of 51.1 ± 11.7 years and 48.5% were farmers. Benign prostatic hyperplasia coexisted with hernia in 19.8% of patients. Inguinal/inguino-scrotal was the commonest (88.1%), while femoral hernia was rare (2.7%). Hernia occurred on the right side in 49% and bilateral in 10.9%. Consultants operated on 66(65.3%) patients, while residents under supervision operated on 35(34.7%) patients 65.2% of the patients were above 50 years. Day case surgery in our series was 75.3%; Elective surgery was in 76(75.2%) patients; while emergency cases was in 25(24.8%) patients. Local, spinal and general anaesthesia were used in 54(53.5%), 27(26.7%), 20(19.8%) patients, respectively. 19.8% had benign prostatic hyperplasia with hernia, while 5% had simultaneous prostatectomy and herniorrhaphy, 11.5% had gangrenous intestine that needed resection and reanastamosis. Commonest post operative complication was wound infection 14.9%, others were scrotal oedema, wound sinus, hypertrophic scars occurred in 3(3%), 2(2%), 3(3%) patients, respectively; with mortality in 1 patient (1%) in an elderly man who had strangulated intestinal obstruction. Key Words: Abdominal wall hernias, Coexisting prostatic hypertrophy. Sahel Med. J. Vol.6(2) 2003: 44-48
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A Ten - Year Review of Gynaecological Malignancies in Jos University Teaching Hospital, Jos, Nigeria (1990-1999) - Mandong, BM; Ujah, I. A. O. (Sahel Medical Journal, 2004)
A restrospective study of gynaecological malignant tumours was undertaken between January 1990 - December 1999 inclusive. It consisted of all gynecological specimens sent to histopathology laboratory in 10% formalin-saline solution. Those diagnosed as malignant tumours were retrieved from our records. A total of 2,673 malignant tumours were recorded out of which 386 were of gynaecological malignant tumours.Cancer of the cervix accounted for77.0% which were seen in advanced stages, followed by ovarian 11.0%, endometrial 6.5% and vulval cancers 4.1%. Cervical cancer was the predominant gynaecological cancer in this hospital. This high incidence may be attributed to a lack of awareness of the nature of the disease which may be responsible for the late presentation in the hospital. The number of cases of other gynaecological malignancies like ovarian and endometrial cancers have continued to rise in our hospital, and like cancer of the cervix, patients presented late. Sahel Med. J. Vol.6(2) 2003: 49-52
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Clinical Electrocardiographic and Echocardiographic Features of Atrial Fibrillation in Nigerians: An Analysis of 39 Patients Seen at the Lagos University Teaching Hospital - Mbakwem, AC; Ajuluchukwu, J N A; Oke, David Mautin (Nigerian quarterly journal of hospital medicine, 2004)
Purpose: To evaluate the clinical, electrocardiographic (ECG) and echocardiograhic features of adult Nigerians presenting with atrial Fibrillation (AF) at the cardiology unit. Method: All consenting patients presenting to the cardiology unit of LUTH from September 2000 to September 2001 with ECG evidence of AF were recruited into the study. Demographic and anthropometric data were obtained. The subjects had a full clinical examination. 2D and M-mode echocardiogram was performed on the subjects. Result. Of the 39 subjects analysed there were 22 females and 17 males with a mean age of 54.49±14.60. The underlying heart disease distribution was as follows: hypertensive heart disease 46.2%; dilated cardiomyopathy 20.8%; rheumatic heart disease 17.9%; thyrotoxic heart disease 7.7%; hypertrophic cardiomyopathy 5.1%, lone 2.6%. About 23% were asymptomatic for the arrhythmia at diagnosis. Congestive cardiac failure was present in 74% of the subjects with a mean NYHA class of about III. Embolic phenomenon was observed in 15% of the subjects; 12.8% cerebral events and 2.6% limb embolism. Abnormal QRS axis was noted in 33.3%. Ectopic ventricular beats were as follows: uniform ectopics 30.8%; multiform ectopics 10.3% and unsustained ventricular tachycardia 7.7%. Abnormal echocardiographic features are as follows: dilated left atrium 33( 84.62%); abnormal thickness of the interventricular septum and posterior wall 12(30.77%) and 19(48.71%) respectively;Increased left ventricular internal diameter in diastole 20(51.3%) and in systole 25(64.10%); reduced fractional shortening 30(76.9%); spontaneous echoes 7(18.0%) and intramural thrombus 2(5.1%) Conclusion: Commonest underlying heart disease for AF in this study was hypertensive heart disease. Congestive cardiac failure was a frequently documented clinical feature and cerebral embolism remains a very common complication. Nig. Qt. J. Hosp. Med. Vol.12(1-4) 2002: 29-33
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Body image and physical activity among black university students in South Africa - Peltzer, Karl (African Journal for Physical, Health Education, Recreation and Dance, 2004)
The purpose of this research is to identify and understand factors of body image influencing physical exercise behaviour among black South African women and men. There were 289 participants, 189 women and 100 men chosen from non-health sciences courses in a class setting. Results indicated that more than a third of the participants indicated that they had engaged three or more times a week in vigorous physical activity. More than one-third (35%) of the women were overweight or obese and a quarter of the men (25%) were underweight. Physical activity was strongly associated with appearance evaluation, fitness orientation, fitness evaluation, health orientation and weakly associated with appearance orientation and illness orientation. BMI was associated with overweight preoccupation and self-classified weight. Fitness orientation, health evaluation and body areas satisfaction were associated with ideal weight preferences. Key words: Body image, physical activity, black women and men, South Africa. (Af. J. Physical, Health Education, Recreation and Dance: 2003 9(2): 207-216)
