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The communicative effectiveness of section 3.3 of the benefits policy (DV0406) of Stellenbosch University (SU) after rewriting it into plain language and according to document desi... by Gabriels, Carmen Allison Pamela
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- Background: High rate of motor vehicle accidents have been associated with poor vision. Studies on drivers from elsewhere other than health institutions have found abnormal visual acuities. The aim of this study is to determine prevalence of refractive errors and the attitude to spectacle wear among drivers of public institutions studied. Methods: A cross sectional population study of all 99 motor vehicle drivers from the College of Medicine, University of Ibadan and University College Hospital (UCH) Ibadan between December 2003 and January 2004. Results: The ninety-nine motor vehicle drivers in the study comprised of 67 (67.7%) from the College of Medicine, and 32 (32.3%) from the UCH. All were males, aged 38 to 60 years, mean 50.1 ± (SD= 4.8 years). Proportion of drivers with refractive errors was 16.7% (95% CI, 16.6-16.8) but only 56.3% of these wear glasses while driving (others did not including 3 out 4 who were bilaterally visually impaired without glasses). Relative frequency of RTA among drivers was 16.2%, the risk was marginally higher among drivers with refractive error (OR 1.2, 95% Cl: 0.4-3.7). The commonest refractive error was simple hypermetropia present in 15 eyes. Hypermetropia was associated with increasing age of drivers (p<0.05). Majority (97.7%) of the drivers were presbyopic but only 32 (32.3%) were current wearers of spectacles. Conclusion: Refractive errors were present in 16.7% of drivers studied. But 43.8% of these (3 out 4 of whom were bilaterally visually impaired without glasses) do not wear corrective lenses while driving. There is need for periodic visual screening exercise and eye health education on drivers. 1 results 1
- Background: It is estimated that 19 million children aged below 15 years are visually impaired globally. Twelve million of these are due to uncorrected refractive errors. The aim of this study was to describe the pattern of refractive errors seen in children attending the eye clinic of the University College Hospital, Ibadan, Nigeria. Methods: A descriptive retrospective study of children with refractive errors seen between January 2011 and December 2012 was conducted. Information on the age, sex, type of refractive error, degree of error (spherical equivalent), presenting complaint, previous spectacle use and return for follow-up visit were retrieved and analyzed using SPSS version 20. Results: Three hundred and sixty-six children diagnosed with refractive errors accounted for 34.6% of all children seen. Of these, 267 (73%) records were successfully retrieved. The mean age was 10.58 (± 3.14) years, with 156 (58.5%) aged between 11 and 15 years. The male to female ratio was 1:2. The commonest refractive error was myopia, found in 124 (23.2%) of 534 eyes followed by simple myopic astigmatism and compound myopic astigmatism found in 117 (21.9%) and 111 (20.8%) eyes respectively. Majority, 229 (85.8%) had never worn spectacles previously and only 80(30%) children returned for a follow up visit. Conclusion: Refractive errors constitute a common diagnosis among children seen in our tertiary eye facility. Late presentation and poor follow up among our patients are a cause for concern. Public enlightenment, health education and school eye programs are recommended to reverse this trend. 1 results 1
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- English Language is the most compulsory subject in school curricular in Nigeria. As an important subject at secondary school, success or failure in it determines the extent to which learners would advance in their educational and career pursuits in life. However, records from public examination bodies reveal that students’ performance in the subject has been below average. This has been traced to their poor performance in and attitude to essay writing aspect of English Language examination which is poorly handled with traditional teaching strategies. Hence, there is need to adopt teaching strategies that address these deficiencies; two of which are explicit and implicit manageable reactive focus-on-form. Studies reported the effectiveness of these strategies in teaching oral communication without consideration for their effects on students’ learning outcomes in essay writing. Therefore, this study examined the effects of explicit and implicit manageable reactive focus-on-form strategies on students’ learning outcomes in essay writing in Ogun East Senatorial District of Ogun State. The moderating effects of class size and self-esteem were also determined. The study adopted the pretest-posttest, control group quasi-experimental design. Participants were 335 senior secondary two students in intact classes from nine purposively selected secondary schools. The schools were randomly assigned to explicit and implicit manageable reactive focus-on-form and conventional strategies. Treatment lasted twelve weeks. Nine instruments were used: Achievement Test in Essay Writing (r=0.70), Attitude to Essay Writing Questionnaire (r=0.72), Self-Esteem Questionnaire (r=0.84), Manuals on Explicit and Implicit Error Identification, Teachers’ Evaluation Sheet, Instructional Guides for Explicit and Implicit Manageable Reactive focus-on-form and Conventional Strategy. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe post hoc. Treatment had a significant main effect on achievement in essay writing (F(3,331) =204.43, R2=.43). Students in the Implicit group had a higher achievement mean score (x =25.00) than those in the Explicit (x=23.25) and the control (x=18.44) groups. Treatment had no significant main effect on attitude to essay writing. Class size had a significant main effect on achievement (F (3,331)=15.81, R2=.14) but not on attitude. Students in small class size had higher achievement mean score (x= 24.71) than medium (x=22.26) and large class size (x=20.45). Self-esteem had no significant main effect on achievement in and attitude to essay writing. There was a significant interaction effect of treatment and class size on achievement (F (9,325)=4.23, R2=.26) but not on attitude. The 3-way interaction effects of treatment, class size and self-esteem were not significant on achievement and attitude. Explicit and Implicit manageable focus-on-form strategies are effective in enhancing students’ learning outcomes in English composition especially in small classes. Hence, teachers should adopt these strategies for effective essay writing instruction in schools with small class sizes in order to reduce learners’ errors in English composition. 1 results 1
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