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The moderating role of resilience in the relationship between marital stress and depression
Get PDFThe study investigated the moderating role of resilience in the relationship between marital stress and depression among married teachers, with one hundred thirty-five (135) married teachers that comprises of 102 females and 33 males with an age mean of 32.20 and S.D 3.81 selected as participants using multi-stage (cluster, simple: balloting, and purposive) sampling techniques. Zung (1965) Self-rating Depression Scale (SDS), Omoluabi (1994) marital stress Inventory (MSI) and Connor and Davidson (2003). Connor-Davidson Resilience Scale (CD-RISC) were used for data collection, a cross-sectional survey design was adopted, while a moderated hierarchical multiple regression was used for data analysis. The finding shows that marital stress St= .551*** and t= 7.608*** at p< .001 positively predicted depression, Resilience St= -.517*** and t= -6.962*** at p< .001 negatively predicted depression among school teachers and Resilience St= -.748***and t= -7.178*** at p< .001 negatively moderated the relationship between marital stress and depression. Hence, school management can consider hiring psychologists to work with teachers to improve their resilience or educate them on the importance of resilience in managing depression
The Effect Of Augmented Reality Applications On Students' Self-Efficacy Perceptions and Social Skills Towards Science Learning
Get PDFThis study aims to examine the effect of augmented reality applications on students' self-efficacy perceptions and social skills towards learning science in the "Sound and Properties" unit. For this purpose, a learning material containing augmented reality applications called SesAR was developed to be used in the 6th grade science course, Sound and Properties unit. The research was conducted with a quasi-experimental design, which is one of the quantitative research methods. The study group of the research consisted of 160 sixth grade students studying in two public schools in the central district of a medium-sized city in the Marmara region. During the application, augmented reality material was used in the experimental group and normal course materials such as textbooks, videos, animations, etc. were used in the control group. The data of the study were collected with "Self-Efficacy Belief Scale for Science Learning" and "Social Skills Scale". Mixed measures ANOVA and dependent independent groups t-test were used to analyze the data. The statistical results of the study showed that AR applications were effective on the level of self-efficacy beliefs towards learning science in teaching the 6th grade "Sound and its Properties" unit. At the level of social skills, it was determined that the pre-test scores of the students had medium level social skills, but the post-test scores remained at medium level and there was no statistically significant difference
FACTORS INFLUENCING THE USE OF PHYPHOX SOFTWARE IN PHYSICS TEACHING AT HIGH SCHOOLS IN VIETNAM
Get PDFIn the context of contemporary digital education, the use of Phyphox software to turn smartphones into physics experiment equipment opens new opportunities for physics education in Vietnam, yet there are many challenges and opportunities to be explored. This study aims to evaluate the factors influencing the integration of this technology into teaching through a survey of 48 physics teachers nationwide using an online questionnaire with a 5-point Likert scale. Results show that teachers are confident and willing to adopt new technology, recognizing the positive impact of the software on educational quality and student engagement. However, they face difficulties integrating the software into lessons and lack support from resources and school leadership. The study emphasizes the importance of integrating technology into education and provides a basis for developing more effective teacher support strategies. This research contributes to the theoretical foundation on software use in education and aids policy makers, educational managers, and software developers in shaping strategies to optimize technology use in education, enhancing educational quality and preparing students with the necessary skills for the digital era
RETRAINING NEEDS OF MOTOR VEHICLE MECHANIC TEACHERS AND INSTRUCTORS ON AUTOMATIC TRANSMISSION SYSTEM FOR TEACHING IN TECHNICAL COLLEGES IN BAUCHI STATE
Get PDFThe study was designed to identify the areas of retraining needed by the teachers and instructors of Motor Vehicle Mechanics (MVM) trade in the technical colleges in Bauchi State, Northeastern Nigeria. The objective of the research was to identify the pedagogical and practical skills at technical college level. The research questions were; What are the pedagogical skills needed by MVM teachers and instructors for teaching ATS at technical college level? and What are the practical skills needed by MVM teachers and instructors for teaching ATS at technical college level? were used to guide in the conduct of the study. The null hypothesis was tested at 0.05 level of significance. A 58 item questionnaire which was face validated by three experts from the Department of Vocational and Technology Education, Abubakar Tafawa Balewa University, Bauchi State Nigeria and pilot-tested on twelve respondents from Government Technical College, Gombe, Gombe State that were not part of the study which yielded a Cronbach alpha coefficient of 0.993 was used to determine the internal consistency was used to collect data for the study. The data was analyzed using mean and standard deviation. The data support the conclusion that teachers do not feel confidence of their pedagogical and practical skills. As a result of the above revelation, the following implications arise. Teachers of MVM program in the technical colleges needed training and retraining in pedagogical as well as practical skills to enable them to perform their professional responsibilities in their practice. The pre-service training received by the teachers was found to be rickety and completely defective, which might not perfectly prepare them for effective job performance. The MVM teachers need to be retrained in order to update their knowledge, skills and competencies with respect to pedagogical and practical skills to enable be able to teach the learners efficiently and effectively, so that the learners can graduate as competent craftsmen, technicians and technologist.
