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Maternal Health Information Needs of Women: A Survey of Literature
Get PDFI am glad to present to you, Volume 2, Issue number 1 of the Journal of Lexicography and Terminology. In this Issue, six good articles have been presented from scholars across disciplines. Although all the six articles deal with lexicography and terminology related topics, they are relevant to you as a reader in some way as they serve an informative purpose in a society.
The Journal of Lexicography and Terminology is a peer reviewed multidisciplinary one that is published twice a year with special issues in some cases. The Journal provides an opportunity to both local and international scholars to publish and share conceptual, ideological and research articles associated with terminologies and or lexicography across disciplines. Writers and researchers are encouraged to submit articles for consideration into the journal before 30th April and 30th October each year for issues 1 & 2 respectively
The Use of Ostensive Definition as an Explanatory Technique in the Presentation of Semantic Information in Dictionary-Making
Get PDFLexicography – The theory and practice of dictionary making – is a multifarious activity involving a number of ordered steps. It essentially involves the management of a language’s word stock. Hartmann (1983: vii) mmarises the main aspects of the lexicographic management of vocabulary into three main activities, viz. recording, description and presentation. The stages involved in dictionary-making may be outlined as follows (paraphrasing Gelb’s(1958) five-step model): (a) Identification, selection and listing of lexical items (b) sequential arrangement of lexical units (c) parsing and excerpting of entries (d) semantic specification of each unit (e) dictionary compilation from processed data and publication of the final product. The present article focuses specifically on one aspect of the intermediate stages of this rather complex process of dictionary-making: the stage that lexicographers generally consider to be the principal stage in the entire process and one that is at the very heart of the raison d’être of every monolingual linguistic dictionary, namely semantic specification. The main thesis being developed here is that semantic specification can be greatly enhanced by the judicious use of pictorial illustrations (as a complement to a lexicographic definition) in monolingual dictionaries, and as an essential lexicographic device. This feature is discussed under the broad concept of ostensive definition as an explanatory technique in dictionarymaking. The concept is discussed with specific reference to its application to monolingual dictionaries for African languages. Its role in the presentation of sense values of lemmas (headwords) as well as its limitations are briefly discussed within the framework of the semasiological approach to the presentation of semantic information
Farrelli Hambulo & Leonie Higgs, The Decline of the 'Religious Mission' in Catholic Secondary Schools in Zambia's Southern Province from 1964 to Date: A Catholic Educational Policy Perspective
No full textThe educational partnership between the Catholic Church and government has been in existence since 1964 when the Catholic Church retained control of a majority of schools in the Zambian setting. A major outcome of this educational partnership was the functioning of Catholic schools from a ‘dual educational policy system’ grounded in the recognition of both Catholic education policy and Zambian national education policies. Within Catholic educational contexts in Zambia, the climax vis-à-vis the recognition of Catholic education policy has always been the significance accorded to the implementation of the ‘religious mission’. By the ‘religious mission’ of Catholic schools is meant the sacred duty accorded to Catholic educational institutions to evangelize the Catholic faith to all within Catholic educational settings worldwide (Grace, 2002; Miller, 2006). This is because the ‘religious mission’ which enhances the schools’ catholicity is the primary purpose of Catholic educational institutions worldwide. This study was qualitative in approach and utilized a case study design. The data collection techniques employed in the study were: semi-structured interviews, focus group interviews and document analysis. Purposeful sampling of research participants was employed. Qualitative data from interviews and focus group interviews were analyzed descriptively using thematic categorization procedures and data from documents was analyzed using qualitative content analysis and this was done at the levels of primary content analysis and latent content analysis. Drawing information from Hambulo’s (2016) study entitled ‘Catholic secondary education and identity reformation in Zambia’s Southern Province’, this article showcases challenges experienced particularly by Catholic secondary schools in Zambia’s Southern Province and relates them to the decline of their ‘religious mission’ over the years since 1964. The overarching argument of the article is that, the challenges experienced by such schools since 1964, are also the reason for their declined ‘religious mission’ further leading to the loss of their catholicity. Such challenges have also enhanced an inevitable gap between most major Catholic education policy provisions meant to promote the ‘religious mission’ of the schools and the actual educational practice in the schools in Zambia’s Southern Province since 1964. The article provides a formal statement regarding the declined ‘religious mission’ in the schools through the provision of a precise description of its nature and scope
The Definition of a Catholic School: A Catholic Educational Policy Perspective
No full textThe motivation for this article is drawn from the current status quo regarding some key stakeholders of Catholic education Catholic school’ or exactly what the term ‘Catholic School’ in limited or restricted terms or just as ‘one run by the Catholic regarding that which a ‘Catholic school’ is, it does not give a holistic or adequate meaning of a ‘Catholic School’. Further, such schools because they are complexities involving various key features which combining to form the true identity of ‘Catholic Schools’ worldwide. Due to the current status quo by the term ‘Catholic School’ by some key stakeholders of Catholic education in Zambia, a desk review was conducted to investigate exactly what is meant by the term ‘Catholic School’ this aspect among key stakeholders of Catholic education at all educational levels as well as others interested in the welfare of such education institutions in Zambia. The study was a qualitative descriptive survey design and was grounded in document analysis of Catholic educational policies, key books and other documents providing commentaries on Catholic education in Zambia and worldwide. The study revealed that the idiosyncratic features of Catholic Schools provide the basis for their unique identity globally and it is such features which of the meaning of the term ‘Catholic School’. The study also revealed that it is the various features of Catholic education which combine to enhance a holistic understanding of the actual meaning of the term ‘Catholic School’
