This document summarizes a study that examined the influence of indigenous instructional strategies on the secondary education curriculum in Cameroon. It finds that indigenous strategies, like storytelling, games, proverbs and hands-on activities, had a significant impact. The strategies aligned with principles of African indigenous education, which aim to prepare students for community roles, make learning practical and functional, and impart cultural heritage. The study recommends systematizing indigenous strategies and modifying the curriculum to include livelihood skills and meet community economic needs.
Understanding the Impact of Non-Formal Agricultural Education on Innovative A...Premier Publishers
The objective of this study was to expand our understanding on how non formal agricultural education of impact on innovative attitude of children and teenagers across socio-professional groups. Our sample included 491 female and male children (5-10 years) and teenagers (11-15 years). Data were collected mainly with a questionnaire. We used Likert scale of four items to measure (i) parents’ understanding of education process of education, of objectives and contents of education and their adherence to social norms of education; and (ii) learners’ rational belief, social norm compliance tendency and Innovation tendency. The study showed that children and teenagers’ innovative attitude in terms of rational and compliance beliefs and tendency for innovation were different across socio-professional groups. These results challenge the traditional thinking that the maintenance of culture is at the core of traditional education in Africa. Because non-formal education focuses on the development of children as member of a society, it supports the child in acquiring values such as loyalty, knowledge and skills that are considered appropriate to a person of a particular sex, age and social group. In such a context, non-formal education emphasizes social aspect of learning, breaking down the wholiticism of the content.
Indigenous pedagogy and learning oct2011ctluregina
This document discusses Aboriginal perspectives on teaching and learning. It provides definitions of key terms and explores the ongoing impact of colonization. It describes Indigenous knowledge as experiential, rooted in language, and teaching responsibility. Indigenous pedagogy values independent learning through observation and encourages experiential learning through talking circles and storytelling. The document suggests strategies for teaching Aboriginal students, such as using a variety of teaching methods, including Aboriginal content, acknowledging systemic racism, and maintaining open communication.
This document discusses factors that positively impact Aboriginal and Torres Strait Islander education. It emphasizes understanding students' history and culture, developing respectful relationships with Indigenous communities, and allowing Indigenous groups to represent their own perspectives in curriculum. The document also stresses that while some experiences are shared across Indigenous Australia, there is also great diversity between and within Aboriginal and Torres Strait Islander communities and cultures.
This study assessed the contributions of Community Based Management Organizations in promoting Literacy in UBE schools in Kaduna State. The study was carried out with the objectives to assess the contributions of community based management organizations in promoting literacy in UBE schools in Kaduna State, and to find out the relevance of literacy towards community development. The study adopted survey research design with the target population of 4225 headmasters, 411 principals and 5301 teachers in UBE schools in Kaduna State. A sample size of 497 respondents was sampled from the entire population using random sampling technique which consisted of 211 headmasters, 21 principals and 265 teachers. A close ended questionnaire tagged “Contributions of Community Organizations in Promoting Literacy Questionnaire” was used for data collection. The instrument was validated by three experts of the rank of senior lecturer in Measurement and Evaluation, English language and Curriculum. The reliability level of 0.85 was obtained using Cronbach alpha technique. The researcher with the help of three research assistants administered the questionnaire to the respondents. In answering the research questions, frequency counts, mean and standard deviation were used. while Kruskal-Wallis was used to test the formulated hypotheses at 0.5 level of significance. Finding revealed that community based management organizations contributed in promoting literacy in UBE schools in Kaduna State, and that literacy is relevant and play crucial role in community development. The study concluded that community based management organizations contributed in areas such as advocacy on enrolment, provision of textbooks, notebooks, biros, charts, maps, pictures, flashcards and so on, in promoting literacy in UBE schools in Kaduna State. Recommendations were put forward among others that community based management organizations should contribute more to the production and distribution of literacy and other instructional materials for UBE schools in Kaduna State. This will help equip pupils with functional literacy skills.
This document summarizes key aspects of culturally responsive teaching. It discusses how culture plays a central role in learning and defines culture at various levels from concrete to symbolic. It then explains the principles of culturally responsive teaching, including validating students' cultural experiences, being comprehensive, multidimensional, empowering, transformative, and emancipatory. Specific strategies are outlined, such as using students' cultural knowledge and experiences, cooperative learning, cognitively guided instruction, and technology-enriched instruction. The document stresses the importance of high expectations, culturally relevant instruction, caring relationships, and parent/community involvement in closing achievement gaps.
This document discusses the importance and goals of multicultural education. It defines multicultural education as a progressive approach that promotes educational equality and social justice. The key components are integrating diverse content, reducing prejudice, empowering school culture, and promoting social justice. An effective multicultural education prepares students for a diverse global society by addressing issues like racism, sexism, and discrimination. It helps students develop positive identities and teaches them to challenge inequality in society. Educators must reconstruct their own views and use teaching methods that value all cultural backgrounds.
This document discusses multiculturalism in arts education and the need for more authentic practices. It argues that multiculturalism enacted through festivals and classroom activities in Australian schools often does not reflect cultural complexity or diversity. The document advocates for arts education practices that involve cultural community members and provide proper cultural context. If done authentically, arts education can help engage students from diverse backgrounds and foster cultural understanding. The concepts of culture and "the other" are also discussed in relation to multiculturalism and how arts education can be used to engage with different cultures.
Understanding the Impact of Non-Formal Agricultural Education on Innovative A...Premier Publishers
The objective of this study was to expand our understanding on how non formal agricultural education of impact on innovative attitude of children and teenagers across socio-professional groups. Our sample included 491 female and male children (5-10 years) and teenagers (11-15 years). Data were collected mainly with a questionnaire. We used Likert scale of four items to measure (i) parents’ understanding of education process of education, of objectives and contents of education and their adherence to social norms of education; and (ii) learners’ rational belief, social norm compliance tendency and Innovation tendency. The study showed that children and teenagers’ innovative attitude in terms of rational and compliance beliefs and tendency for innovation were different across socio-professional groups. These results challenge the traditional thinking that the maintenance of culture is at the core of traditional education in Africa. Because non-formal education focuses on the development of children as member of a society, it supports the child in acquiring values such as loyalty, knowledge and skills that are considered appropriate to a person of a particular sex, age and social group. In such a context, non-formal education emphasizes social aspect of learning, breaking down the wholiticism of the content.
Indigenous pedagogy and learning oct2011ctluregina
This document discusses Aboriginal perspectives on teaching and learning. It provides definitions of key terms and explores the ongoing impact of colonization. It describes Indigenous knowledge as experiential, rooted in language, and teaching responsibility. Indigenous pedagogy values independent learning through observation and encourages experiential learning through talking circles and storytelling. The document suggests strategies for teaching Aboriginal students, such as using a variety of teaching methods, including Aboriginal content, acknowledging systemic racism, and maintaining open communication.
This document discusses factors that positively impact Aboriginal and Torres Strait Islander education. It emphasizes understanding students' history and culture, developing respectful relationships with Indigenous communities, and allowing Indigenous groups to represent their own perspectives in curriculum. The document also stresses that while some experiences are shared across Indigenous Australia, there is also great diversity between and within Aboriginal and Torres Strait Islander communities and cultures.
This study assessed the contributions of Community Based Management Organizations in promoting Literacy in UBE schools in Kaduna State. The study was carried out with the objectives to assess the contributions of community based management organizations in promoting literacy in UBE schools in Kaduna State, and to find out the relevance of literacy towards community development. The study adopted survey research design with the target population of 4225 headmasters, 411 principals and 5301 teachers in UBE schools in Kaduna State. A sample size of 497 respondents was sampled from the entire population using random sampling technique which consisted of 211 headmasters, 21 principals and 265 teachers. A close ended questionnaire tagged “Contributions of Community Organizations in Promoting Literacy Questionnaire” was used for data collection. The instrument was validated by three experts of the rank of senior lecturer in Measurement and Evaluation, English language and Curriculum. The reliability level of 0.85 was obtained using Cronbach alpha technique. The researcher with the help of three research assistants administered the questionnaire to the respondents. In answering the research questions, frequency counts, mean and standard deviation were used. while Kruskal-Wallis was used to test the formulated hypotheses at 0.5 level of significance. Finding revealed that community based management organizations contributed in promoting literacy in UBE schools in Kaduna State, and that literacy is relevant and play crucial role in community development. The study concluded that community based management organizations contributed in areas such as advocacy on enrolment, provision of textbooks, notebooks, biros, charts, maps, pictures, flashcards and so on, in promoting literacy in UBE schools in Kaduna State. Recommendations were put forward among others that community based management organizations should contribute more to the production and distribution of literacy and other instructional materials for UBE schools in Kaduna State. This will help equip pupils with functional literacy skills.
This document summarizes key aspects of culturally responsive teaching. It discusses how culture plays a central role in learning and defines culture at various levels from concrete to symbolic. It then explains the principles of culturally responsive teaching, including validating students' cultural experiences, being comprehensive, multidimensional, empowering, transformative, and emancipatory. Specific strategies are outlined, such as using students' cultural knowledge and experiences, cooperative learning, cognitively guided instruction, and technology-enriched instruction. The document stresses the importance of high expectations, culturally relevant instruction, caring relationships, and parent/community involvement in closing achievement gaps.
This document discusses the importance and goals of multicultural education. It defines multicultural education as a progressive approach that promotes educational equality and social justice. The key components are integrating diverse content, reducing prejudice, empowering school culture, and promoting social justice. An effective multicultural education prepares students for a diverse global society by addressing issues like racism, sexism, and discrimination. It helps students develop positive identities and teaches them to challenge inequality in society. Educators must reconstruct their own views and use teaching methods that value all cultural backgrounds.
This document discusses multiculturalism in arts education and the need for more authentic practices. It argues that multiculturalism enacted through festivals and classroom activities in Australian schools often does not reflect cultural complexity or diversity. The document advocates for arts education practices that involve cultural community members and provide proper cultural context. If done authentically, arts education can help engage students from diverse backgrounds and foster cultural understanding. The concepts of culture and "the other" are also discussed in relation to multiculturalism and how arts education can be used to engage with different cultures.