 
Validité de la Technique d’alignement automatique en Traduction Assistée par Ordinateur (TAO): Cas de Wordfast Aligner
Get PDFLes outils d’alignement automatique en traduction assistée par ordinateur (TAO) continuent de présenter des limites. Cet article a pour principal but d’évaluer la technique de l’alignement automatique de Wordfast Aligner. Cette étude vise à identifier les lacunes dans les segments du TC au moyen d’une description comparée avec les segments du TS, à évaluer le pourcentage du rendu en nous servant de l’évaluation automatique de Wordfast Aligner, à identifier et évaluer l’algorithme utilisé dans Wordfast Aligner dans la segmentation, et à étudier la qualité de l’alignement produit par Wordfast Aligner et voir si cela est valable dans un cadre général. Quatre hypothèses sont émises dans cette recherche. La première stipule que les lacunes existant dans les segments du TC dans un bi-texte produit automatiquement dans Wordfast Aligner sont identifiables suivant une analogie cognitive. La deuxième postule que l’outil Wordfast Aligner rend tout le sens des segments du TS dans les segments du TC. La troisième stipule que l’algorithme d’alignement automatique utilisé dans Wordfast Aligner est valide. Et la quatrième postule que la technique de l’alignement automatique dans Wordfast Aligner ne bâtit pas une MT optimale. Il ressort de l’analyse de 50 segments pertinents que les lacunes se trouvant dans les segments du TC en rapport avec les segments du TS sont de quatre (4) catégories : des lacunes provenant d’une mauvaise segmentation (2%), des lacunes provenant d’une sur-traduction (16%), des lacunes provenant d’une sous-traduction (64%), des segments avec zéro (0) lacune (18%). Ces résultats montrent également que l’outil Wordfast Aligner, en effectuant l’alignement automatique, ne rend pas toujours tout le sens du segment du texte source. La moyenne générale du rendu par Wordfast Aligner est de 69,68% ≈ 70%, ce qui est acceptable, mais pas optimale.
ABSTRACT
Machine alignment tools in computer-assisted translation (CAT) continue to have limitations. The main purpose of this paper is to evaluate the Wordfast Aligner machine alignment technique. This study aims to identify gaps in TT segments by means of a comparative description with ST segments, to evaluate the percentage of rendering using Wordfast Aligner's automatic evaluation, to identify and evaluate the algorithm used in Wordfast Aligner in the segmentation, and to study the quality of the alignment produced by Wordfast Aligner and see if this is valid in a general setting. Four hypotheses are put forward in this research. The first states that gaps in the TT segments in a bi-text automatically produced in Wordfast Aligner are identifiable by a cognitive analogy. The second postulates that the Wordfast Aligner tool renders all the meaning of the ST segments into the TT segments. The third hypothesis states that the automatic alignment algorithm used in Wordfast Aligner is valid. And the fourth hypothesis postulates that the automatic alignment technique in Wordfast Aligner does not build an optimal TM. The analysis of 50 relevant segments shows that the gaps found in the TT segments in relation to the ST segments fall into four (4) categories: gaps due to poor segmentation (2%), gaps due to over-translation (16%), gaps due to under-translation (64%), segments with zero (0) gaps (18%). These results also show that the Wordfast Aligner tool, when performing automatic alignment, does not always render the full meaning of the source text segment. The overall average rendering by Wordfast Aligner is 69.68% ≈ 70%, which is acceptable, but not optimal
PRINCIPALS’ MANAGERIAL COMPETENCES AS CORRELATE OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Get PDFThe study determined principals’ managerial competences as correlate of teachers’ job commitment in public secondary schools in Anambra State. The study was guided by three research questions and three null hypotheses were tested at 0.05 alpha level. Correlational research design was adopted for this study. The population of the study comprised 7,027 teachers in 266 public secondary schools in Anambra State. Proportionate stratified random sampling technique was used to draw 703 teachersfor the study. Two sets of instruments titled ‘‘Managerial Competences Scale (MCS)” and “Teachers’ Job Commitment Scale (TJCS)” were used for data collection. The instruments were face validated by three experts of which two were from the Department of Educational Management and Policy, and one in Measurement and Evaluation Unit in the Department of Educational Foundations, all from Faculty of Education, NnamdiAzikiwe University, Awka. Cronbach alpha method was used for a test of internal consistencies of the instruments which yielded overall coefficient value of 0.81 and 0.83 for MCS and TJCS respectively. The instruments were administered by the researcher and five research assistants and 97% return rate was recorded. Pearson Product Moment Correlation Coefficient was used to answer the research questions and t-test of correlation was used to test hypotheses. The findings of the study revealed among others that there is a strong positive correlation between principals’ motivational competence and teachers’ job commitment in public secondary schools in Anambra State. It was also found that there is a moderate positive correlation between principals’ supervisory competence and teachers’ job commitment in public secondary schools in Anambra State. Also, there is no significant relationship between principals’ communication competence and teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, it was recommended among others that Post Primary School Service Commission should pay periodic visits to schools to monitor and offer suggestions to improve supervisory skills of principals to bring improvement on the job commitment of teachers
