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Sex Videos In Ghanaian Schools [BEST]

This fact sheet presents evidence from a study conducted in Greater Accra, Brong Ahafo and Northern regions in 2015. Data were collected in 82 senior high schools from 78 school heads, 346 teachers and 2,990 students in Forms 2 and 3, as well as from policy makers, program implementers and community leaders.

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Traffic management - a systems approach: Lower South Coast experiment - An opinion and awareness study in 1994 Attention was given to the opinions of the public with regard to traffic law enforcement, engineering measures, ambulance and rescue services. The awareness of DTS projects, the availability of traffic safety educational material in schools and the awareness of the Experiment itself were also investigated (Cronje, CPR J, Jun-96).

As donor-assisted and nationally led, i.e. top-down, road safety programmes prove difficult to sustain, there is renewed appreciation of the need for community support, especially at the local level. At the Third African Road Safety Congress (1997), there were three related presentations, two on community road safety (Kwamasi Paul, de Beer, 1997) and one reviewing the role of the road safety NGOs and the World Bank's long standing policy of collaborating with NGOs (Lundebye and Ellevset, 1997). The Norwegian Society for Road Safety (NRSS), the umbrella organisation for all voluntary road safety work in Norway, was highlighted, including its functions, organisational structure and funding sources (over half from government and the rest from insurance companies, annual fees of members and Children Traffic Club membership fees). The Bangladesh experience was also summarised; a 1996 seminar on the Role of NGOs in Road Safety led to the proposal for NGO pilot projects in traffic safety education in schools, information/public awareness campaigns, transport operators, rehabilitation centres and legal aspects.

Participatory Road Safety Educational Technologies (PET): a community-driven approach This paper looks at the various participatory educational technologies (PET), developed by the CSIR, in a framework of a community-driven process. The process and technologies are presented and discussed as they were implemented in the community of Mamelodi. PET is a alternative methodology of teaching high school students about traffic safety. It is a dialogical, problem-posing approach that leads to action for change. The learning process of three high schools in Pretoria, in terms of PET, is discussed (Vermaak, L, Sep-99).

In Botswana, a joint venture in Botswana has led to the first children's traffic school being built in Gaborone. Sponsorship was provided by Shell Oil Botswana, UNICEF, Aspahalt Botswana and other companies while subsequent children't traffic safety schools are reported to be provided for in the National Development Plan (Department of Road Transport and Safety, 1997).

In Harare, the private sector is sponsoring a pilot programme targetting child pedestrian safety at two schools. These schools were selected on the basis of their poor crash record. The new students in the first two years are given reflective jackets to improve their conspicuity to drivers. They are also given lessons in safe road use and their parents are given similar training, along with the proper care and maintenance of the reflective jacket.

An assessment of driving instruction in Gaborone included was based on surveys of drivers, driving schools and a review of recent driving test results. The survey of drivers and driving schools in Gaborone was conducted to assess the effectiveness and quality of professional driving instruction as driving schools are uncontrolled in Botswana (Oladiran and Pheko, 1995). The questionnaire contained 36 questions covering: demographic details, type and condition of vehicles used for training, frequency and amount of instruction, topics covered during training, previous L-test attempts, accident record of candidates and cost of taking driving instruction. Of the 400 randomly selected drivers who participated in the survey, 70 per cent were male.

Pass rates overall at the four main testing stations had improved between 1992 (22-36%) and 1993(25-43%). It was hypothesised that this was due to the increased number of driving schools which were enforcing the mandatory training period of 6 months.

Driving schools surveyed included the 33 registered in Gaborone and some of the non-commercial driving schools as well. The 40 question survey included details of available facilities and staffing, demographic information about trainees, and accident and L-test pass records of the institute. The driving school survey revealed that no training was being conducted on pick-ups despite their accounting for the majority of the nation's vehicles and being involved in 40 per cent of all crashes. The study concluded that driving standards would be improved by standardising the driving schools and monitoring their performance (Oladiran and Pheko, 1995).

A summary of the Petroleum Road Transport Safety Limited facility where defensive driver training and vehicle inspections are offered is included in Section 5.3 Private Sector Participation. Public sector capability in driver training and testing is also being improved under a SIDA funded project. The 3 year project will develop and introduce a new driving test (both theory and practical aspects), training of 100-200 persons including driving examiners, driving instructors and trainers as well as the establishment of formal procedures and criteria for regulating driving schools and driving instructors (Ross, Nov 1999).

A DFID funded research programme into reducing child pedestrian casualties began with a survey of the current situation with regards to traffic safety education in schools (Sayer and Downing, 1996). A two-part survey was conducted with the first surveying Ministries of Education around the world while the second part surveyed schools in Botswana, Pakistan and Zimbabwe. 50 questionnaires from 43 different countries (13 from LMCs) were analysed to determine how many were including traffic safety in the curriculum, if it was a separate subject or included as component in another subject, and if there were government issued traffic safety guidelines.

The school surveys were targeted at teachers and covered such questions as the teachers' views on teaching methods, priority topics, resources available, outside support, time spent on road safety topics, problems encountered and improvements needed, and cyclist training. Teachers in 132 schools in Botswana and 383 schools in Zimbabwe were surveyed.

A report was published which focused on the research involved in evaluating the resource (Sayer et al, 1997) while the Guidelines were produced separately as an Overseas Road Note 17 Guidelines for good practice in primary schools (TRL, 1997).

Moving through road safety education The lack of effective road safety education in South African schools and the implementation of a formal road safety education course for student teachers are discussed (Drotske, L, Sep-99).

MUS 189a Proseminar in Music of the Nineteenth Century [ ca ] A broad study of the principal stylistic developments and musical genres of the nineteenth century. Topics include significance of Beethoven on the musical thinking of the nineteenth century, the rise of national schools of composition, especially opera, and program music and its aesthetic and compositional bases. Usually offered every third year. Mr. Chafe

AMST 129a From American Movie Musicals to Music Videos [ ss ] Examines the spectacle of song and dance in movie musicals and music videos, beginning with the earliest talking pictures in the late 1920's and continuing to the present. Particular emphasis will be on technological change, race, gender and the commodification of culture, among other topics. Usually offered every second year.Mr. Mandrell

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