The document discusses Native Studies education in Saskatchewan. It notes that while the province has made efforts to improve education for First Nations students, outcomes still lag behind non-Aboriginal students. Native Studies was introduced to focus on First Nations content, but questions remain around its structure and whether it should remain separate. The document also examines the challenges of having mostly non-Aboriginal teachers delivering Native Studies curriculum.
This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
This document discusses the relationship between multicultural education and technology. It defines the five dimensions of multicultural education according to James Banks and explores how technology can support these dimensions. Specifically, technology can be used to integrate diverse cultural content, reduce prejudice, address different learning styles, and help reconfigure school culture to better serve all students. While technology shows promise for supporting multicultural goals, more work is still needed to fully realize the benefits of the relationship between multicultural education and technology.
This document discusses multicultural education. It defines multicultural education as education designed for multiple racial cultures that promotes cultural pluralism and equal opportunities for diverse students. The goals of multicultural education are to help students thrive in a diverse democratic society and interact respectfully with people from different backgrounds. It incorporates content from fields like ethnic studies and applies them to curriculum and teaching approaches to increase equity. The document also outlines five approaches to multicultural education from contributions to social action and describes the seven steps of a multicultural lesson plan framework.
This document discusses teacher education in Pakistan at different levels. It begins by defining teacher education and its importance. It then outlines the education system in Pakistan which has 5 levels - primary, middle, secondary, higher secondary, and higher education. Teacher education prepares teachers for each level as the needs and requirements of students vary. For each education level, the document introduces the aims and objectives of teacher education, such as developing life skills at primary level, environmental awareness at middle level, and self-employment skills at higher education level. It concludes by listing references used.
This document summarizes a study that identified the multiple intelligences of 5th grade students at David Elementary School. The study found that the students possessed all eight of Gardner's multiple intelligences to varying degrees, with bodily-kinesthetic intelligence appearing strongest. It also found the students were naturally inclined towards naturalism among the subjects of science, English, and math. Activities integrating multiple intelligences theory led to significantly higher test scores. The study suggests incorporating multiple intelligences into classroom instruction can make learning more engaging and meaningful.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
This document discusses how to create a global classroom community. It defines globalization as the interconnectedness between people, ideas, economies, environments, communications, politics, and societies across the world. An education with a global perspective develops knowledge, skills, and attitudes to live effectively in a diverse and interdependent world with limited resources. It emphasizes understanding different cultures and seeing how local issues connect to global ones. Creating a global classroom involves using technology and international materials, integrating perspectives from other cultures, and assessing students in varied ways like problem-solving real world issues. Teachers must incorporate a global view throughout the curriculum, not just social studies, to prepare students for interacting in a global society.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
This document discusses culturally responsive teaching and multicultural education. It defines culturally responsive teaching as using students' cultural experiences to teach them more effectively. The goals of multicultural education are listed as developing multicultural knowledge, educational equity, and teaching with awareness of how factors like culture, race, gender and SES impact learning. The document provides examples of how to design culturally relevant curriculum, develop cross-cultural communication skills, integrate student learning styles, and create an inclusive classroom environment.
The document discusses cultural diversity and multiculturalism. It defines cultural diversity as having different cultures respect each other's differences. Multicultural diversity arose in the late 1900s as a philosophy of tolerating people from different backgrounds. However, a lack of tolerance has led to issues like slavery, wars, and colonialism. Embracing cultural diversity can provide organizations benefits like increased adaptability, a broader customer base, more effective problem solving, and better business execution. However, managing diversity also presents challenges like communication barriers, resistance to change, and socio-cultural factors between different groups. Overall, the document advocates recognizing, defining, and sustaining cultural diversity through positive influence programs.
This document discusses creating culturally inclusive classrooms. It begins by noting the cultural diversity that exists in India and around the world. It then defines culture and discusses how culture is learned. The document outlines different types of diversity, including diversity within diversity. It discusses how cultural diversity impacts areas like beliefs and learning styles. The document emphasizes that diversity benefits education by providing different perspectives and experiences. It provides strategies for teaching diverse students and creating a culturally inclusive classroom environment that recognizes and appreciates diversity.
Education involves receiving systematic instruction, especially in schools, colleges, and universities. It comes from Latin words meaning "to bring out" and "to bring up." There are many definitions of education according to different thinkers. Education aims to develop students intellectually, prepare them for citizenship, and teach them skills for vocations. Overall, education is important for progressing society by furthering literacy, culture, leadership, national development, and more.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
The document outlines the aims of education according to the National Policy on Education of India from 1986. The nine aims listed are the holistic development of people, fostering Indian culture, developing a scientific temper, promoting national cohesion, independence of thought, furthering the goals of socialism, secularism and democracy, developing skills for the economy, encouraging research, and ensuring quality education. The document also notes that education should aim for harmonious, moral, physical, mental, individual, and social development as well as character building, vocational skills, wise use of leisure time, self-realization, good citizenship, and complete living.
This document discusses strategies for promoting multicultural education. It defines multicultural education as education that values diversity and includes perspectives from various cultural groups. Some strategies discussed include the jigsaw classroom, where students work in mixed groups to learn about different cultures and teach each other; positive personal contact, where students share personal experiences to find common ground; and perspective-taking, where students consider issues from the point of view of other cultures. The goal of these strategies is to improve relationships among students from different ethnic groups and cultural backgrounds.
This document discusses key elements of quality education including learners, environments, content, processes, and outcomes. It focuses on the importance of health, nutrition, and early childhood development for learners. For environments, it emphasizes the need for healthy, safe, gender-sensitive spaces with adequate resources. The content section examines curriculum areas like literacy, numeracy, and life skills. It also looks at teaching processes and achieving learning outcomes linked to education goals.
The document discusses Native Studies education in Saskatchewan. It notes that while the province has made efforts to improve education for First Nations students, outcomes still lag behind non-Aboriginal students. Native Studies was introduced to focus on First Nations content, but questions remain around its structure and whether it should remain separate. The document also examines the challenges of having mostly non-Aboriginal teachers delivering Native Studies curriculum.
This document discusses the challenges that cultural diversity poses for global teachers. It defines culture and notes that people are set apart primarily by their cultures. It emphasizes that multicultural education enables teachers to value the differences in prior knowledge and experiences that students from diverse backgrounds bring to the classroom. The document provides suggestions for teachers on how to be sensitive to diversity, including avoiding assumptions, getting to know each student, and infusing multicultural materials. It outlines guiding principles for multicultural education, such as equitable opportunities for all students and eliminating stereotypes.
This document discusses the relationship between multicultural education and technology. It defines the five dimensions of multicultural education according to James Banks and explores how technology can support these dimensions. Specifically, technology can be used to integrate diverse cultural content, reduce prejudice, address different learning styles, and help reconfigure school culture to better serve all students. While technology shows promise for supporting multicultural goals, more work is still needed to fully realize the benefits of the relationship between multicultural education and technology.
This document discusses multicultural education. It defines multicultural education as education designed for multiple racial cultures that promotes cultural pluralism and equal opportunities for diverse students. The goals of multicultural education are to help students thrive in a diverse democratic society and interact respectfully with people from different backgrounds. It incorporates content from fields like ethnic studies and applies them to curriculum and teaching approaches to increase equity. The document also outlines five approaches to multicultural education from contributions to social action and describes the seven steps of a multicultural lesson plan framework.
This document discusses teacher education in Pakistan at different levels. It begins by defining teacher education and its importance. It then outlines the education system in Pakistan which has 5 levels - primary, middle, secondary, higher secondary, and higher education. Teacher education prepares teachers for each level as the needs and requirements of students vary. For each education level, the document introduces the aims and objectives of teacher education, such as developing life skills at primary level, environmental awareness at middle level, and self-employment skills at higher education level. It concludes by listing references used.
This document summarizes a study that identified the multiple intelligences of 5th grade students at David Elementary School. The study found that the students possessed all eight of Gardner's multiple intelligences to varying degrees, with bodily-kinesthetic intelligence appearing strongest. It also found the students were naturally inclined towards naturalism among the subjects of science, English, and math. Activities integrating multiple intelligences theory led to significantly higher test scores. The study suggests incorporating multiple intelligences into classroom instruction can make learning more engaging and meaningful.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
This document discusses how to create a global classroom community. It defines globalization as the interconnectedness between people, ideas, economies, environments, communications, politics, and societies across the world. An education with a global perspective develops knowledge, skills, and attitudes to live effectively in a diverse and interdependent world with limited resources. It emphasizes understanding different cultures and seeing how local issues connect to global ones. Creating a global classroom involves using technology and international materials, integrating perspectives from other cultures, and assessing students in varied ways like problem-solving real world issues. Teachers must incorporate a global view throughout the curriculum, not just social studies, to prepare students for interacting in a global society.
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
This document discusses culturally responsive teaching and multicultural education. It defines culturally responsive teaching as using students' cultural experiences to teach them more effectively. The goals of multicultural education are listed as developing multicultural knowledge, educational equity, and teaching with awareness of how factors like culture, race, gender and SES impact learning. The document provides examples of how to design culturally relevant curriculum, develop cross-cultural communication skills, integrate student learning styles, and create an inclusive classroom environment.
The document discusses cultural diversity and multiculturalism. It defines cultural diversity as having different cultures respect each other's differences. Multicultural diversity arose in the late 1900s as a philosophy of tolerating people from different backgrounds. However, a lack of tolerance has led to issues like slavery, wars, and colonialism. Embracing cultural diversity can provide organizations benefits like increased adaptability, a broader customer base, more effective problem solving, and better business execution. However, managing diversity also presents challenges like communication barriers, resistance to change, and socio-cultural factors between different groups. Overall, the document advocates recognizing, defining, and sustaining cultural diversity through positive influence programs.
