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State of oncology nursing training and practice in a southwestern Nigerian teaching hospital
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The contributions of the muslim Arabs to the development of science
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Page will reload when a filter is selected or excluded.- Nigeria 7 results 7
- Learning disabilities 4 results 4
- A qualitative, community-based study was conducted in the rural community of Ago Are in southwestern Nigeria to learn about indigenous surgical practices and their potential for disease transmission. Community leaders as key informants assisted in identifying two types of indigenous practitioner whose work involved blood contact, whose work was observed. The olola are surgeons who specialize in circumcision and making traditional facial-markings, while the generic term for healer, onisegun, performed gbeere, that is making incisions into which medicinal herbs are rubbed. Although the onisegun used a clean blade for his procedures, he rubbed the herbs into the cuts with his bare hands. The olola used the same knife for all operations and cleaned it simply by rinsing it in a bowl of water. The potential for HIV transmission between practitioner and clients and among clients during these procedures is discussed-as is the potential of health education for reducing the demand for female circumcision and training indigenous healers in hygienic methods. 2 results 2
- Access 2 results 2
- Comprehensive reading instruction 2 results 2
- Despite the critical role of good reading skills in the lives of all individuals, students with learning and specific reading disabilities often manifest deficits in the acquisition and use of diverse reading skills that are unexpected in relation to their age, cognitive ability, quantity and quality of instruction and intervention. This is particularly worrisome as these reading problems often go unnoticed during the primary school years. Once these students get to secondary school, their reading disabilities become more pronounced and its consequences further apparent to teachers and parents. Based on this problem, this paper discussed the need- for a comprehensive reading instruction for students with reading disabilities, the components of a comprehensive reading instruction and guidelines for a comprehensive reading instruction. Thus, it was concluded that no component of the reading skill should be downplayed. Moreover, this paper recommended among other things that teachers of students with learning and reading disabilities should conduct ongoing assessments to determine the actual nature of individual student reading disabilities. Thereafter, teachers of students with learning and reading disabilities should proceed with delivery of a balanced and comprehensive reading instruction that is guided by scientifically evidence-based procedures as discussed in this paper. 2 results 2
- Equity 2 results 2
- Funding 2 results 2
- Inclusive education classroom 2 results 2
- Leadership 2 results 2
- Librarians 2 results 2
- Libraries 2 results 2
- Reading disabilities 2 results 2
- Science process skills 2 results 2
- Social media 2 results 2
- Students’ housing 2 results 2
- Systems theory 2 results 2
- Transit time 2 results 2
- University of Ibadan 2 results 2
- A copious amount of studies have been done on ways to improve the teaching of economics in high school, but little in the area of bringing in experiential learning into the economics classroom. The researchers attempted this study to examine the effects of two forms of experiential pedagogy and learning style on students' achievement in economics. Six intact SSS2 economics classes were randomly selected from two randomly chosen local government areas of Ogun State. Three hundred and twenty-five SSS students participated in the study. A pre-test, posttest, control group design with a 3x4 factorial matrix was used for the study. The instrument used was an Economics Achievement Test (EAT); constructed and validated by the researchers using IRT methods (ER 0.87) along with the Kolb Learning Style Inventory (KLSI) version 3.1 (2005) (r= 0.77) to obtain data. Three null hypotheses were tested at 0.005 significance level. Analysis of data was done with ANCOVA. The result revealed a significant main effect of treatment (Experience Debriefing, Experience Dictation and Control) (F (2.300) = 186.699, p < 0.05 (0.000), partial ղ=. 554) on students' achievement in economics. To assess where the observed significance lies, bonferonni pair-wise comparison was conducted. The outcome showed that experience debriefing fostered students' achievement in economics most, followed by experience dictation, then control. The result also revealed no significant main effect of learning style on achievement in economics (F (3.300) = 0.943, p>0.05(0.420), partial ղ=.009). In addition, the study revealed no significant interaction effect of teaching method and learning style on students' achievement, (F(6300) = 1.245, p>0.05(0.283)).The researchers concluded that experiential learning approaches are effective and recommend that high school economics teachers should embrace this technique. In addition, they should note the diverse learning needs of students, and use it to plan their lessons. 1 results 1
