The University of Zambia Journals
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Retrospective Review of Injury Patterns Among Ghanaian Footballers During the 2009-2010 League Season
Get PDFBackground
The increased popularity of football in addition to the physical and mental demands placed on players increase the risk of soccer injuries. We set out to identify injury patterns among footballers involved in selected Glo sponsored Ghana premier league games during the 2009/2010 season.
Methodology
Digital video compact discs (DVDs) of thirty randomly selected 2009/2010 matches were acquired for the study from the Ghana Football Association. A Samsung DVD player and television set were used to playback and watch the matches. The researchers stopped the video immediately an injury occurred and the disc was then put in slow playback movement whilst the occurrence of injury was recorded on an injury report form. All statistical analyses were performed using SPSS version 20.
Results
A total of 139 injuries were recorded during the study with an average injury incidence of 4.63±1.99 injuries per match. Tackling attempts (51.1%) was the predominant mechanism of injury with the ankle (26.6%) being the most injured body part. There was a significant association between player position and number of injuries suffered (p=0.038) and a significant association observed between player position and severity of injuries (p = 0.042). The uses of icepack (34.5%) and vapocoolant spray (32.4%) were the most common first aid treatment for the injuries sustained. Conclusion
The study indicated that professional football players in Ghana are exposed to high injury risks as evident by the relatively high injury incidence
Co-Curriculum Responsiveness for Adaptability and Challenges for Teachers in Hard-To-Live Areas of Mkushi and Luano Districts, Zambia
Get PDFThis article shares findings of a study which examined the teacher Education co-curricular responsiveness to teacher adaptability in hard-to-Live Areas of Mkushi and Luano districts in Zambia. It employed a narrative research design on the adaptability and experiences of teachers deployed in difficult-to-live-in- environments in Mkushi and Luano districts of Zambia. The objectives of the study were twofold: firstly, to establish if the co-curriculum aspect of the teacher education curriculum was tailored in such a way that it prepares student teachers to work in difficult-to-live environments in rural and remote areas; and secondly, to establish the challenges that newly deployed teachers’ likely face in such areas. A narrative design was employed with a sample of forty teachers, twelve Head teachers and 2 District Education Board officers. The findings suggest that teachers adapt to hard-to-live- environments differently according to various factors which included the nature of the teacher education curriculum they underwent, general background and prior experience or exposure to rural areas, administrative challenges among others. The article recommends that a responsive teacher education curriculum should be cognizant of equipping teachers with knowledge and skills that may make them adapt easily and that there is need for administrative and policy adjusts towards enhancing responsiveness of teacher education
Availability and Usage of Information Communication Technology Facilities in Secondary Schools in Zambia
Get PDFThis paper examines the availability and usage of ICT facilities in secondary schools in Zambia, from the perspective of teachers. Based on two key research objectives; to analyse the availability of ICT facilities (infrastructure) and usage of the available ICT facilities in the selected Secondary Schools. The data was solicited from four provinces of Zambia, namely: Lusaka, Copperbelt, Eastern and Luapula. Three districts were selected from each province and in each district three schools were sampled. The paper employed a survey design in which a sample of 360 teachers were selected. A questionnaire was used to gather data from teachers, whose findings were analysed using descriptive and inferential statistics. A Mann Whitney U test and also Kruskal Wallis test were used to validate the null hypotheses on the availability and usage of ICT facilities. The results showed a low access to ICT facilities by administrators, teachers and pupils which resulted in low usage of the available ICT facilities. The study also reveals high challenges in ICT facilities especially in government schools, which exhibits a low effort in investing in ICT by especially the Government of Zambia. Concerted effort should be made by the Government in partnership with other stakeholders to ensure a more improved input investing in ICT infrastructure in Zambia to ensure maximum outcomes in the education system
The Relationship between Assessment Practices and Students’ Academic Performances