This document discusses creating culturally inclusive classrooms. It begins by noting the cultural diversity that exists in India and around the world. It then defines culture and discusses how culture is learned. The document outlines different types of diversity, including diversity within diversity. It discusses how cultural diversity impacts areas like beliefs and learning styles. The document emphasizes that diversity benefits education by providing different perspectives and experiences. It provides strategies for teaching diverse students and creating a culturally inclusive classroom environment that recognizes and appreciates diversity.
Education involves receiving systematic instruction, especially in schools, colleges, and universities. It comes from Latin words meaning "to bring out" and "to bring up." There are many definitions of education according to different thinkers. Education aims to develop students intellectually, prepare them for citizenship, and teach them skills for vocations. Overall, education is important for progressing society by furthering literacy, culture, leadership, national development, and more.
Partners' 4th annual Expo brought together community leaders across education, business and philanthropy to talk about the landscape of education reform and the ways in which Partnership + Equity = Results. An important topic focused on the work of our teams in Grand Rapids and Alum Rock (East San Jose) around culturally responsive teaching and learning (CRTL). Join us via this SlideShare to learn more!
The document outlines the aims of education according to the National Policy on Education of India from 1986. The nine aims listed are the holistic development of people, fostering Indian culture, developing a scientific temper, promoting national cohesion, independence of thought, furthering the goals of socialism, secularism and democracy, developing skills for the economy, encouraging research, and ensuring quality education. The document also notes that education should aim for harmonious, moral, physical, mental, individual, and social development as well as character building, vocational skills, wise use of leisure time, self-realization, good citizenship, and complete living.
This document discusses strategies for promoting multicultural education. It defines multicultural education as education that values diversity and includes perspectives from various cultural groups. Some strategies discussed include the jigsaw classroom, where students work in mixed groups to learn about different cultures and teach each other; positive personal contact, where students share personal experiences to find common ground; and perspective-taking, where students consider issues from the point of view of other cultures. The goal of these strategies is to improve relationships among students from different ethnic groups and cultural backgrounds.
This document discusses key elements of quality education including learners, environments, content, processes, and outcomes. It focuses on the importance of health, nutrition, and early childhood development for learners. For environments, it emphasizes the need for healthy, safe, gender-sensitive spaces with adequate resources. The content section examines curriculum areas like literacy, numeracy, and life skills. It also looks at teaching processes and achieving learning outcomes linked to education goals.
The Impact of Culture and Language Sensitive Physics on Concept Attainment ......................................................... 1
Marie Paz E. Morales
The Effect of Explicit and Recast Feedback on the Intermediate EFL Learners’ Listening Self-efficacy ................... 30
Samane Naderi
The Role of Community-Based Information Centers in Development: Lessons for Rural Zimbabwe ..................... 44
Shadreck Ndinde and Webster Kadodo
Influential Factors and Their Correlation on Student Imagination................................................................................ 54
Chao-Tung Liang and Chaoyun Liang
Investigating the Relationship between English Language Anxiety and the Achievement of School based Oral
English Test among Malaysian Form Four Students ....................................................................................................... 67
Lim Hooi Lian and Mardziah Bt Budin
Influencing Tax Compliance in SMEs through the Use of ICTs .................................................................................... 80
Edison Wazoel Lubua (PhD)
Strategic Intervention Material-Based Instruction, Learning Approach and Students‘ Performance in Chemistry
................................................................................................................................................................................................. 91
Edwin I. Salviejo, Fidela Q. Aranes and Allen A. Espinosa
The Perceived Influence of Learning Environment on Design Student Imagination ................................................ 124
Ju-Sen Lin and Chaoyun Liang
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
The document discusses indigenous education systems in the Philippines. It notes that the Philippines has over 100 indigenous communities totaling around 15-20 million people. While the communities vary in culture and heritage, they share experiences of discrimination. It also discusses the Indigenous Peoples Rights Act of 1997 which recognizes indigenous rights. The document then examines historical interventions in indigenous education and their impacts, as well as culturally sensitive approaches like incorporating local languages and knowledge. It describes key aspects of indigenous education systems, including curriculum, teaching methods, and evaluating learning. The conclusion emphasizes the importance of culture and affirming indigenous identity and knowledge systems in education.
This resource provides teachers with guidance on embracing cultural diversity in primary education. It begins with an introduction that defines cultural diversity and the purpose of the resource. It then presents a scenario about a classroom with culturally diverse students and describes issues that arose. Specifically, it discusses how cultural relocation can affect students' learning, the importance of an effective curriculum that embraces diversity, and how children's ideologies can be influenced by important relationships. Finally, it proposes two defensible strategies for teachers - open classroom discussions to challenge stereotypes and creating culturally inclusive learning environments. It links these strategies to principles of the Australian curriculum. The overall summary is that the resource alerts teachers to issues of cultural diversity, provides analysis to understand these issues,
This document discusses ways to make learning more relevant for indigenous students and integrate indigenous knowledge into standard curriculums. It provides five ways to incorporate indigenous knowledge, such as learning attitudes and values for sustainability through indigenous culture, learning across generations by involving community elders, starting with local knowledge and moving outward, and learning outside the classroom through fieldwork. It also discusses reasons for attrition among indigenous children based on research, including a lack of prerequisite knowledge, financial issues, social isolation, illness, cultural disconnect, uneven application of rules, and unsupportive institutions.
The study sought to find out the feasibility and necessity of the hearing impaired child to speak. The researchers after visiting one of the special schools in South Africa were amused to see the deaf children speaking. It is against this background that the researchers were prompted to carry out the study. A sample of twelve teachers from one special school in Zimbabwe was selected as a research study. The school head and fifteen students were also selected. A survey study was used. The research instruments used were document analysis, the questionnaires and the interview. Questionnaires were administered to twelve teachers and fifteen pupils. Face to face interview was carried out with one of the school heads. The study revealed that most teachers were not proficient in the use of the sign language so they welcomed the proposal of enhancing the deaf child to speak. Mixed sentiments were given by the deaf children. The idea of enabling the deaf child to speak was welcomed by most of the students. Some students furiously responded that they are not eager and will never bother themselves by trying to speak. The study recommended that both oral and sign language ought to be used so that the deaf child will not face communication challenges with their peers and the people at large. Teachers need to show a positive attitude and some dedication when dealing with the hearing impaired students. There is also need to have some workshops so that the teachers will learn the sign language since there is a recommendation to promote the learning of both oral and sign language. Parents for the deaf children should work hand in glove with the school to enhance their children to benefit from both ends, that is, the school and at home.
The document summarizes a study that assessed the challenges of formal education for youths in rural areas of Delta State, Nigeria. It found that various factors pose challenges, including parents, students, teachers, cultural issues, school administrators, and lack of government support. Parents often lack interest in education and financial resources, while students sometimes have poor attitudes towards learning. Teachers must also overcome cultural barriers and lack of facilities. The government needs to provide more educational resources to rural schools. Overall, the study revealed multiple barriers that must be addressed to improve formal education for youths in rural Delta State communities.
Teachers' Perception of Teaching Family Life Education in Public Secondary Sc...ijtsrd
this study determined teachers' perception of teaching family life education in secondary schools in Anambra State. The study was anchored on Social Learning Theory SLT . A descriptive survey design was used for this study. The population of the study comprised 2700 teachers drawn from the state public secondary schools in the six education zones in Anambra State. The sample size was 810 teachers drawn from 257 schools in the selected zones. A structured questionnaire was used for data collection. Face and content validity techniques were used in validating the instrument while Cronbach Alpha method was used in reliability test and a coefficient of 0.85 was obtained. T test was used to test the hypotheses formulated at 0.05 level of significance. The result indicated that the difference in male and female teachers' perception regarding teaching family life education was significant and that the difference in the mean rating of male and female teachers' perception of the contents of the curriculum on family life education was also significant. It was therefore concluded that teachers in secondary schools in Anambra State perceive that family life education be taught. But that the teaching of family life education in secondary schools in Anambra state was hampered by various factors, including insecurity of parents, lack of training, religion and culture. Sequel to this, it was recommended that family life education should be taught from Junior Secondary School to Senior Secondary and the best ways of encouraging interest and commitment to this subject need to be devised. Onyekwelu Njideka Phina | Ibeto Michael Uchenna "Teachers' Perception of Teaching Family Life Education in Public Secondary Schools in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31191.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31191/teachers%E2%80%99-perception-of-teaching-family-life-education-in-public-secondary-schools-in-anambra-state/onyekwelu-njideka-phina
The Role of African Traditional Medical Practices in Adolescent Cognitive Ski...ijtsrd
This study set out to investigate the role of African Traditional Medical Practices on the development of adolescent cognitive skills in Oku Sub Division, North West Region of Cameroon. The diagnosis process, the selection of herbs, the preparation of herbs and the treatment process were the activities the study focused on. This study employed the ethnographic research design. This qualitative study was done through interviews and observation. The data collected was analysed through thematic analysis. Participants were sampled purposively and the snow ball technique was equally employed to get the traditional doctors, adolescents who are involved in African Traditional Medicine and their parents or guardians. The findings indicate that adolescents developed numerous cognitive skills in their initiation process as traditional doctors. These skills acquired through their involvement in the diagnosis process, herb selection, herd preparation and treatment process could be classified as social competence, problem solving, decision making, critical thinking and spiritual intelligence. Kengnjoh Michael Mbuwir | Shey Patrick Fonyuy | Yaro Loveline Yula "The Role of African Traditional Medical Practices in Adolescent Cognitive Skills Development in Oku Sub Division, North West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50584.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/50584/the-role-of-african-traditional-medical-practices-in-adolescent-cognitive-skills-development-in-oku-sub-division-north-west-region-of-cameroon/kengnjoh-michael-mbuwir
Effect of Cultural Values on Character Formation: Implication for Education ...PUBLISHERJOURNAL
The influence of cultural norms and home values on an individual's personality and life adjustment can manifest in various ways. An individual's personality is shaped by a complex interplay of biological and experiential factors, with the latter being significantly influenced by cultural elements. One prominent avenue through which cultural values impact personality is in the cultural conditioning of child-rearing practices. When a child is born, it not only relies on the care and support of family members but also lacks the necessary behavioral knowledge required to function within a human society. It depends on innate biological instincts like hunger and the care provided by elders to fulfill these basic needs. To survive and thrive, a human infant must acquire the skills, knowledge, and societal norms specific to the culture into which it is born. Thus, cultural values are deliberately instilled in the members of a society. For a society to function effectively, these shared cultural values must be passed down through generations, primarily through child-rearing practices within homes. Nigeria, characterized by its diverse cultural backgrounds, value systems, and numerous ethnic groups, has distinct child-rearing practices that transmit these values and norms to successive generations. This paper examines the role of culture in shaping an individual's character and emphasizes that education, when coupled with values, is crucial. Education serves as a potent tool for fostering desirable character traits, and it must be refocused to continue producing individuals with strong moral values and responsible character.