- A student’s abilitiy to read and understand written texts is one of the fundamental skills that enable students to succeed in his academics. However, far many students in Nigerian schools with learning disabilities reading comprehension is the major deficiency. This study, investigated the effectiveness of the Directed Reading Thinking Activity (DRTA) in improving reading comprehension of secondary students with learning disabilities. The study employed a pre-test, post-test, control group, quasi-experimental research design. The design utilised a 2x2x2 factorial layout. Simple random sampling technique was used to select One Hundred (100) Junior Secondary Class 2 from two junior public schools. The presence of different levels (ranging from mild to severe) of learning disabilities was the major criterion far this selection. Screening was conducted with the Myklebust Rating Scale (r = 0.76). Participants in the experimental group were exposed to five weeks of reading comprehension training using the directed reading thinking activity strategy. The control group was not treated. Three null hypotheses were formulated, while data collected were analysed using t-test statistics. The results showed that participants exposed to the directed reading thinking activity strategy performed better than their counterparts in the control group. Thus, since the directed reading thinking activity strategy was found to be superior to the conventional method. 1 results 1
- Abstract The Nigerian University System (NUS) currently comprises a total of 264 Universities, 53 of which are owned by the Federal Government, 62 owned by the various State Governments while the remaining 149 are Privately owned. The total student population is in the region of Two Million and Five Hundred Thousand. In this lecture, we have examined the issue of access, quality, funding and governance as they affect the NUS. Interrogating data published by the Joint Admissions and Matriculation Board (JAMB) over the period 2017 to 2023 we present quantitative, verifiable and objective assessment of addressing the question of equity in the adoption of Educationally-Less- Developed-States (ELDS) as a criterion for the selection of candidates for admission into undergraduate programmes in Nigerian Federal Universities. A trend analysis of contemporary events shows that the Nigerian University System will continue to grow, rather haphazardly and in an unplanned manner, in leaps and bounds especially in terms of student enrollment. Without a concomitant strengthening of leadership and governance, a substantial increase in funding for teaching and learning facilities, conduct of advanced research that is locally relevant and globally competitive (including but not limited to issues of food security, lagging economic development, climate change, reduction of carbon emission, natural resources degradation, insecurity), payment of decent wages to the knowledge workers amidst the continued exodus of the best and the brightest from the country, quality and relevance of the Universities in ensuring sustainable socio-economic development might suffer. A major feature of the Public Universities (Federal- and State-owned) which currently accounts for about 95% of the total student enrollment is incessant strikes by members of the various staff unions which has led to a cumulative loss of six years and three months in the last 32 years. Funding has been implicated as the root cause of these strikes. In order to be competitive there should be synergy between the Governments as university proprietors for a moratorium on these disruptive strikes. Conscious efforts should be made to internationalise in terms of student enrollment and the recruitment of academic staff. Some of the States on the current list of ELDS, in particular Kwara and Kogi, have posted excellent results and are now in the First Quartile justifying that they ought to be taken off the list. The same applies to Nasarawa which is in the Second Quartile. On the other hand, Lagos and the Federal Capital Territory are in the Fourth Quartile and if the ELDS is to be retained both should be included in the list. The National Council on Education should take a closer look at this recommendation with a view to implementing same. To the extent that the absence of a Governing Council hampers the proper functioning of a University and is an anathema to University Autonomy, it is our considered recommendation that the National Assembly should as a matter of urgent national importance amend the Universities (Miscellaneous Provisions) (Amendment) Act, 2003 in Section 2A as to provide that if the Council of a Federal University is dissolved, a new Council shall be constituted not later than three months 1 results 1
- Adolescents 1 results 1
- Aggression 1 results 1
- Anxiety 1 results 1