The Status of Translation, Challenges and Perspectives in Cameroon
Get PDFThis study investigates the status of translation challenges and perspectives in Cameroon It builds on the premise that the trajectory of Cameroon predisposes it to the industrialisation of translation. This practice has been institutionalised in Cameroon a long time ago but no one can trace for sure, its status and milestone to professionalization. The objectives of this study were therefore to (1) find out if translation is professionalized in Cameroon, (2) determine the effectiveness of translation practice in Cameroon, and (3) identify those who serve as translators in Cameroon. The study relied on observation, interviews, questionnaires, documentation. Secondary source material such as text books, journals and any relevant material were also consulted and fully exploited for the collection of relevant information. Findings revealed that: translation in Cameroon is not professionalized; translators do not enjoy any prestigious status; there is lack of organization and no effective translation practice in the country; the myriad of language pairs are still to be effectively served by the existing practitioners; existing translation schools are yet to provide the translation market with the relevant number of qualified translators; translation is practiced by anyone who can speak two or more languages. It was recommended that further studies be carried out on the requirements of professionalization in translation practice
Etat des lieux de la traduction en langues nationales au Cameroun
Get PDFDe nombreux travaux ont démontré que le multilinguisme fait partie de l’essence même de l’Afrique subsaharienne (Greenberg, 1955 ; Senghor, 1956). Étant donné la multiplicité de communautés ethniques et linguistiques dans cette région, la traduction a toujours existé et continue de faire partie du quotidien. Le Cameroun, en ce qui le concerne, compte 238 langues nationales (BinamBikoiet al., 2012) et n’abrite aucune école consacrée essentiellement à la formation de traducteurs et de traductrices dans lesdites langues. Par contre le pays se retrouve à une conjoncture où il est nécessaire que toutes les communautés accèdent à l’information officielle pour faire croître un sentiment d’appartenance et accélérer ainsi l’intégration nationale. Cet article vise à faire l’état des lieux de la traduction en langues nationales au Cameroun en vue de déblayer le chemin pour des mesures d’amélioration de ce secteur. Une méthodologie de recherche à la fois qualitative et quantitative a été utilisée pour mener cette étude. Les données ont été collectées, non seulement à partir des questionnaires à une moyenne de 120 traducteurs en langues nationales, mais également à partir des interviews et des groupes de discussion avec des cadres des institutions de traduction en langues nationales. Les résultats de cette étude révèlent quel’activité de traduction en langues nationales au Cameroun est en un état acceptable, mais peut d’avantage être boostée, non seulement par des mesures modernes telles que les outils de traduction assistée par ordinateur (TAO), mais également par une politique publique plus normative et plus formelle
Insurance Investments and Economic Performance in Nigeria
Get PDFThe study looks at insurance investment and economic performance in Nigeria between 1996: Q1 and 2022:Q4. Secondary series were obtained without bias from the Central Bank of Nigeria's statistical database. At the 95 percent confidence level, the Johansen co-integration, VEC Granger Causality, and VECM were used. The presence of long-run form among the variables is demonstrated by Johansen co-integration; the absence of joint supports for gross fixed capital formation (GFCF) and gross domestic product (GDP) is demonstrated by the VEC Granger Causality (GDP). For VECM, shares and bonds, and real estate and mortgage investment significantly retard GFCF, whereas government securities only significantly reduce GFCF; government securities and shares and bonds are negative but significant to GDP, but real estate and mortgage investment significantly promotes GDP. In addition, we find that errors in the short run are corrected at a rate of 6% and 7.7% in the long run for GFCF and GDP, respectively. In conclusion, insurance investments have a negative impact on Nigeria's economic performance. As a result, we advocate for an increase in the breadth of the Nigerian exchange's product offering; the revitalization of failing and ailing firms in terms of restructuring, where most of the funds of insurance firms have been channeled; and a halt to investment in government securities, which slows economic performance. Furthermore, more funds should be committed to real estate and mortgage in order to stimulate economic progress, as it promotes economic progress infinitesimally
BOLAJI AKINYEMI: AN “INTER-LECTUAL” OR JUST AN INTELLECTUAL?
Get PDFBolaji Akinyemi’s enigmatic personality and his perceptive understanding of foreign policy issues has compelled an interrogation into his disciplinary status and academic expertise in the field of international relations. His versatility in the social sciences has incommoded the controversy of specialization in the academia. Akinyemi’s prodigy drives international affairs into the route of international relations thus energizing a healthy debate on the radicalization of various academic disciplines which possess the potential for contending collision. This paper provides a nexus for orthodoxy and idealism, radicalism and conservatism, realism and liberalism. Adopting the analytical approach, the paper submits that conceptual comprehensibility is an elixir for classificatory appropriateness.
Akinyemi’s disputations in many of his work in and outside the academia are sufficient to categorize him as an inter-lectual