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Analysis of the hydrological response of a tropical terminal lake, Lake Abiyata (Main Ethiopian Rift Valley) to changes in climate and human activities - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Hydrological Processes, 2004)
Abstract Integrated dynamic water and chloride balance models with a catchment‐scale hydrological model (PRMS) are used to investigate the response of a terminal tropical lake, Lake Abiyata, to climate variability and water use practices in its catchment. The hydrological model is used to investigate the response of the catchment to different climate and land‐use change scenarios that are incorporated into the lake model. Lake depth–area–volume relationships were established from lake bathymetries. Missing data in the time series were filled using statistical regression techniques. Based on mean monthly data, the lake water balance model produced a good agreement between the simulated and observed levels of Lake Abiyata for the period 1968–83. From 1984 onwards the simulated lake level is overestimated with respect to the observed one, while the chloride concentration is largely underestimated. This discrepancy is attributed to human use of water from the influent rivers or directly from the lake. The simulated lake level and chloride concentration are in better agreement with observed values ( r 2 = 0·96) when human water use for irrigation and salt exploitation are included in the model. A comparison of the simulation with and without human consumption indicates that climate variability controls the interannual fluctuations and that the human water use affects the equilibrium of the system by strongly reducing the lake level. Sensitivity analysis based on a mean climatic year showed that, after prolonged mean climatic conditions, Lake Abiyata reacts more rapidly to an abrupt shift to wetter conditions than to dry conditions. This study shows the significant sensitivity of the level and salinity of the terminal Lake Abiyata to small changes in climate or land use, making it a very good ‘recorder’ of environmental changes that may occur in the catchment at different time scales. Copyright © 2004 John Wiley & Sons, Ltd.
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EU grant boosts education and training in Tunisia (Journal of Education and Training, 2004)
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Young, gifted, and black: promoting high achievement among African-American students (Choice Reviews Online, 2004)
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Symmetrical Helium isotope distribution on the Cameroon Volcanic Line, West Africa - Aka, Festus Tongwa; Nagao, Keisuke; Kusakabe, Minoru; Sumino, Hirochika; Tanyileke, Gregory; Ateba, Bekoa; Hell, Joseph Victor (Chemical Geology, 2004)
We report 38 new 3He/4He ratios for mafic phases in basalts and ultramafic xenolith whole rock and mineral separates from 10 of the 12 main volcanic centers of the intraplate Cameroon Volcanic Line in West Africa. Samples range in eruption age from ∼6 Ma to the present. This constitutes yet the largest helium data set for the 1600-km long mainly alkaline volcanic chain. 3He/4He ratios are all lower than expected for ‘high 3He/4He’ hotspots like Loihi and Iceland, demonstrating that none of the volcanic centers is tapping material directly from a mantle source supplying such hotspots. There is a geographic control on the distribution of 3He/4He ratios that decrease from MORB-like values in the oceanic (8.31Ra, where Ra is the atmospheric ratio of 1.4×10−6) and continental (7.85Ra) terminals of the line to high-μ OIB-like values (4-6Ra) in the ocean/continent boundary zone. The variation cannot be due to post-eruptive or magma chamber modification processes and is considered to be an intrinsic characteristic of the Cameroon Volcanic Line system. Previous work has shown that the high-μ helium signature of the Cameroon Line cannot be explained by injection of recycled materials into the mantle. Isolation of a mantle source with MORB-like 238U/3He ratios has the problem that necessary time scales are more than five times higher than required. Alternatively, it is suggested that the mantle underlying the volcanic line spatially acquired high (U+Th)/He ratios from ‘spiking or contamination’ by primitive plume-derived melts during the Lower Neocomian (∼130–128 Ma ago). Areas of the mantle like the ocean/continent boundary zone that were most affected by the contamination had their 3He/4He ratios reduced by radiogenic 4He in-growth while those that were least affected like the ones now generating melts for the more distant volcanoes still inherit their initial 3He/4He characteristics. Such a model is consistent with geologic evidence and also with the co-variation of 3He/4He with lithophile element (206,208Pb/204Pb) isotopic ratios. The results suggest that the whole Cameroon Line mantle may not be as homogenous in its 3He/4He ratios as was previously thought.
