The University of Zambia Journals
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Evaluation and Optimisation of The Grinding Circuit at Konkola Concentrator to Enhance Flotation Performance
Get PDFThe grinding plant at Konkola concentrator accepts 18.5 tonnes per hour of crushed ore to produce a grind of 84% passing 75m. Although this grind and capacity were meeting the Konkola concentrator metallurgical requirements, the technical staff, however, sought for a more durable and lower down time equipment in the classification process of the grinding circuit in order to have an improved flotation performance and hence increase overall production
Prior to this work, the technical staff of the concentrator carried out a test work in order to optimise the efficiency of grinding plant ball mills fitted with a 38.10 cm, 45.75 cm and 50.80 cm Multotec hydro cyclone. The results of the test work showed that the 38.10 cm and the 45.75 cm hydro cyclones were unsuitable due to their low throughput and poor final product quality. The 50.80 cm Multotec hydro cyclone, on the other hand gave improved throughput and the required flotation product quality
Further investigations were done on the spigot, the throughput and the grind at which there was an enhanced flotation performance. The results revealed that the best flotation performance was at grinds above 83% passing 75m. The spigot and the throughput were optimised at 100 mm and 20.59 tonnes per hour respectively
AN ANALYSIS OF EPISTEMOLOGICAL CONSIDERATIONS IN EDUCATIONAL RESEARCH
Get PDFThis paper provides illustrative analyses of three central epistemological standpoints that are possible in education related research. The authors used these analyses to show how epistemological persuasions shape the content, approach and foci of educational research. The positivist and post-positivist paradigm is exemplified in the first part of the paper. A focused analysis of the constructivist and interpretivist paradigm then follows. Here again, authors tried to isolate and illuminate the characteristics of the conversation that illustrate its epistemological leaning. Finally, an analysis of the poststructuralist, postmodernist and critical theory paradigms. The overall aim of the paper was to exemplify these various epistemologies
Business Education Students’ Perception of Social Entrepreneurship Opportunities for Sustainable Economy of Nigeria
Get PDFEmpowering Business Education students to solve the social, economic and environmental challenges of the twenty-first century demands for proper students’ perception of entrepreneurship opportunities in the society. Therefore, this study was carried out to examine Business Education students’ perception of social entrepreneurship opportunities for sustainable economy of Nigeria. The study raised and answered one related research question and also formulated and tested three relevant research hypotheses. The descriptive survey research design was adopted for the study. The population of the study comprised all final-year Business Education students in public universities and public colleges of education in Lagos State, Nigeria. The sample size for this study consisted of one hundred and five (105) final-year students of Business Education randomly selected from the two sampled tertiary institutions. The research instrument used was structured questionnaire. The reliability coefficient of the validated questionnaire using Cronbach Alpha method was 0.85. The research questions and hypotheses data were analysed using mean and t-test statistical tools respectively. The results, among others, showed that Business Education students had proper perception of social entrepreneurship opportunities in the communities. However, female students were found to have better perception than the male counterparts did. In addition, university students had better perception than the students did at the college of education. Therefore, it was recommended, among others, that more innovative and experiential approaches should be employed for teaching and learning of both commercial and social entrepreneurship content of Business Education curriculum at tertiary education levels, with greater focus on the students from colleges of education for achieving sustainable economy in Nigeria
Teacher Transfers from Primary Schools in Chama District of Zambia: Causes of the Massive Teacher Exodus and its Effects on Learner’s Academic Performance
Get PDFScholarly research has shown that the availability of enough qualified teachers in schools is key to effective curriculum implementation. In Zambia however, rural schools experience more teacher transfers to urban schools. The purpose of this study was to find out the main causes of teacher transfers from Chama district of Muchinga province. Researchers in this study also sort to analyze the effects that teacher transfers had on the learning process. A descriptive research design was used to explore this phenomenon. 150 teachers were sampled from 25 rural schools and each of these school’s head teachers were also part of the sampled participants. Focus group discussions and interviews were conducted to collect data from teachers and head teachers. Human resource documents and examination performance records from the district education office in Chama were also analyzed. The findings of the study showed that teachers requested for transfers due to a number of factors such as separation from their spouses, conflict with school administrators, poor deployment procedures and social amenities, remoteness of the schools, fear of witchcraft and qualification upgrading. It was further noted that all these factors negatively affected learners’ performance since schools were understaffed, and teachers demotivated and at times left schools for a number of days so as to access social services in town at the expense of teaching and learning. While each of these causes needed immediate attention it was however concluded that the problem of understaffing in schools in rural Chama due to transfers is a big one which required national policy makers to invest in improving the living conditions of teachers in rural schools by providing social services such as hospitals, roads, banks, electricity and modern school structures and staff houses. It was envisaged that if this is done at a national level most of the causes of teachers leaving rural schools would be gradually reduced