Get PDFThe University of Zambia, School of Medicine has remained a premier academic institution that prides itself with exceptionally high outcomes. In order to delve this issue, this article investigated the relationship between assessment processes and students’ academic performance among undergraduate medical students trained at the University of Zambia, School of Medicine during the years from 2008 to 2016. A mixed methods approach involving qualitative and quantitative methodologies was employed to investigate the above-mentioned issue. An explanatory sequential research design was used for data collection. Data was captured using an evaluation survey instrument, students’ Focus Group Discussion schedule and an in-depth interview schedule for key informants regarding the GPA and examination attritions. Quantitative data from the first set were analysed using descriptive and inferential statistics while qualitative data from the second set analysed using constant comparative method. The article revealed during the period under study that there was little timely feedback (47.8%) and, where it was done, it lacked guiding comments (48%). In addition, the article revealed that 28.8 per cent assessment tasks were misaligned with learning objectives. In conclusion, the article showed that the low students’ GPA and high examination attrition rates at the Medical School of the University of Zambia were due to improper assessment processes. In view of these findings, the article recommended that assessment tasks should be aligned with learning objectives and that feedback should be given to students on time and should be detailed
The Tonga Art of Kulibanda: A Literary and Linguistic Analysis
Get PDFFramed within the broader context of two not so related theoretical lenses
– literary theory and linguistic theory – the paper seeks to characterise
Tonga practice of kulibanda as a language-based artistic expression for
its sociocultural, literary and linguistic significance among the Tonga
people. Couched within Austin’s speech act theory, Levison’s politeness
principle and literary theory, this brief assessment attempts to bring into
the spotlight unique characteristics of kulibanda, which in ordinary speech
would be judged as flouting the maxims of politeness, deference and cultural
appropriateness. Having considered the material potency of kulibanda
collected from online platforms and occurring in real-life situation, it is
insightful to conclude that the artistic clamour, stylistic flexibility and the
linguistic sensibilities of kulibanda transform this piece of art beyond its
traditional theoretical enclave of oral literature into the structured linguistic
materiality for a shared sociocultural knowledge, histories and meaning
making enterprise among the Tonga people
Prevalence and Outcome of Hypernatraemic Dehydration Among Under-5 Children with Diarrhoea at the University Teaching Hospital, Lusaka, Zambia.
Get PDFDiarrhoea is the second commonest cause of under-five mortality globally (second to Pneumonia) and kills one (10 percent) out of every ten children who die before their fifth birthday. In Zambia dehydration due to diarrhoea is a leading cause of morbidity and mortality among under-five children. Hypernatraemic dehydration is the most dangerous and fatal form of dehydration. Despite the availability of well known effective treatment modalities for dehydration in diarrhoea, mortality remains high in many developing countries. The situation is not any different in Zambia and at The University Teaching Hospital (UTH) Department of Paediatrics. Therefore, this study sought to determine the prevalence and outcome of hypernatraemic dehydration as a possible contributing factor to the high mortality rate among children with diarrhoea. It was a cross-sectional study conducted at the UTH Department of Paediatrics. The study population was under-five children presenting with acute diarrhoea with dehydration. Independent variables were age, sex, feeding modality, prior ORS therapy, rotavirus vaccine status and serum sodium. The dependent or outcome variables were discharge/mortality and duration of hospital stay. Data analysis was done with the help of SPSS version 20. There were a total of 148 participants with an almost 1:1 male/female ratio (73/75), the mean age of 14.7 months ranging 1-60 months. The prevalence of hypernatraemic dehydration was approximately 19 percent (29/148) among children presenting with diarrhoea and dehydration. Hypernatraemia was associated with a high risk of mortality (7/29) with an OR 5.8 (adjusted OR 3.6, 95% CI 2.9-8.0, p 0.002), compared to (7/74) OR 1.8 (adjusted OR 1.1, 95% CI 0.8-2.2, p 0.06), and (5/33) OR 3.1 (adjusted OR 2.3, 95% CI 1.7-4.4, p 0.03) for normal and low initial sodium level respectively. Hypernatraemia was also associated with longer hospital stay with a mean duration of 3.09 days (74.2hrs) compared to 2.01 days (48.2 hours) and 2.13 days (51.1 hours) for normal and low sodium respectively. Hypernatraemia is prevalent among under-five children presenting with diarrhoea at UTH department of paediatrics and a major contributing factor to high diarrhoeal associated mortality. Recognition of its occurrence through diligent laboratory services is therefore critical for appropriate patient care
Prevalence and Factors Associated With Renal Dysfunction in HIV Positive Paediatric Patients on Highly Active Antiretroviral Therapy at the Paediatric Centre of Excellence of the University Teaching Hospital, in Lusaka, Zambia
Get PDFBackground- Although sub-Saharan Africa has the largest number of children living with the Human Immunodeficiency Virus (HIV), little is known about the prevalence of HIV related kidney disease in these children despite the recognition of HIV infection as a strong risk factor for kidney disease. This study investigated the prevalence and factors associated with renal dysfunction in HIV positive paediatric patients on highly active antiretroviral therapy at the Paediatric Centre of Excellence (PCOE) of the University Teaching Hospital (UTH), Lusaka, Zambia.