Keywords: Character formation, Culture, Morals, Value, Impact
The document discusses teacher collaboration and related concepts. It notes that teacher collaboration is still ambiguously defined, and can involve different stakeholders or be mediated by others. Mutual goals and shared understanding are important aspects of teacher collaboration, which generally refers to teacher interactions around instruction, curriculum, student evaluation, lesson planning, and providing feedback on peer practice. However, most studies of teacher collaboration take place in structured environments rather than analyzing natural collaboration among teachers.
This document discusses factors that contribute to illiteracy among Orang Asli students in Terengganu, Malaysia. It defines key terms related to literacy, illiteracy, and socioeconomic status. It outlines the problem of illiteracy in indigenous communities and consequences of illiteracy. The document presents a theoretical framework and examines how socioeconomic status, motivation, attitudes, accessibility, and learning environment relate to illiteracy. It reviews literature on effective literacy learning and factors influencing literacy difficulties. The purpose is to understand contributors to illiteracy in order to create interventions to address the problem.
The document discusses NCERT, SCERT, and NCF. It provides background on NCERT as an apex organization that assists the central and state governments on academic matters. It describes how the NCF 2005 was formed through deliberations with educators, experts, and stakeholders. It also outlines SCERT Delhi's role in providing academic support to education departments. The document focuses on participation in developing the KCF 2005 and NCF 2005 to reform curriculum and reduce cognitive load on children.
Culturally res teach_tobin_hoover_and_chaparro_3_frame_only_pja (1) (3)UO_AcademicExtension
The document discusses culturally responsive teaching, which uses students' cultural experiences and perspectives to effectively teach them, and examines how it can help reduce achievement gaps for American Indian students. It also reviews factors that affect academic success for all students, such as attendance, teaching quality, and personal characteristics, and evidence-based teaching methods shown to help students do well, including explicit instruction, building background knowledge, and peer-assisted learning.
1) The paper examines and compares multicultural awareness among in-service teachers across schools in North America, Europe, and Australia.
2) Different countries have adopted various strategies to accommodate changing demographics in schools, such as introducing new subjects in Europe in the 1970s and passing multicultural laws in Australia in the 2000s.
3) The study assesses teachers' cultural awareness in the classroom, cross-cultural communication skills, understanding of culturally diverse families, ability to create inclusive classroom environments, and use of culturally sensitive assessment criteria.
How to integrate culture in second language educationAlexander Decker
This document discusses approaches to integrating culture into second language education. It defines culture and argues that culture and language are inseparable, so culture learning must be an integral part of language learning. The document outlines several key approaches to teaching culture, including teaching cultural topics alongside language skills, raising students' cultural awareness, and using activities like role plays and discussions of cultural texts to develop cultural understanding and skills. The goals of cultural instruction are to help students understand cultural differences and develop empathy for other cultures. Teachers should consider factors like the educational context, students' ages and language levels when deciding how to integrate culture into the language classroom.
Similar to Indigenous Instructional Strategies and the Curriculum of Secondary General Education in Cameroon (20)
This document provides an overview of cosmetic science, summarizing different types of cosmetics including skin, hair, face, eye, and nail cosmetics. It describes key ingredients and formulations for different cosmetic products like moisturizers, cleansers, hair conditioners, mascara, lipstick, and nail polish. The document also discusses trends in cosmetic use throughout history and how cosmetics help beautify and care for skin, hair, nails, and facial features.
Standardization and Formulations of Calotropis ProceraYogeshIJTSRD
Plants growing in arid regions have elicited increased attention, because the hostile environment, in which these plants survive, forces them to develop chemical protective systems through adaptation which is rarely found in vegetation of other ecosystems. Furthermore, many of the plants grow in areas, where the dependence on traditional, plant based medicines over industrially produced pharmaceuticals persists to this day. The two plants, Calotopris Procera giant milkweed, also named C. Persica and Calotropis gigantea crown ower , have been used widely in traditional medicine in North Africa, the Middle East, and South and South East Asia. This has led to extensive research on the chemical constituents of the plants. Both plants are known to be sources of cardenolides, and newer research has yielded a number of interesting cancer active constituents. In addition, extracts of both plants have remarkable nematocidal, molluscidal and insecticidal activities. In many regions, the wood of Calotropis plants has been used as a building material and as a source of fuel. In addition, certain parts of the plants have been used as feed for livestock. In other regions, Calotropis plants are seen as invasive species that threaten local plant life and that due to their toxicity also pose a threat to grazing eld animals. Jaffar Khan | Pankaj Chasta | Dr. Gaurav Kumar Sharma | Dr. Kaushal Kishore Chandrul "Standardization and Formulations of Calotropis Procera" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45145.pdf Paper URL: https://www.ijtsrd.com/pharmacy/other/45145/standardization-and-formulations-of-calotropis-procera/jaffar-khan
Review of the Diagnosis and Treatment of ParalysisYogeshIJTSRD
Paralysis is a complete loss of motor power in any muscle group. When paralysis affects all four extremities, it is called quadriplegia when it affects only the lower extremities, paraplegia and when it affects the extremities on one side of the body, hemiplegic. For this reason, the term paralysis is generally reserved for more focal, less stereotyped weakness, for instance, affecting all the muscles innervated by a peripheral nerve. Many different anatomical lesions and etiologies can cause paralysis and determine its treatment. Bikash Debsingha | Dr. Gourav Kr. Sharma | Dr. Kausal Kishore Chandrul "Review of the Diagnosis and Treatment of Paralysis" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45108.pdf Paper URL: https://www.ijtsrd.com/pharmacy/pharmacology-/45108/review-of-the-diagnosis-and-treatment-of-paralysis/bikash-debsingha
Comparative Analysis of Forced Draft Cooling Tower Using Two Design Methods A...YogeshIJTSRD
Cooling towers make use of evaporation whereby some of the water is evaporated into a moving air stream and subsequently discharged into the atmosphere which results in cooling of the remainder water. The current research reviews various studies conducted on cooling tower using experimental and numerical techniques. Different design configuration and operating conditions on cooling towers are evaluated by various researchers. Significant findings from researches have shown new and improved design of cooling tower with much better performance as compared to conventional design. Neetish Kumar Sao | Dr. Surendra K. Dwivedi "Comparative Analysis of Forced Draft Cooling Tower Using Two Design Methods: A Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45100.pdf Paper URL: https://www.ijtsrd.com/engineering/mechanical-engineering/45100/comparative-analysis-of-forced-draft-cooling-tower-using-two-design-methods-a-review/neetish-kumar-sao
Criminology Educators Triumphs and StrugglesYogeshIJTSRD
This document summarizes a research study about the triumphs and struggles of criminology educators in the Philippines. It finds that most respondents enjoy seeing their students succeed but find grading and dealing with difficult students stressful. Financially, only one respondent felt stable while others said their salaries were just enough to get by. Respondents did not initially intend to become teachers but stayed for reasons like family and valuing the teaching profession. While teaching had rewards, low salaries and qualifications impacted job satisfaction for some. Overall, the study provides insights into criminology educators' experiences in the Philippines.