Environmental Learning Approaches that Promotes Positive Action in Learners
Get PDFThis article focuses on environmental learning approaches that promotes positive action. It uses desk research and document analysis to capture and understand environmental learning and environmental learning approaches that promote positive action. There was an agreement in the literature that learning was a complicated process and thus different definitions of it. It was revealed in this desk research that people going to national parks and other natural wonders for relaxation, pleasure or even when persons join an environmental organization to support policy efforts of that organization constitutes environmental learning. However, the researcher argues that environmental learning is learning about, for and in the environment. Further, there was consensus in the literature that not all learning approaches are appropriate for environmental learning. The researcher posts that appropriate environmental learning approaches should ultimately lead to positive actions
Truck Drivers’ Environmental and Energy Literacy at Chirundu Border Post: An Attitudes and Exploratory analysis
Get PDFSocial and behavioral research is crucial for securing environmental sustainability and improving human living environments. There is a growing awareness to the role that natural resources such as water, fuel, land, forests, and environmental amenities play in our lives. There are many competing uses for natural resources, and society is challenged to manage them for improving social well-being. The main objective of this study was to explore driver attitudes about energy and the environment as a basis for modelling behaviour and educational programs to encourage truck drivers to reduce engine idling as a way to cut down on diesel emissions and fuel consumption. It has proven difficult, however, to target education and outreach to truck drivers, partially because little is known about them. Based on interview survey of 31 drivers who were randomly sampled, the link between drivers’ environmental and energy attitudes and their adoption of idle-reduction measures were examined. The results of this survey on the environment show that truck drivers attach great value to the environment and are increasingly aware of the role that the environment plays in their lives. The environment has an indisputable importance in the lives of citizens. However, their green attitudes do not always translate into environmentally friendly behaviour and concrete actions. Therefore the main challenge revealed by this survey appears to be how to better inform truck drivers about environmental issues and encourage them to act on their environmental convictions. The study recommends some form of environmental education and education for sustainable development (ESD) that may help truck drivers acquire knowledge that promotes behavioral change towards environmental citizenship
Power Relations between Teachers and Head Teachers: A Case of Selected Secondary Schools in Lusaka District, Zambia.
Get PDFThe study sought to explore power relations between teachers and head teachers and its implications on pedagogy on selected secondary schools in Lusaka District, Zambia. The study draws a theoretical framework from Michel Foucault’s notion of power relations. The study employed a descriptive design through the application of qualitative method. Data was collected from 5 secondary schools in Lusaka District. The sample comprised of 20 teachers and 5 head teachers, who were sampled purposively. Data was gathered through interviews and documents and was analyzed thematically by identifying patterns and themes within or across the data. Frequencies and percentages were run to shed more light on the responses from teachers and head teachers and this was presented through the use of figures. The main findings of the study revealed that the causes of power relations between head teachers and teachers varied. Responses from head teachers included absenteeism, late coming, teachers having a negative work culture and not submitting teaching files on schedule. Teachers indicated the following causes of power relations; teachers having higher qualifications than the head teacher, incompetence on the part of the head teacher, unsatisfactory class allocation, and favoritism. Furthermore, the study revealed that power relations have a negative implication on pedagogy such as teachers projecting their frustration on learners, loss of morale on the part of the learners which results in disliking a subject (s) of that particular teacher. The findings of the study further indicated that teachers and head teachers were able to manage their power differences through various management strategies such as confrontation, avoidance, dialogue, maintaining government policy by giving teachers copies of working conditions, charging the teacher, mediation, communication and scolding the teacher. Despite managing the power differences using several strategies, personal grudges between teachers and head teacher still exist. In light of the findings, the study recommends that both headteachers and teachers should undertake a compulsory course on management of power relations in the secondary school teacher preparation programmes. It also recommends that headteachers should also be encouraged to adopt a compromising style for conflict management
Comparison of Serologic Diagnosis of Taeniosis and Cysticercosis in Field Samples from Eastern Zambia
Get PDFBackground: Neurocysticercosis is a leading cause of epilepsy in Taenia solium endemic regions of the world accounting for about 30% of all epileptic cases. The main aim of this study was to do a Comparison of Serologic Diagnosis of Taeniosis and Cysticercosis in Field Samples from Eastern Zambia.