Methodology- The study was a cross sectional survey conducted at the PCOE of the UTH in Lusaka, Zambia. Enrolment of all eligible participants was from April to September, 2014. The Inclusion criteria were patients aged 18 months to 16 years who consented or and assented to the study and were on HAART. Renal dysfunction was defined as at least abnormal renal laboratory values in at least 1 of 3 measures of proteinuria, serum creatinine or Estimated Glomerular Filtration Rate (eGFR) 60mL/min/1.73m2 for the age and height-adjusted value as defined by The Kidney Improving Global Outcomes (KDIGO) 2012 on two occasions. A file review and clinical evaluation was done by the study physician to determine the factors associated with renal dysfunction. Bloods were drawn for CD4 count, Haemoglobin (HB), Creatinine and Urine was taken for dipstick urinalysis.
Results- Of the 209 participants enrolled in this cross sectional study, 105(50.2%) were females. This study found a prevalence of 8.1% (CI=5.0-12.5), of renal dysfunction among paediatric HIV patients followed up at PCOE. Children aged 13 and above had on average 23 times greater odds for renal dysfunction [adjusted odds ratio (OR) = 23.76, and 95% confidence interval (CI) = (5.30 – 106.53), P-valu
Performance of Spring Wheat (Triticum aestivumL.) Varieties under Water Regimes and Nitrogen Rates
Get PDFThe high cost of supplying water and nitrogen reduces the planted hectarage and restricts spring wheat production among wheat growers in Zambia. A field experiment was carried to determine twelve common spring wheat varieties’ performance when subjected to water regimes and nitrogen application rates at Nanga Irrigation Research Station in Mazabuka in 2011 winter season. The experiment was performed as a Split-split in a Randomised Complete Block Design with three replications. Water regimes (100%, 75% and 50% crop water requirements (CWR)) were considered as the main factor, nitrogen rates (80, 160 and 240 Kg N ha-1) as sub-factor and variety (Nduna, Shine, Sekuru, Sahai I, Loerie II, Pungwa, Choza, UNZA I, UNZA II, Mampolyo, Nseba and Coucal) as a sub-sub factor. Grain yield, spike length, above-ground biomass, plant height, thousand kernel weight, harvest index, spikelets per spike and number of grains per spike were measured.Mampolyo, Nduna and Pungwa significantly (p < 0.05) produced the same and highest grain yield of 6,473, 6,494 and 6,395 kg ha-1, respectively at 100% CWR and lowest nitrogen rate. At 50% CWR and optimum nitrogen rate, Loerie II (5,351kg ha-1) and Sahai I (6,086kg ha-1) significantly (p < 0.05) produced the same and highest yields. At 75% CWR and 160 kg N ha-1, Mampolyo (5,703kg ha-1) and Sekuru (5,325kg ha-1) significantly (p < 0.05) produced the same and the highest yields and 75% CWR and 80 kg N ha-1,Nseba (5,667kg ha-1), Shine (5,224kg ha-1) and Choza (5,559kg ha-1) significantly (p < 0.05) produced the same and highest grain yields. The optimum and low level of either water on nitrogen or vice versa and 80 kg N ha-1 with 75% CWR offers wide options for spring wheat variety choice for wheat production.It was concluded that farmers could select some varieties with high grain yields based on the input combination suiting their capacity and increase planted hectarage and wheat production
University Extension Education in Zambia: increasing Opportunities for Human Resource Training and Development
Get PDFThis paper conceptualises the remarkable ability of University extension to increase opportunities for human resource training and development. This was a desk research and reviewed works that have published on this subject. By definition, university extension education refers to the delivery of university knowledge and ways of thought to people away from the premises of the University. Human resource training and development, on the other hand, is a process of providing knowledge and skills to individual’s particularly those in employment. It offers both short term and long term preparation of individuals subjected to it. The rationale for human resource training and development is premised on the fact that knowledge and skills are dynamic. Therefore, individuals require to be in constant touch with the reality. Based on the literature reviewed, the benefits of University extension education cannot be over-emphasized. It creates training opportunities for different people who may not manage to attend university education on full-time basis for some reasons. The increased opportunities include programme offerings in various certificate and diploma programmes. These programmes have provided a