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Studies of traditional cheese and fermented milks by Robinson, R. K. (Richard Kenneth)
Published 2012Get full text
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Page will reload when a filter is selected or excluded.- Nigeria 5 results 5
- Media 3 results 3
- COVID-19 2 results 2
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- Delayed language development 2 results 2
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- The comorbidity nature of communication difficulties and associated developmental challenges often times impair the overall functional ability and quality of life, learning and psycho-social behaviours, and health stability of those with the conditions, especially the children. With the attendant effect of those comorbid challenges, children would experience delayed language development, reduced vocabulary, poor clarity of speech, poor word recall, difficulty forming sentences, poor understanding of spoken speech, difficulty following instructions, poor empathy, poor ability to express needs/feelings, literal understanding/speech, repetitive speech, swallowing problems, poor listening skills and poor copying/imitation skills. Therefore, the management of such communication difficulties and associated developmental challenges in children is a complex task requiring professional competence and expertise, experience, a blend of therapeutic options and multidisciplinary team-work approach. It is against this background that this paper highlighted the benefits of different therapeutic options for both children and adults with comorbidity of communication difficulties and developmental challenges. The need for multidisciplinary team-work services in rehabilitating the conditions has also been emphasized. The paper concluded by advocating cooperative efforts of the allied professionals and combined therapeutic options towards rehabilitating comorbid communication and developmental challenges. 2 results 2
- The need to work and increase the economic status of families has resulted in both parents working for long hours and this has reduced quality time that should have been hitherto spent with their toddlers at home. Toddlers therefore are left with care givers or some forms of electronic media (television, movies, video games, cell phones, and computer networks) not only for entertainment but also for instruction. Electronic media have indeed assumed central roles in the daily lives of our toddlers and have become an alternative for practical learning. The effect of electronic media could be both positive and negative, on children's cognitive, social, and behavioural development. Most of the health and safety habits imbibed during the toddler years can be viewed as a set of habits that exist on a continuum developed and nurtured by parents. “Can the media replace parents in building healthy and safe lifestyle habits in children?” the answer is in the negative as this article reviewed the risks in exposing children to electronic media especially at their formative age without guidance. It concluded that it is important to minimize the negative outcome of electronic media on toddlers’ health. In recommendation parents need to spend more time with their toddlers to reverse the negative impact of electronic media and take the responsibility of initiating early healthy and safe lifestyle habits in their toddlers by serving as models and positive motivators. 2 results 2
- "The study investigated the Mathematics achievement of senior secondary school students in Mathematics in Saki using Project Based Learning Method (PBLM) in enhancing the Mathematics achievement in senior Mathematics among senior secondary school students in Saki. To ascertain the degree of treatment efficacy, a randomised sample of 45 senior secondary school students with 30 and 15 participants each from two different senior secondary schools in Saki West Local Government areas in Saki were selected for the purpose. The randomised control trial design was employed, and a randomized randomised sample that undertook training in PBLM and a control group were used. The instrument used for data collection is Mathematics achievement tests sampled from the National Examination Council (NECO) for 2017 & 2018 objective Mathematics papers. Since the instrument was standardised test prepared by Public Examination body there is no need for revalidation. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. This study present the empirical application of four statistical methods (pre and post-treatment scores with analysis of covariance, post-test scores, difference in pre and post-treatment scores and percent difference in pre and post-treatment scores), using data from a randomised controlled trial of post-test among the senior secondary school students on Mathematics achievement using Project Based Learning Method (PBLM), with and without PBLM treatment, a Randomized Controlled Study trials. Analysis of covariance (ANCOVA) was used to determine the effectiveness of treatment, to adjust for baseline measures and to provide an unbiased estimate of the mean group difference of the post-treatment scores in Mathematics achievement among the