Methods: Retrospectively collected Samples through community-based cross sectional and longitudinal studies which looked at the prevalence and incidence of human T. solium infections, respectively, and described in earlier reports were selected for this laboratory based study. Samples, with coproantigen ELISA and serum antigen ELISA which the results were known were randomly selected for this study.
Results: A total of 886 serum samples were analyzed. The rT24 /rES33 EITB detected a taeniosis and cysticercosis prevalence of 5.9% and 9.5%, respectively. On performance the Kappa statistics revealed a fair agreement of rT4/rES33 EITB (Kappa value of 0.2781- 0.2117) compared to coproantigen ELISA and serum antigen ELISA. Although there is not a good agreement between the antibody and antigen test.
Conclusion: This study found that the performance of rT4/rES33 EITB compared to coproantigen ELISA and serum antigen ELISA were fair and because the agreement was not good between the antibody and antigen test the, selection of a test must be carefully made, with consideration of what is needed
Physiotherapy Students Satisfaction on Clinical Learning Environment and Supervision at University of Ghan
Get PDFBackground: Clinical education is an important and distinct part of health profession education in which students learn to consolidate theory into practice with the aim of gaining clinical competence and enhancing professional knowledge. Clinical knowledge and skills can be achieved through a conducive clinical learning environment with effective supervision. We aimed to determine physiotherapy students’ satisfaction on their clinical learning environment and supervision.
Methodology: A cross-sectional study, which involved 85 physiotherapy students recruited with the convenience sampling technique from the Department of physiotherapy, University of Ghana who visited four accredited clinical sites. Participants who consented, completed an adapted Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale. Data collected was analysed using SPSS (version 20.0). Pearson’s Chi-square was used to test for association between variables.
Results: Almost all 80 (94.1%) participants were satisfied with the clinical learning environment only, while more than half 52 (61.2%) had average level of satisfaction with the clinical learning environment and supervision. Majority 60 (80%) of participants had a high level of satisfaction with supervision only. The association between the participants’ satisfaction on the clinical learning environment and supervision was statistically significant (P < 0.001).
Conclusion: Physiotherapy students are generally satisfied with their clinical learning environment and supervision. Periodic assessment of physiotherapy students’ satisfaction with clinical learning environment and supervision may be carried out in order to improve clinical leaning
University Extension Education as a tool for Social Justice Adult Education: A Synthesis Paper on Access, Barriers and Success
Get PDFThe genesis of university extension education in Zambia is rooted in the history of the University of Zambia (UNZA) in 1966. The mandate to provide extension education was given to the then Department of Extra-Mural Studies (DEMS) current known as the Department of Adult Education and Extension Studies (DAEES). The core business of university extension education is to address the educational needs of the marginalised masses by increasing access to both formal university education and lifelong learning. Nevertheless, the literature indicates that university extension education at UNZA has been under constant threats of being abolished as it has always been perceived as a liability to the institution irrespective of its philosophical underpinning which relates to the third function of universities. The purpose of this paper is to synthesise the literature that focuses on access, barriers and successes of UNZA extension education. Furthermore, it locates a nexus between university extension education and social justice. Finally, the paper concludes as an added voice on the need to sustain the existence of university extension education in Zambi