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AZEB AMHA: The Maale language. (CNWS Publications, 99.) x, 317 pp. Leiden: Research School of Asian, African and Amerindian Studies, Universiteit Leiden, 2001. €27.23. - Appleyard, David (Bulletin of the School of Oriental and African Studies, 2004)
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Early Childhood Care and Education in Africa - Bar‐On, Arnon (Journal of Early Childhood Research, 2004)
Less than 1 percent of children in sub-Sahara Africa currently attend formal care and education programmes, but the number is expected to increase substantially following large investments in the sector. To date, however, little attention has been given to the contents of these programmes. This article seeks to begin addressing this lacuna, drawing on Botswana’s day care experience, and suggests that greater attention should be given to juxtaposing internationally accepted childrearing practices with those that ensue from local beliefs on the nature and potential of children.
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Interpreting an integrated curriculum in a non-racial, private, alternative secondary school in South Africa - Basson, Ray (South African Journal of Education, 2004)
Research into school curricula indicates an instability of focus. Curriculum may refer to a disciplinary perspective on a programme, to what practitioners 'do' in a programme, to programme content and its arrangement, to the hidden assumptions patterning thought and action and embedded in the discourse of a curriculum, to the historical and political context of curriculum, to the official curriculum, to the curriculum as curriculum-in-use, to combining academic disciplines in Learning Areas, school with community, or incorporating disability into the mainstream. As opposed to curriculum research being seen as an aspirant body of knowledge, it has been argued that curriculum studies may more usefully be seen as a social movement which focuses, in the first instance, on the unstable but usable arts of the practitioner, rather than on the systematic application of a discipline to elucidate programme purposes and effects and to reflect back on the discipline. South African Journal of Education Vol.24(1) 2004: 31-41
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Do African Manufacturing Firms Learn from Exporting? - Bigsten, Arne; Collier, Paul; Dercon, Stefan; Fafchamps, Marcel; Gauthier, Bernard; Gunning, Jan Willem; Oduro, Abena; Oostendorp, R.A.B.; Pattillo, Catherine; Söderbom, Måns; Teal, Francis; Zeufack, Albert (Journal of Development Studies, 2004)
Abstract We use firm-level panel data for the manufacturing sector in four African countries to investigate whether exporting impacts on efficiency, and whether efficient firms self-select into the export market. Based on simultaneous estimation of a production function and an export regression, our preferred results indicate significant efficiency gains from exporting, which can be interpreted as learning by exporting. We show that modelling unobserved heterogeneity by a flexible approach is important for deriving this conclusion. A policy implication of our results is that Africa would gain from orientating its manufacturing sector towards exporting.
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Perinatal mortality rate in a teaching hospital in Sudan. Review of 15 years. - Dafallah, Saad E.; Elhadi, Hydar (PubMed, 2004)
lthough there has been a world-wide decline in the perinatal mortality rate over the past decades due to the improvement in the health services, it is still a major public health problem. Despite great strides in obstetrical services and neonatal care, perinatal mortality has not been completely eliminated. In view of this, we designed our study. The study was carried out in Wad Medani Teaching Hospital, Medani City, Sudan. Case notes were reviewed for all perinatal deaths and deliveries occurring from 1st January 1985 up to 31st December 1999. The variables used are the gestational age at delivery, birth weight, congenital malformation, mode of delivery, obstetrical complications, medical complications with pregnancy, the blood grouping and rhesus of both partners and the newborn and cardinal signs of infection. Perinatal mortality in this study is defined as mortality in fetuses weighing more than 500 gm, who die at birth, before delivery or before the end of the first week of life.1 The perinatal mortality rate is defined as the number of perinatal deaths per thousand live births.2 The whole period is divided into three of 5 year intervals (1985-1989, 1990-1994, 1995-1999). The literature is reviewed to compare results of similar studies. During the period 1985-1999, 2340 perinatal deaths occurred. The total number of deliveries in the same period was 44605, giving an overall perinatal mortality rate of 52.5/1000 live births. During the period 19851989 there were 859 perinatal deaths and 12230 deliveries, so the perinatal mortality rate was 77.7/1000 live births, during 1990 1994 the perinatal deaths were 793 and there are 14002 live births, thus the perinatal mortality rate was 54.4/1000 live births. In the last period 1995 1999 the perinatal deaths were 626 and the total number of deliveries were 18373 giving a perinatal mortality rate of 34.1/1000 live births. The unrecorded deliveries accounted for 27812/44608 (62.3%) while the remaining 16793/44605 (37.7%) are booked cases. The cases received from rural areas are estimated to be 28520/44605 (63.9%), while the remaining 16085/44605 (36.1%) came from urban areas. It is clear that the perinatal mortality rate declined each year being 77.8/1000 live birth in 1985 and 29.7/1000 live birth in 1999. Table 1 shows the distribution of perinatal deaths according to the causes. Those causes are mainly pathoclinical. A Brief Communication
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