A Review Herbal Drugs Used in Skin DisorderYogeshIJTSRD
The human bodys skin is an organ that allows it to interact with the environment while also shielding it from harmful external influences. People of all ages suffer from skin diseases all over the world. Its vital to keep your skin in good form for a healthy physique. Plants have been employed in some form or another since the beginning of time. This research has highlighted some prevalent skin disease issues, as well as the herbals utilized in disease therapy and the various formulations accessible in the pharmaceutical industry. Some medicinal plants have been shown to be quite effective in removing or reducing skin infection disorders. Chandramita Borah | Dr. Gaurav Kumar Sharma | Dr. Kaushal Kishore Chandrul "A Review: Herbal Drugs Used in Skin Disorder" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45118.pdf Paper URL: https://www.ijtsrd.com/pharmacy/other/45118/a-review-herbal-drugs-used-in-skin-disorder/chandramita-borah
Automatic Query Expansion Using Word Embedding Based on Fuzzy Graph Connectiv...YogeshIJTSRD
The aim of information retrieval systems is to retrieve relevant information according to the query provided. The queries are often vague and uncertain. Thus, to improve the system, we propose an Automatic Query Expansion technique, to expand the query by adding new terms to the user s initial query so as to minimize query mismatch and thereby improving retrieval performance. Most of the existing techniques for expanding queries do not take into account the degree of semantic relationship among words. In this paper, the query is expanded by exploring terms which are semantically similar to the initial query terms as well as considering the degree of relationship, that is, “fuzzy membership- between them. The terms which seemed most relevant are used in expanded query and improve the information retrieval process. The experiments conducted on the queries set show that the proposed Automatic query expansion approach gave a higher precision, recall, and F measure then non fuzzy edge weights. Tarun Goyal | Ms. Shalini Bhadola | Ms. Kirti Bhatia "Automatic Query Expansion Using Word Embedding Based on Fuzzy Graph Connectivity Measures" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45074.pdf Paper URL: https://www.ijtsrd.com/computer-science/artificial-intelligence/45074/automatic-query-expansion-using-word-embedding-based-on-fuzzy-graph-connectivity-measures/tarun-goyal
A New Proposal for Smartphone Based Drowsiness Detection and Warning System f...YogeshIJTSRD
This paper proposes a Smartphone based system for the detection of drowsiness in automotive drivers. The proposed system uses three stage drowsiness detection technique. The first stage uses the percentage of eyelid closure PERCLOS which is obtained by capturing images with the front camera of the Smartphone with a modified eye state classification method. The system uses near infrared lighting for illuminating the face of the driver during night driving. The second step uses the voiced to the unvoiced ratio VUR obtained from the speech data from the microphone, in the event PERCLOS crosses the threshold. The VUR is also compared with a threshold and if it is a value greater than that of the threshold, it moves on to the next verification stage. In the final verification stage, touch response is required within the stipulated time to declare whether the driver is drowsy or not and subsequently sound an alarm. To awake the driver, a vibrating mechanism is done and also the live GPS location is also sent to an emergency contact. We have studied eight other reference papers for the literature review. The system has three advantages over existing drowsiness detection systems. First, the three stage verification process makes the system more reliable. The second advantage is its implementation on an Android smart phone, which is readily available to most drivers or cab owners as compared to other general purpose embedded platforms. The third advantage is the use of SMS service to inform the control room as well as the passenger regarding the loss of attention of the driver. Abishek K Biju | Godwin Jolly | Asif Mohammed C A | Dr. Paul P Mathai | Derek Joseph "A New Proposal for Smartphone-Based Drowsiness Detection and Warning System for Automotive Drivers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45083.pdf Paper URL: https://www.ijtsrd.com/engineering/computer-engineering/45083/a-new-proposal-for-smartphonebased-drowsiness-detection-and-warning-system-for-automotive-drivers/abishek-k-biju
Data Security by AES Advanced Encryption StandardYogeshIJTSRD
Now a days with the rapid development of multimedia technologies, research on safety and security are becoming more important. Multimedia data are generated and transmitted through the communication channels and the wireless media. The efficiencies of encryption based on different existing algorithms are not up to the satisfactory limit. Hence researchers are trying to modify the existing algorithm or even develop new algorithms that help to increase security with a little encryption time. Here in this paper, we have furnished a new technology to modify the AES algorithm which gives more security with a little encryption time and which can be used to encrypt using 128 bit key. Theoretical analysis on the proposed algorithm with the existing reveals the novelty of our work. Here we have proposed a technique to randomize the key and hidden the key data into an encrypted digital image using the basics concept of cryptography and also using the concept of digital watermarking, the concept of key hide has also been encrypted. We have also proposed a new technique to reposition the pixels to break the correlation between them. So, the proposed scheme offers a more secure and cost effective mechanism for encryption. Next on the AES criteria list good performance. Widespread market adoption will require reasonably good performance on a variety of platforms, ranging from easy tocrack smart cards to the largest servers. Good algorithm performance includes speed for the encryption and decryption process as well as the key schedule. Prateek Goyal | Ms. Shalini Bhadola | Ms. Kirti Bhatia "Data Security by AES (Advanced Encryption Standard)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45073.pdf Paper URL: https://www.ijtsrd.com/computer-science/computer-security/45073/data-security-by-aes-advanced-encryption-standard/prateek-goyal
Antimicrobial and Phytochemical Screening of Phyllantus NiruriYogeshIJTSRD
Theorigin of Phyllanthus niruri is tropical America from there it spread as a weed to other tropic and sub tropics. It is a tropical annual herb shrub which grows as weed in moist humid waste land. Phyllanthus niruri is among more than 500 Phyllanthus species that are widely spread in temperate and tropical climates region Lizuka et al., 2007. It grows 30 40 cm in height, has small leaves and yellow flowers the stem has green capsule, and blooms with flowers with 5 white sepals and apical acute anther.38g of Mueller Hinton Agar was dissolved in 1000ml distilled water in a conical flask, the mouth of the conical flask was plugged with cotton woo wrapped in aluminium foil. This was sterilized in an autoclave at 121oC for 15mns. The media was removed and allowed to cool to 45oC, later poured into a sterilized plastic petri plates which were appropriately labeled. The present study revealed the antimicrobial activity and phytochemical screening of phyllanthus niruri. The antimicrobial activity of phyllanthus niruri shows great significant against pathogens which are responsible for common infections of skin, respiratory, urinary and gastrointestinal tracts. The phytochemical screening of oxalate, terpenoids, tannins, phenols, quinones, flavonoids, alkaloids, saponins and steroids were all found to be active within the plant. This bioactive phytochemicals present in P. niruri can be useful for further researches on the plant P. nururi since the phytochemicals have shown preclinical efficacies for treating human diseases’ which include hepatitis and HIV AIDS. This work has compiled the chemical constituents present and can be useful for further researches Dr. Mohammed Musa Lawan | Yusuf Sale Baba "Antimicrobial and Phytochemical Screening of Phyllantus Niruri" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd44948.pdf Paper URL: https://www.ijtsrd.com/chemistry/other/44948/antimicrobial-and-phytochemical-screening-of-phyllantus-niruri/dr-mohammed-musa-lawan
There is a need for temperature drop in a buried pipeline based on the media and process. Need of some methodology and design requirement for a set of conditions by reducing pipeline surface temperature and the temperature drops to atmospheric temperature at a particular distance of pipeline. Based on the conduction principle, desire reduction up to atmospheric temperature can be possible. Let us understand by below methods and design of Heat sink for buried pipe line. Natvarbhai Prabhudas Gajjar "Heat Sink for Underground Pipe Line" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45117.pdf Paper URL: https://www.ijtsrd.com/engineering/other/45117/heat-sink-for-underground-pipe-line/natvarbhai-prabhudas-gajjar
Newly Proposed Multi Channel Fiber Optic Cable CoreYogeshIJTSRD
Fiber optic cables have single core and multiple core options, but single and multiple core fiber cable -˜s core design need to be updated. Newly proposed design gives facilities to multiple usage than traditional design of cable core. Cable core design needs improvement by using present technology for decreasing material and cost and by improving efficiency of cable. Research need to be carried out in this direction. What do you think Natvarbhai Prabhudas Gajjar "Newly Proposed Multi Channel Fiber-Optic Cable Core" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45116.pdf Paper URL: https://www.ijtsrd.com/engineering/other/45116/newly-proposed-multi-channel-fiberoptic-cable-core/natvarbhai-prabhudas-gajjar
Security Sector Reform toward Professionalism of Military and PoliceYogeshIJTSRD
The need to understand and at the same time give prescriptions for the direction of security reform in Third world countries after the end of World War II has prompted the emergence of a big project called the study of security reform SSR . Within this framework emerge various theories and strategies for security reform, with various variations, including ideological variations that underlie these theories. The reform of the structural aspect is a reform of the institutional and structure of an institution, the instrumental reform includes the reform of the system, laws and regulations, while the reform of the cultural aspect is a reform of the habits or organizational culture in institutions in general and in particular the Timor Leste’s security institutions, both military and police. Arquimino Ramos "Security Sector Reform toward Professionalism of Military and Police" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45061.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/political-science/45061/security-sector-reform-toward-professionalism-of-military-and-police/arquimino-ramos
Stress An Undetachable Condition of LifeYogeshIJTSRD
Stressful life events affects human body, which may lead to cardiovascular diseases and effect metabolism and immune system. Recent studies showed increase in stress levels in developing countries. This study aimed to determine the stress levels in MBBS students. The objectives of the study are a To determine the current stress level, b To assess relation between stress level and lifestyle of college students. The present study was carried out in Ahmedabad City of Gujarat State. A total of 400 medical students were included in the study, which were selected using multi stage sampling aged between 18 years to 25 years. Students were questioned regarding their socioeconomic and life style parameters. The results showed that physical activity such as walking, exercise, yoga, meditation etc. were associated to stress levels. College students showed high stress levels with more satisfaction were mostly smokers. Their major reason for eating junk food and smoking was, increase in stress. Conclusion Majority of students suffered from moderate stress levels. Despite of having stress they were happy and satisfied with life with less no internet addiction. Spirituality and stress scales had a positive correlation as most of the students were averagely highly spiritual. Discriminant function can be used to determine the stress level of a person using age, BMI, internet addiction, spirituality, happiness scale and life satisfaction scale of that person. Jayshree N. Tolani | Dr. Nitinkumar D. Shah "Stress: An Undetachable Condition of Life" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45054.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/45054/stress-an-undetachable-condition-of-life/jayshree-n-tolani
Comparative Studies of Diabetes in Adult Nigerians Lipid Profile and Antioxid...YogeshIJTSRD