- Anxiety and low achievement in Mathematics are critical challenges facing secondary school students in Nigeria, especially non-science. One of the factors responsible for poor performance in Mathematics is phobia. Many children and young adults develop a fear for Mathematics while they are in school, often as a result of inappropriate methods of teaching or lack of interest on the part of the students. Despite previous studies on Mathematics anxiety (such as systematic desensitization; Verbalizing Fears and Frustrations Techniques; etc.), the problem of Mathematics anxiety and low achievement still persist. Mathematics anxiety and low achievement are both emotional and cognitive problems hence; there is need for Numerical Cognition (NCT) and Emotional Freedom Techniques (EFT). This study, therefore, investigated the effects of NCT and EFT on Mathematics anxiety and achievement among selected secondary schools. The pretest-posttest, control group, quasi-experimental design was adopted. Simple random sampling technique was used to select 120 participants for the study. The participants were randomly assigned to NCT, EFT and control groups. The training was conducted for ten weeks. Mathematics Achievement test (r = 0.90), Mathematics Anxiety scale (α = 0.89), Mathematics Efficacy scale (α = 0.86) and Pseudo-dyscalculia scale (α = 0.93) were used for data collection. Fourteen hypotheses were tested at 0.05 level of significance and data were analysed using Analysis of Covariance. There were significant main effects of treatments on Mathematics anxiety (F(2,109) = 173.020, ŋ2 = 0.760) and achievement F(2,109) = 42.161, ŋ2 = 0.432). The treatments accounted for 83.0% variance in the reduction of Mathematics anxiety of the participants while EFT was more effective (x = 33.8) than NCT (x = 45.4) in reducing students’ Mathematics anxiety. Also, the treatment accounted for 78.6% variance in Mathematics achievement of the participants while EFT was also more effective (x = 71.7) than NCT (x = 59.3) in enhancing students’ Mathematics achievement. There were significant main effects of Mathematics efficacy (F(1,109) = 34.973, ŋ2 = 0.243) on Mathematics anxiety. There were significant interactive effects of treatments and Mathematics efficacy (F(2,109) = 26.394, ŋ = 0.195) on Mathematics anxiety. Also, there were significant main effects of Mathematics efficacy (F(1,109) = 21.00, ŋ2 = 0.162) on Mathematics achievement. There were significant interactive effects of treatments and Mathematics efficacy (F(2,109) = 6.116, ŋ2 = 0.053) on Mathematics achievement of the students. There were 3-way interaction effects of treatments, mathematics efficacy and gender on Mathematics anxiety (F(2,109) = 7.327, ŋ2 = 0.063). By implication, these two techniques are important in helping students to have positive thought about Mathematics and learn how to adjust their negative thought and believe in their ability to excel in the subject. Numerical-cognition and emotional-freedom techniques were effective in reducing anxiety and enhancing achievement in Mathematics in both male and female. Based on these findings, it is recommended that these techniques could resolve phobia in Mathematics and improve the students’ performance in the subject. 1 results 1
- Applications 1 results 1
- Assistive Technology (ATs) provide means through which persons with visual impairment are empowered with adaptive devices and methods for accessing multimedia information. However, the degree of sensitivity and specificity values for access to electronic resources by visual impaired persons varies. Existing ATs were designed as “one model fits all” (static calibration requirements), thereby limiting the usability by vision impaired users in an e-learning environment. The study presents a Dynamic Thresholding Model (DTM) that adaptively adjusts the vision parameters to meet the calibration requirements of vision impaired users. Data from International Statistical Classification of Diseases and Related Health Problems of World Health Organisation (WHO) containing 1001 instances of visual impairment measures were obtained from 2008 to 2013. The users’ vision parameters of WHO for Visual Acuity Range (VAR) were adopted. These were: VAR ≥ 0.3(299); 0.1 < VAR < 0.3(182); 0.07 ≤ VAR < 0.1(364); 0.05 ≤ VAR < 0.07(120); 0.02 ≤ VAR < 0.05(24); and VAR < 0.02(12). Data for six VAR groups were partitioned into 70% (700) and 30% (301) for training and testing, respectively. Data for the six groups were transformed into 3-bits encoding to facilitate model derivation. The DTM was developed with calibrator parameters (Visual Acuity (Va), Print Size (Ps) and Reading Rate (Rr)) for low acuity, adaptive vision calibrator and dynamic thresholding. The VAR from the developed DTM was used to predict the optimal operating range and accuracy value on observed WHO dataset irrespective of the grouping. Six-epochs were conducted for each thresholding value to determine the sensitivity and specificity values relative to the False Negative Rate (FNR) and False Positive Rate (FPR), respectively, which are evidences of misclassification. The 3-bit encoding coupled with the DTM yielded optimised equations of the form: .1718.172436.14985.834508.07474.19383.128042.5730703.5976073.4631RrPsVaOPRrVaPsOPRrVaPsOP Where OP1, OP2 and OP3 represent the first, second and third bit, respectively. Five local maxima accuracy and one global maximum threshold values were obtained from the DTM. Local maxima threshold values were 0.455, 0.470, 0.515, 0.530, and 0.580, with corresponding percentage accuracy of 99.257, 99.343, 99.171, 99.229, and 99.429. Global maximum accuracy was 99.6 at threshold value of 0.5. The Va, Ps, and Rr produced equal numbers of observations (301) agreeing with the result in WHO report. Correctly classified user impairment was 99.89%, with error rate of 0.11%. The model predicted sensitivity value of 99.79% (0.21 FNR), and specificity value of 99.52% (0.48 FPR). The developed dynamic thresholding model adaptively classified various degrees of visual impairment for vision impaired users. 1 results 1
- Assistive technology 1 results 1
- Attitude 1 results 1
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