participants used. Robustness tests were done by comparing ANCOVA with three comparative methods: the post-treatment scores, change in scores, and percentage change from baseline. All the four methods showed similar direction of effect; however, ANCOVA (93.503; 95% confidence interval [CI]: 89.332, 97.668; p = 0.019) and the post-treatment score (94.100; 95% CI: 89.733, 98.467; p = 0.001) method provided the highest precision of estimate compared with the change score (38.300; 95% CI: 34.215, 42.385; p = 0.001) and percent change (68.462; 95% CI: 60.358, 76.565; p = 0.001). The empirical studies provide the best statistical estimation for analyzing the best statistical estimation for analyzing continuous outcomes requiring covariate adjustment. Our empirical findings support the use of ANCOVA as an optimal method in both design and analysis of trials with a continuous primary outcome. 1 results 1
- 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 descriptive survey design was adopted to investigate the relationship that exists amongst locus of control, work engagement, organizational reward system, job satisfaction and social loafing among the staff of distance learning programme in South-western Nigeria. Four hundred and forty-seven (males = 184; females = 263) learners support staff with an age range of 22 to 55 years were randomly drawn from open and distance learning universities located in South-western Nigeria. They responded to five standardised self report questionnaires. The results show that the majority (67.6%) of the respondents reported different forms of social loafing. There was a significant gender difference in the social loafing behaviour scores of male and female [t (445) = 0.773, p < 0.01]. Male respondents reported more social loafing behaviour (x? = 40.95) than their female counterparts (x = 25.48). There was a positive relationship between locus of control and social loafing though not significant. The relationship among job satisfaction, work engagements as well as reward system and social loafing were inverse. It concluded that personal and organisational factors predispose workers to social loafing. It is recommended that ODL management should also put in place better systems of reward practice and recognition. Counselling intervention is also required to reorient learner support staff who are loafers at OD institutions. 1 results 1
- A study of 175 Distance Learning students from the Faculty of Education, University of Ibadan to determine their ICT use for admission and registration was investigated. Data was collected using a questionnaire and interview. Findings revealed that ICT was used for the purchase and filling of admission forms while the registration process involved filling of biodata and courses. Majority of the students used the cyber-cafe as access points for their admission (64.6 %>) and 72.8% for registration process. Over 68.4% of the respondents used ICT for admission, while over 95%> used it for their registration processing. The major constraints to ICT use for these tasks were: cumbersome procedure, unreliability of Internet service providers (ISPs), unstable power supply and high cost of accessing the Internet. Training should be given to the students to enhance their ICT skills and the internet connectivity should be more stable for easy access to perform the tasks. 1 results 1
- Academic Achievement 1 results 1
- Academic emotion 1 results 1
- Achievement in and Attitude to essay writing 1 results 1
- Adult Learning and Education (ALE) 1 results 1
- Africa 1 results 1
- African Cultural Self 1 results 1
- African swine fever 1 results 1
- African swine fever (ASF) is a widely discussed disease in Ibadan, Nigeria, where high mortality losses occurred in outbreaks in the city between 2001-2006. To study the level to which ASF containment technologies were adopted and factors associated with adoption behavior, a sample of 60 pig farmers was selected from six local government areas in and near Ibadan. Essential data were collected using a questionnaire. Assessment criteria in forms of frequency, percentage, mean and product moment correlation coefficient were calculated. Results showed that the majority of pig farmers did not adopt ASF biocontainment technologies, since 86.7% (52/60) were at a low level of adoption behavior, 10% (6/60) at a medium level, and 3.3% (2/60) at a high level. A farmer’s income from piggery, knowledge of biocontainment technologies, and frequency of extension contact had positive and highly significant relationships (r 0.787) on levels of adoption. Specific needs and emerging opportunities for farmer participatory learning were indicated. It was recommended that Pig Farmers Association should constitute Farmer Field Schools, where the State Ministry of Agriculture and Natural Resources (MANR) would be involved in production of ASF virus-free pigs, and the current services by University-based officers to the early detection of pigs infected with the ASF virus will be optimized 1 results 1
- African-Germanistik 1 results 1
- After school programme 1 results 1
- Ageism 1 results 1
- Analysis 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
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