The study sought to determine the extent to which the usage of social media in the marketing of agricultural products in South West Nigeria can enhance farmers turnover. It employed the survey research design to collect data with the help of a structured questionnaire to elicit information from respondents selected from six 6 south western states. Research data were analysed using structural equation modelling. The results showed that the use of social media WhatsApp and Facebook in marketing of agricultural products significantly enhances farmers turnover. The managerial implication is that use of Whatsapp and Facebook in the marketing of agricultural products for the enhancement of farmers’ turnover was found to have significant influence on the enhancement in farmers’ turnover from agricultural products. Policy makers in government should provide the enabling environment for the telecommunication companies to enhance their reach by installing their facilities across the length and breadth of the country so that the network coverage will be strong at all times so that the benefits of social media usage will not be constrained. Egejuru, Leonard O | Akubugwo, Emmanuel I | Ugorji, Beatrice N "Comparative Studies of Diabetes in Adult Nigerians: Lipid Profile and Antioxidants Vitamins (A and C)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45021.pdf Paper URL: https://www.ijtsrd.com/biological-science/biochemistry/45021/comparative-studies-of-diabetes-in-adult-nigerians-lipid-profile-and-antioxidants-vitamins-a-and-c/egejuru-leonard-o
To Assess the Severity and Mortality among Covid 19 Patients after Having Vac...YogeshIJTSRD
The severity and mortality of COVID 19 cases has been associated with the Three category such as vaccination status, severity of disease and outcome. Objective presently study was aimed to assess the severity and mortality among covid 19 patients. Methods Using simple lottery random method 100 samples were selected. From these 100 patients, 50 patients were randomly assigned to case group and 50 patients in control group after informed consents of relative obtained. Patients in the case group who being died after got COVID 19 whereas 50 patients in the control group participated who were survive after got infected from COVID 19 patients. Result It has three categories such as a Vaccination status For the vaccination status we have seen 59 patients were not vaccinated and 41 patients was vaccinated out of 100. b Incidence There were 41 patients were vaccinated whereas 59 patients were not vaccinated. c Severity In the case of mortality we selected 50 patients who were died from the Corona and I got to know that out of 50 patients there were 12 24 patients were vaccinated whereas 38 76 patients were non vaccinated. Although for the 50 control survival group total 29 58 patients were vaccinated and 21 42 patients was not vaccinated all graph start. Conclusion we have find out that those people who got vaccinated were less infected and mortality rate very low. Prof. (Dr) Binod Kumar Singh | Dr. Saroj Kumar | Ms. Anuradha Sharma "To Assess the Severity and Mortality among Covid-19 Patients after Having Vaccinated: A Retrospective Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45065.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/45065/to-assess-the-severity-and-mortality-among-covid19-patients-after-having-vaccinated-a-retrospective-study/prof-dr-binod-kumar-singh
Novel Drug Delivery System An OverviewYogeshIJTSRD
In present scenario evolution of an existing drug molecule from a old form to a novel delivery system can significantly improve its performance in terms of patient compliance, safety and efficacy. In the form of a control drug delivery system an existing drug molecule can get a new life. An appropriately designed Novel Drug Delivery System can be a major advance for solving the problems related towards the release of the drug at specific site with specific rate. The porpuse for delivering drugs to patients efficiently and with fewer side effects has prompted pharmaceutical companies to engage in the development of new drug delivery system. This article covers the basic information regarding Novel Drug Delivery Systems and also advantages, factor etc. Chiranjit Barman | Dr. Gaurav Kumar Sharma | Dr. Kausal Kishore Chandrul "Novel Drug Delivery System: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45068.pdf Paper URL: https://www.ijtsrd.com/pharmacy/novel-drug-delivery-sys/45068/novel-drug-delivery-system-an-overview/chiranjit-barman
With the growth of technology their grows threat to our data which is just secured by passwords so to make it more secure biometrics came into existence. As biometric systems are adopted and accepted for security purpose for various information and security systems. Hence it is immune to attacks. This paper deals with the security of biometric details of individuals. In this paper we will be discussing about biometrics and its types and the threats and security issues which is not talked about usually. The different technologies evolved and had contributed to biometrics in long run and their effects. Sushmita Raulo | Saurabh Gawade "Security Issues Related to Biometrics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd44951.pdf Paper URL: https://www.ijtsrd.com/computer-science/computer-security/44951/security-issues-related-to-biometrics/sushmita-raulo
Comparative Analysis of Different Numerical Methods for the Solution of Initi...YogeshIJTSRD
A mathematical equation which involves a function and its derivatives is called a differential equation. We consider a real life situation, from this form a mathematical model, solve that model using some mathematical concepts and take interpretation of solution. It is a well known and popular concept in mathematics because of its massive application in real world problems. Differential equations are one of the most important mathematical tools used in modeling problems in Physics, Biology, Economics, Chemistry, Engineering and medical Sciences. Differential equation can describe many situations viz exponential growth and de cay, the population growth of species, the change in investment return over time. We can solve differential equations using classical as well as numerical methods, In this paper we compare numerical methods of solving initial valued first order ordinary differential equations namely Euler method, Improved Euler method, Runge Kutta method and their accuracy level. We use here Scilab Software to obtain direct solution for these methods. Vibahvari Tukaram Dhokrat "Comparative Analysis of Different Numerical Methods for the Solution of Initial Value Problems in First Order Ordinary Differential Equations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45066.pdf Paper URL: https://www.ijtsrd.com/mathemetics/applied-mathematics/45066/comparative-analysis-of-different-numerical-methods-for-the-solution-of-initial-value-problems-in-first-order-ordinary-differential-equations/vibahvari-tukaram-dhokrat
Evaluation of Different Paving Mixes Using Optimum Stabilizing ContentYogeshIJTSRD
Bituminous mixes are most commonly used all over the world in flexible pavement construction. It consists of asphalt or bitumen used as a binder and mineral aggregate which are mixed together, laid down in layers and then compacted. Under normal circumstances, conventional bituminous pavements if designed and executed properly perform quite satisfactorily but the performance of bituminous mixes is very poor under various situations. Today’s asphaltic concrete pavements are expected to perform better as they are experiencing increased volume of traffic, increased loads and increased variations in daily or seasonal temperature over what has been experienced in the past. In addition, the performance of bituminous pavements is found to be very poor in moisture induced situations. Considering this a lot of work has been done on use of additives in bituminous mixtures and as well as on modification of bitumen. Research has indicated that the addition of polymers to asphalt binders helps to increase the interfacial cohesiveness of the bond between the aggregate and the binder which can enhance many properties of the asphalt pavements to help meet these increased demands. However, the additive that is to be used for modification of mix or binder should satisfy both the strength requirements as well as economical aspects. Naveen Kumar | Ms. Shivani "Evaluation of Different Paving Mixes Using Optimum Stabilizing Content" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45089.pdf Paper URL: https://www.ijtsrd.com/engineering/civil-engineering/45089/evaluation-of-different-paving-mixes-using-optimum-stabilizing-content/naveen-kumar
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
2. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD39809 | Volume – 5 | Issue – 3 | March-April 2021 Page 266
the use of story-telling such as myths, fables, moral tales,
legends and allegories and thought provoking banters such
as proverbs, riddles, aphorisms and parables. Indigenes
learnt about their origin, history, culture and religion, from
oral tradition. It was a reservoir of inexhaustibleknowledge
about the meaning and reality of life, morals, norms and
survival techniques (Omolewa, 2007a). Story-telling was
also used as an important pedagogical tool and a primary
form of indigenous oral tradition. It was used totransmitthe
culture, experience,values,knowledgeandwisdomfrom one
generation to the other (Fasokun 2005). Stories telling was
an act of entertainment but more importantly, it wasusedto
express feelings, and to teach ideal forms of behaviour and
morality. story-telling is to induct the youth into the moral,
philosophical, and cultural values of the community. Boys,
girls and even babies listened to their parents and imitated
the heroes in the stories. This knowledge transfer approach
of cultural values indicates that, learners make meaning out
of what they hear (Ross, 2006).
Proverbs were used by indigenous people as a pedagogical
hook with the role of provoking critical thinking. These
thought-provoking statements and observations about life
portray the entire worldview of indigenous people.Theyare
perceived as catalysts of knowledge, wisdom, philosophy,
ethics and morals. They call for a deeper reflection and
further thinking and considerationofissues.Thusbecauseof
the beclouded nature of African proverbs, learners think
beyond bounds, they wonder and think critically to enhance
their creativity and capacity to make open-minded
interpretations (Ngalim & Stanislaus, 2020). Proverbs
enshrine wisdom, beliefs and the accumulated experiences
of past and present generations. In most African traditional
cultures, the use of proverbs is a common feature in the
transmission of educational values (Omolewa, 2007a).
Another teaching technique that was used in African
societies to teach issues, concepts, entertainment and as a
medium of passing information is music and dance
(Nsamenang & Tchombe, 2011). Learners lookedforwardto
the music and dance sessions with excitement because
creativity and choice are usually encouraged and nurtured
(Omolewa, 2007a). Language acquisition, speech therapy,
literacy, numeracy, and other related themes were learnt
through music and dance. They helped to equip the learners
with the ability to function effectively in other areas of life.
Lastly, verbal warnings were used and more often followed
by punishment. Children who committed offences might be
rebuked, smacked or assigned some piece of work to
complete. Serious offences and disciplinary problems,
however, resulted in severe beating or other forms of
inflicting pain on the body. Such punishment was regarded
as reformatory (Kenyatta, 1938 cited in Teresa and Mba,
2013).
Principles of indigenous education
African indigenous education isfoundedonsoundprinciples
given that, it embodies educational elements such as
objectives, content and instructional strategies. The main
objective of indigenous education in Africa is to equip the
learners with knowledge, skills and attitudes that will make
them to live a holistic life, which upholds the cultural values
and is responsive to the family and community needs
(Omolewa, 2007b).
Ocitti (1973) as cited by Adeyemi & Adeyinka (2002)
identified five principles through which African indigenous
education equips the younger generation with knowledge
skills and attitudes. which are; preparationism,
functionalism, communalism, perennialism and holisticism.
The principle of preparationism asserts that, education
prepares its recipients to adjust to the community and to
play a useful role in it. Children developed a sense of
obligation towards the community and grew to appreciate
its history, language, customsandvalues.Thisisperhapsone
of the greatest attributes of indigenous education (Kelly,
1991 cited in Adeyemi & Adeyinka, 2002). According to
Osaat & Asomeji, (2017), the role of teaching and learning is
to equip boys and girls with the skills appropriate to their
gender in preparation for their different roles in the society.
For example, in most African traditional societies most girls
were taught on domestic choresandfarmingsoastobecome
good wives and mothers. While boys were prepared to
become hunters and warriors, farmers, craftsmen and other
male dominated occupations so as to become good
husbands, fathers and family or community leaders.
The second principle of functionalism holds that, the
purpose of education is to make learners productive so that
they can be useful and integrated into their communities.