further training opportunity at a higher level. The people who have obtained qualifications through this mode of study have advanced to a degree either at the University of Zambia or other up-coming universities within the country. Essentially, some of the graduates from extension education have been the main clientele for the degree programmes of the up-coming universities in the country. The demand for university extension education has, however, increased due to the growing benefits witnessed by the Zambian society. From the findings the participants have experienced attitude change, increased employment and business opportunities, job promotion, better management of their affairs and career progression. It has continued to address the various socio-economic and political concerns of the Zambian society. This paper conceptualises the remarkable ability of University extension to increase opportunities for human resource training and development. This was a desk research and reviewed works that have published on this subject. By definition, university extension education refers to the delivery of university knowledge and ways of thought to people away from the premises of the University. Human resource training and development, on the other hand, is a process of providing knowledge and skills to individual’s particularly those in employment. It offers both short term and long term preparation of individuals subjected to it. The rationale for human resource training and development is premised on the fact that knowledge and skills are dynamic. Therefore, individuals require to be in constant touch with the reality. Based on the literature reviewed, the benefits of University extension education cannot be over-emphasized. It creates training opportunities for different people who may not manage to attend university education on full-time basis for some reasons. The increased opportunities include programme offerings in various certificate and diploma programmes. These programmes have provided a further training opportunity at a higher level. The people who have obtained qualifications through this mode of study have advanced to a degree either at the University of Zambia or other up-coming universities within the country. Essentially, some of the graduates from extension education have been the main clientele for the degree programmes of the up-coming universities in the country. The demand for university extension education has, however, increased due to the growing benefits witnessed by the Zambian society. From the findings the participants have experienced attitude change, increased employment and business opportunities, job promotion, better management of their affairs and career progression. It has continued to address the various socio-economic and political concerns of the Zambian society.  
The Use of Silozi as Language of Initial Literacy Instruction in Multilingual Pre-Primary Classrooms of Zambezi Region: Challenges and Way Forward
Get PDFThe Namibia Language Policy stipulates that in the junior primary (Pre-Primary, Grades 1-3), the language of instruction is the mother tongue or the predominant local language. However, Zambezi Region of Namibia is multilingual yet SiLozi is the sole language of initial literacy based on the assumption that it is the predominant language. A number of studies argue that a monolingual language practice creates challenges for both the teacher and learners in heterogeneous classrooms. In view of the preceding, the purpose of the study was to establish the challenges the pre-primary teachers and learner were confronted with due to SiLozi as a sole language of initial literacy in selected pre-primary classrooms in a predominantly SiFwe speaking environment of Sibbinda Circuit of the Zambezi Region. The sample consisted of 6 pre-primary classrooms, 6 pre-primary teachers, 6 principals. The findings of the study bring out the numerous challenges which teachers and children face in providing/receiving instruction exclusively in SiLozi. One of the challenges includes lack of familiarity with the official medium of instruction which itself, has a number of pedagogical implications. As a way to bridge the language gap, the study recommends translanguaging as a pedagogical practice whose implementation and practice would engender multilingualism, counteract symbolic violence and ensure epistemic access and facilitate initial literacy development. Finally, teachers require skills of resemiotisation, semiotic remediation and multilingual pedagogical practices to cope with the challenges they face in their multilingual classrooms