The gap which today exists between study and the world of
work was absent in pre-colonial society. Indeed, there was
no unemployment in African traditional societies. Learners
are to be empowered to become fully integrated into the
occupation even beforetheygraduate.Educationthereforeis
always practical, and within a practical concrete context
(Adeyemi & Adeyinka, 2002).
According to the third principle of communalism, children
belonged to the community and every member of the
community participates in their upbringing (Adeyemi &
Adeyinka, 2002). Parents sought to bring up their children
within a community in which each person sees his well-
being in the welfare of the group. Children were brought up
largely by the process of socialism as opposed to theprocess
of individualism. This was done to strengthen the organic
unity of the clan. In the absence of any immediate parent,
any other member of the community can teach or correct a
child. This makes teaching a collective responsibility (Njoki,
2013).
Perennialism is the fourth principle. It perceives education
as a vehicle for maintaining or preserving the cultural
heritage and status quo. The African indigenous educationis
conservative and is aimed at maintaining cultural heritage
that has been handed down from one generation to the
other. Generally, perennialism as a principle believes that, it
is more beneficial to stick to certain absolute principles in a
world that is so uncertain. It, therefore, sees education as a
way of preparing the child to become acquainted with the
finest achievementsofhiscultural heritage,tobecomeaware
of the values of his heritage (Adeyemi & Adeyinka, 2002).
Lastly, this principle of holisticism sees African indigenous
education as an enabler for youngpeopletoacquirea variety
of skills that made them productive in many ways. The
learners are involved in a variety of occupations and could
acquire skills and knowledge in different domains of
activities. A boy could work as a builder, farmer and
fisherman. A woman worked as a gardener, housewife and
cook, besides being a caretaker and nurse to her children
(Adeyemi and Adeyinka, 2002). Thus, indigenous education
is a multiple kind of education.
3. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD39809 | Volume – 5 | Issue – 3 | March-April 2021 Page 267
Hands-on learning curriculum perspectives and
indigenous instructional strategies
Hands-on learning curriculum consists of learning by doing.
It involves enabling the child’s ability to think critically in a
total learning experience by involving profundity of
investigation using ideas, objects and materials as well as
drawing the depth of investigations with objects, materials
and phenomena. It entails using ideas and implicating the
meaning and understanding from the experiences that
students perform (Haury & Rillero, 1994, cited in Özlem &
Jale, 2011). African indigenous pedagogies employ
participatory processes at home and in the community, to
promote learning through religious activities, and peer/age
group activities, as “hands-on” and “work–play” activities,
without a teacher who explains the procedures to follow in
details (Pence & Nsamenang, 2008).
Hands-on curriculum deals mainly with any instructional
approach involving activity and direct experience with
natural phenomena or any educational experience that
actively involve learners in manipulating objects to gain
knowledge or understanding. According to Özlem and Jale
(2011), hands-on learning is a good idea to engage students
actively in their learning.Hands-onactivitiesareinexpensive
by using easily obtainable and simple life materials, straight
forward and practical to perform in class and adaptable for
most of the lessons. It caters to all learning styles consisting
of kinaesthetic, visual, adaptive and audio visual learners.
The elements that constitute hands-on curriculum
perspective are: The orientation of educational objectives
should be geared towards the development of skills to
enable learners to be self-reliant and be less dependent on
external factors. This corroborate with the one of the
educational characteristic and function of indigenous
knowledge. The content of education here is supposed to be
based on the establishment of the relation between
knowledge and it practical application in each domain of
study and instructional activities here are supposed to be
oriented on the development of the learner’s skills. Hence,
instructional activities such as tutoring,coaching, mentoring
and learners’ participation among other should prime
(Özlem & Jale, 2011).
Hands-on learning curriculum from the preparationism and
functional perspectives of indigenous education expressthe
need for education to equip learners with particular skills
and knowledge that can enable them fulfil their role and
responsibility toward family and society.
In all, the relevance of curriculumperspectivestoindigenous
education lies in the fact that, their educational and
instructional orientation corroborate with objectives and
characteristics of indigenous knowledge. The need to relate
knowledge with skills make learning practical as with the
case of hands-on curriculum perspective, and the need to
make education functional toservethesocietyorcommunity
it is meant for is substantiated in community-centred
curriculum perspective.Froma holisticview,the educational
features of indigenous knowledge fit with the competence
curriculum models.
Theoretical Review
Cognitive Apprenticeship Learning Theory and
Indigenous Instructional Strategies: Cognitive
apprenticeship is a theoretical instructional model that
describes the design of a learning environment and helps
novices become experts through guided learning. Teaching
strategies align well with goals and objectivestobetaught in
order to produce discipline-specific expertise. (Austin,
2009). In this model, the teacher is expected to explain
systematically or procedurally, the cognitive processes, the
learners are to observe, practice, and produce. These tasks
are usually highly cognitive and complex in nature hence
results in the acquisition of cognitive and meta-cognitive
skills. They observe expert performance to facilitate skill
development, and are able to carry out the same process on
their own and also achieve the same objective as the expert.
(Stalmeijer et. al., 2013). Cognitive Apprenticeship allows
learners to actively practice whattheyhavelearnedina real-
life environment.
Instructional strategies associated with cognitive
apprenticeship
Collins, Brown, and Newman (1989) as cited in Giebleret. al.
(2019) associate six general instructional strategies with
cognitive apprenticeship. They are designedtohelplearners
acquire cognitive and meta cognitive skills through
processes of observation, guided and supported practice
which enables them to develop individual problem-solving
strategies. The teaching strategies include modelling,
coaching, scaffolding articulation,reflectionandexploration.
Modelling: It involves the teacher actively demonstrating,
explaining skills and procedures to learners. They observe
the teacher perform activity and are expected to
demonstrate both the physical act and his thinking. The
teacher articulates an approach to problem solving
(heuristics) and intentional thought process (controlled
processes). Learners observe the teacher performing a task
and ask questions (Walker et. al., 2017).
Coaching: The teacher observesthelearnerswhile providing
specific feedback on their performance. This enables the
performance of the learners to besimilartotheperformance
of the expert (Walker et. al., 2017). Coaching is realized
through interactions that are “immediately related to
specific events or problems that arise as the student
attempts to carry out the target task” (Collins, Brown, &
Newman, 1989 as cited by Giebler et. al., 2019).
Scaffolding: This involves the teacher offering supportinthe
form of suggestions or material when he recognizes that a
student is not able to solve a certain aspect of a task, the
students and the teacher solve problems in a cooperative
way (Giebler et. al., 2019). The teacher provides the
necessary support the student needs while learning
something new and gradually reduces the support as the
learner becomes more independent. This makes the learner
to stand a better chance of using that knowledge
independently.
Articulation: This occurs when students are given the
opportunity to articulate their understanding of a particular
task, concept, or method through some type of content
mastery assessment (Stalmeijer et al., 2010). The teacher
encourages students to ask questions and explain their
thought processes and understanding. Thishelpstodeepens
knowledge, understanding, andmemoryinlearners(Walker
et. al., 2017).
Reflection: This involves teacher askingthelearner question
in order to find out what they know. The teacher is expected
to asks for learners’ views to know what they have
understood. Depending on the responses, the teacher may
explain what they have not understood. (Walker et. al.,
4. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD39809 | Volume – 5 | Issue – 3 | March-April 2021 Page 268
2017). Reflection occurs whenstudentsponderoverontheir
own problem-solving strategies and understanding of
concepts and compare them to other experts and/or
students. Students look back over their efforts to complete a
task and analyse their own performance.
Exploration: In this stage the learner is able to accomplish
tasks and solveproblemsindependently.Theteacheroffersa
task/problem the students have to solve on their own
(Giebler et. al., 2019). The learners try out different
strategies, hypotheses and observe their effects in order to
set and pursue personal learning goals. Learning is self-
directed and guided by learners which enables them to be
engaged and focused on the learning process. This equally
helps teachers to find learning experiences that are
meaningful for learners.
Statement of the Problem
Western philosophies of education have been the source of
knowledge base in formal schooling in most societies across
the world while indigenous philosophies had little or no
impact. This is based on the assumption that indigenous
knowledge and philosophies is unempirical, superstitious,
primitive and traditional (Breidlid, 2013). The same
indigenous instructional strategies had relevant and
appropriate content for the education of children before
colonial education. This is coupled with the fact that, despite
the remarkable educational orientation law that recognizes
and recommends the inclusion of cultural values in the
country’s educational systems, its effect is not yet visible.
More so, unlike learners of secondary technical education,
most learners of secondary general education upon
completion of their educational circle lack adequate skills
that can enable them to be self-reliant. Thus, the major
reflection at the centre of this study is to assess theimpactof
indigenous instructional strategies in the secondary school
curriculum of general education
Objectives of the Study
This study is guided by a lone objective;
To find out the impact of indigenous instructional strategies
on the curriculum of secondary general education.
Research questions
What is the impact of indigenous instructional strategies on
the curriculum of secondary general education?
Research hypothesis
Ho: There is no significance impact of indigenous
instructional strategies on the curriculum of secondary
general education.
Ha: There is significance impact of indigenous instructional
strategies on the curriculum of secondarygeneral education.
Research Methodology
A descriptive survey research design was used inthisstudy.
The Sample size was 384.A questionnaire and open-ended
questions were used for data collection.
Data Analysis
Quantitative data was analysed using descriptive statistical
analysis, while Chi-square test of independence was applied
as inferential analysis to test the research hypothesis using
the formula;
Chi-square (X2)= . Where, ∑=Summation and
O=Observed frequency
The level of significance used in test statistics (p) = 0.05 or
5%. This implies that the result obtained will be (100-5) %
or 95% reliable.
Verification of Hypothesis
Ho: There is no significant impact of indigenous instructional strategies on secondary general education curriculum in
Cameroon.
Ha: There is no significant impact of indigenous instructional strategies on secondary general education curriculum in
Cameroon.
Table 1: Chi-Square Test Statistic
Students Teachers Parents Total
Yes
Observed 96 78 48
222
Expected 111 78 34
No
Observed 84 48 6
138
Expected 69 49 21
Total for observed 180 (50%) 126 (35%) 54 (15%) 360 (100%)
Chi-square (X2)=
X2 = (96-111)2+ (78-78)2 + (48-34)2 + (84-69)2+ (48-49)2+ (6-21)2
111 78 34 69 49 21
= 2.03 + 5.8 + 3.3 + 0.02 + 10.7
= 21.9
Conclusion:
Given that the test statistics (21.9) is greater than the critical value (5.99), the null hypothesis was rejected andthe alternative
hypothesis which states that, there is a significant impact of indigenous knowledge systems on secondary general education
curriculum in Cameroon was accepted. The responsesgottenfromtheinterviewsshowthat,integratingindigenousknowledge
and practices into school curriculum will make learning contextual, livelihood skills and knowledge and moral valueswill also
be transmitted to learner as shown on the table below.
5. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD39809 | Volume – 5 | Issue – 3 | March-April 2021 Page 269
Table 2 Frequencies on the Benefits of Integrating Indigenous Knowledge and Practices in School Curriculum
Themes Frequency Percent Cumulative Percent
Learning will be contextual 8 33.0 33.0
Children will have skills and knowledge to transform communities 11 46.0 79.0
Communities will benefit in terms of morality 5 21.0 100.0
Total 24 100.0
Figure 1: Distribution of grouped themes in open ended question
Summary of findings
This questions examined here is the impact of indigenous
instructional strategies on the curriculum of secondary
general education. Statistically, the findings show that,
indigenous instructional strategies have a significant
relevance to the curriculum of secondary general education.
Most of the respondents were of the view that indigenous
instructional strategies such as oral instructional activities,
hands on activities and contextual learning build
competence and skills in learners and as such, are worth
being incorporated into the curriculumofsecondarygeneral
education. This will help improve teaching and learning in
schools. Ngalim and Stanislaus (2020) is in agreement with
this perception on the use of traditional oral instructional
strategies which provide pedagogic techniquesthatprovoke
critical thinking skills in learners.
Conclusion
African indigenousinstructional strategiesaccordingtoKorb
(2018) is holistic and develops all aspects of an individual,
including the cognitive, physical, social, and spiritual
domains. There is the needto includehands-onactivitiesand
traditional oral instructional activitiestomakethecontentof
the secondary general curriculum contextual. It is also in
agreement with the cognitive apprenticeship theory that
gives priority to hands-on pedagogical activities which is a
clear demonstration of the implication of indigenous
pedagogical practices to the curriculum.
Recommendations
It was recommended that the curriculum of secondary
general education be reformed by introducing livelihood
skills. There is the needforthesystematizationofindigenous
instructional strategies so as to ease the exploration and
development for educational purposes. There is also the
need for the modification of the curriculum to suit the
economic needs of learners and communities.
REFERENCE
[1] Adeyemi, M. B., & Adeyinka, A. A. (2002). Some key
issues in African traditional education. McGill Journal
of Education, 37(2), 223-240.
[2] Austin, A. E. (2009). Cognitive apprenticeship theory
and its implications for doctoral education: A case
example from a doctoral program in higher and adult
education. International Journal for Academic
Development, 14(3), 173-183.
[3] Breidlid, A. (2013). Education, Indigenous
Knowledges, and Development in the Global South.
Contesting Knowledge for a Sustainable Future. New
York: Routledge.
[4] Emeagwali, G. (2014). Intersections between Africa’s
Indigenous Knowledge Systems and History. In G.
Emeagwali & G. J. S. Dei (eds.), African Indigenous
Knowledge and the Disciplines. (pp. 1–17),
Rotterdam; Sense Publishers.
[5] Emeagwali, G., & Dei, G. J. S. (2014). African
Indigenous Knowledge and the Disciplines. The
Netherlands, Rotterdam; Sense Publishers.
[6] Fasokun, T. O. (2005). Characteristics of Adult
Learners in Africa. In T. O. Fasokun, A. Katahoire & A.
Oduaran. (eds.) The Psychology of Adult Learning in
Africa. (pp. 22-43.), Town: Pearson Education.
[7] Giebler, R., Becker, D., & Schledjewski, J. (2019).
Cognitive apprenticeship as a tool for materials
development in an EFL teacher education project.
Paper presented at the 5th International Conference
on Higher Education Advances(HEAd’19)Universitat
Polit`ecnica de Val`encia, Val`encia,
[8] Haury, D. L., & Rillero, P. (1994). Perspectives on
hands-on science teaching. Pathways to School
Improvement.
[9] Korb, K. A. (2018). Educating the Whole Nigerian
Child: Indigenous African Teaching Practices as an
Antidote to Over-Schooling. Paper presented at the
Nigerian Academy of Education (NAE) 33rd Annual
Congress, Jos, Nigeria.
[10] Melchias, G. (2001). Biodiversity and Conservation.
Enfield: Science Publishers, Inc.
6. International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
@ IJTSRD | Unique Paper ID – IJTSRD39809 | Volume – 5 | Issue – 3 | March-April 2021 Page 270
[11] Ngalim, V. B., & Stanislaus, F. (2020). Using Oral
Traditions in provoking Pupils towonderandgrowin
moral and intellectual values.
[12] Njoki, W. (2013). [Re]Claiming my Indigenous
knowledge: Challenges,resistance,andopportunities,
Journal of Decolonization, Indigeneity, Education &
Society, 2(1), 93-107.
[13] Nsamenang, A. B., & Tchombe, T. M.S. (2011),
Handbook of African Educational Theories and
Practices: A Generative Teacher Education
Curriculum, Human Development Resource Centre
(HDRC), Bamenda, North West Region (Cameroon).
[14] Ociti, J. P. (1973). African Indigenous Education,
Nairobi, Kenya, East African Literature Bureau.
[15] Omolewa, M. (2007a). Traditional African modes of
education: their relevance in the modern world.
International Review of Education, 53, 593–612.
[16] Omolewa, M. (2007b). African Thought. Entry on
education for the Encyclopaedia of African Thought,
ed. by Irele, F. A., and B. Jeyifo. Oxford University
Press.
[17] Osaat, S. D., & Asomeji, A. I. (2017). The Philosophical
Bases for African Indigenous Education: Implications
for Nigerian Education. Journal of Qualitative
Education, 13(1), 1-7.
[18] Özlem, S., & Jale, C. (2011). Effects of Hands-On
Activity Enriched Instruction on Students’
Achievement and Attitudes towards Science. Journal
of Baltic Science Education, 10(2), 87-97.
[19] Pence, A. R., & Nsamenang, A. B. (2008). A Case for
early child development in sub-Saharan Africa. The
Hague, The Netherlands: BvLF.
[20] Ross, R. (2006). Returningto theTeachings:Exploring
Aboriginal Justice. Toronto: Penguin Canada.
[21] Singh, N. K., & Reyhner, J. (2013). Indigenous
Knowledge and Pedagogy for Indigenous Children.
In J. Reyhner, J, Martin, L. Lockard & W.S. Gilbert.
(Eds.) Honoring Our Children: CulturallyAppropriate
strategies for Teaching Indigenous Students (pp. 37-
52). Flagstaff, AZ: Northern Arizona University.
[22] Stalmeijer, R. E., Dolmans, D. H. J. M., Snellen-
Balendong, H. A. M., Van, S. H. M., Wolfhagen, I.H.A.P.,
& Scherpbier, A. J. J. A. (2013). Clinical teaching based
on principles of cognitive apprenticeship: Views of
experienced clinical teachers. Academic Medicine,
88(6), 861-865.
[23] Stalmeijer, R. E., Dolmans, D. H., Wolfhagen, I. H.,
Muijtjens, A. M., & Scherpbier, A. J. (2010). The
MaastrichtClinical TeachingQuestionnaire(MCTQ)as
a valid and reliable instrument for the evaluation of
clinical teachers. Academic Medicine, 85(11), 1732-
1738.
[24] Tchombe, T. M. S. (2016). Shifting the Paradigm from
misconceptions about Africa’s non-productivity to
new narratives on its achievements and
contributions: Implications for research. Journal of
Educational research in Africa, 8, 13-29.
[25] Teresa, E. U. (2013). Integrating African Indigenous
Knowledge in Nigeria’s Formal EducationSystem:It’s
Potential for Sustainable Development, Journal of
Education and Practice,4(6), 77-82.
[26] Teresa, E. U., & Mba, I. N. (2013). Integrating African
Indigenous Knowledge in Nigeria’s Formal Education
System: It’s Potential for Sustainable Development.
Journal of Education and Practice,4(6), 77-82.
[27] Verkerliy, J. (2020). Indigenous Knowledge and
Secondary General Education Curriculum in
Cameroon. (Unpublished)
[28] Walker, J., Bettenhausen, J., Krishna, Sangeeta, K.,
Pinto, J., Rassbach, C., & Shah, N. (2017). Cognitive
Apprenticeship and Clinical Teaching. Conference
Paper presented at the Pediatric Hospital Medicine,
Kansas City.
[29] Waithaka, E. (2009). Emerging modes of children’s
involvement in informal games in Kenya: A case of
Kiambu East and Kiambu West Districts. (Doctorate
thesis, Kenyatta University, Kenya).
[30] Walford, G., & Pickering, W.S.F. (2003).Durkheimand
Modern Education. Taylor & Francis e-Library.
[31] Walker, J., Bettenhausen, J., Krishna, Sangeeta, K.,
Pinto, J., Rassbach, C., & Shah, N. (2017). Cognitive
Apprenticeship and Clinical Teaching. Conference
Paper presented at the Pediatric Hospital Medicine,
Kansas City.
[32] Walqui, A. (2006). Scaffolding instruction for English
language learners: A conceptual framework.
International Journal of Bilingual Education and
Bilingualism, 9, 159–180.
[33] Winch, C., & Gingell, J. (2008). Philosophy of
Education: TheKeyConcepts.Secondedition.London,
UK: Routledge, Taylor & Francis Group.