Sitwe Benson Mkandawire and Harrison Daka Cultural Preservation Literacy in Zambia: A Case Study of the Lala People of Chitambo Chiefdom in Serenje District
No full textThis article was based on a case study under qualitative research design of post-positivism knowledge generation paradigm. The purpose of the study was to establish the strategies the Lala people were using to preserve their cultures. The research methodology employed was purely qualitative mode of inquiry. Data was collected from 38 respondents in Serenje District including Chief Chitambo’s community. The specific strategies used to collect data were interviews, focus group discussion with a traditional council ‘Insaka ye Lala’ and observation of certain cultural practices. The study revealed that there were several strategies which the Lala people were using to preserve their cultural heritage such as hosting a traditional ceremony annually, conducting dance performances at different functions within the district such as graduation ceremony at Colleges of Education and other public gatherings such as agriculture shows and rallies. The Lala people were also eating traditional foods and most of them encouraged the speaking of Lala language in most contexts. It was also noted that some aspects of the Lala culture were vanishing and getting extinct slowly such as certain food stuff such as millet (amale) nshima, some marriage processes were literary extinct such as a stage where parents used to find a spouse to marry their children and finally, the traditional dressing of the LALA people was no longer common. It was recommended that the Lala community should continue preserving their culture and restore those important aspects that were extinct or slowly vanishing
Noah Kenny Sichula: Integrating the Socially Constructed Pedagogy in Non‒School Based Adult Literacy Classes
No full textThis study sought to explore the integration of the socially constructed pedagogy in adult literacy classes by the adult literacy learning facilitators in Mkushi District of Zambia, under the Department of Community Development. The study focused on the teaching of farming literacies to small scale farmers as recommended by the Department of Community Development. This study sought to answer two research questions: The first question aimed at finding out how the adult literacy learning facilitators socially constructed pedagogy, and the second research question focused on understanding how the socially constructed pedagogy was integrated into the teaching of farming literacies. This study followed a qualitative research approach and data was collected through face‒to‒face interviews and class observations of the adult literacy learning facilitators. The findings of the study show a concentration on school based literacy skills of reading and writing, with minimal emphasis on the application of these skills in real life. In addition, not all facilitators were able to socially construct pedagogy because they lacked training in adult learning pedagogy. Instead, they relied on how they were taught when they were in secondary school and in college. For those who were able to construct pedagogy, they applied it in a situated manner, largely characterised by locally generated resources and practices. This approach was seemingly responsible for fostering a sense of belonging and ownership of the teaching‒learning activities exhibited by the adult learners. The facilitators incorporated some of the locally based literacy practices in their effort to make learning relevant to the adult learners. The study concluded that the ideal platform for the integration of the socially constructed pedagogy in adult literacy classes is by adhering to the adult learning principle of beginning from the perspective of the adult learners as opposed to applying the one–size–fits all pedagogy. The study also included that literacy and learning are situated practices, and there is not one universal pedagogy but multiple situated pedagogies. Therefore, the study recommended the need for regular evaluation of pedagogies applied in adult literacy classes which should be followed by regular professional development of the facilitators in adult learning pedagogy. This may also involve regular refresher courses for those already trained in adult learning pedagogy
Teaching of Islam in Zambia’s two Senior Secondary School Religious Education Syllabuses of 2013: Stakeholders’ Educational Perspective
No full textMany studies conducted on Religious Education (RE) in Zambia have repeatedly reported that the two senior secondary school R.E. syllabuses (2044 and 2046) are exclusively Christian in content and approach. The studies have also indicated that Islam and other non-Christian religions have continued to be marginalised in the two R.E. syllabuses despite many educationists advocating for a pluralistic and equal coverage of all the religions in R.E. Further, the studies have revealed many principles as espoused in the national policy document on education of 1996. However, what seems to be lacking are the views of various stakeholder on how the teaching of R.E. particularly the Islamic dimension in both R.E. 2044 and 2046 could be reformed in terms of the content coverage, teaching methods and the context. In this light, a qualitative sample of four teachers of R.E. drawn from four selected secondary schools in Lusaka district, two Muslim sheikhs at Makeni Islamic Society Trust (MIST) and a Curriculum Specialist at CDC was purposively and randomly selected. Semi-structured interviews were used to collect data which were then analysed qualitatively. The study revealed the need to include a religious perspective on how Islam responds to current issues on corruption, gender and HIV and AIDS. The study also revealed that some Islamic concepts and teachings should be fully supported by the Quranic quotations and or teachings from the Hadith in order to improve the Islamic content. Educational trips, research projects and guest speakers were suggested as viable ways of teaching the Islamic component in the RE syllabuses
Gistered Muleya, The Conceptual Challenges in the Conceptualisation of Civic Education.
No full textDefining Civic Education is not something that is easy due to several meanings connected with the subject. This is due to the fact that those who have attempted to define Civic Education bring to the fore their own perspectives and orientations thereby making it difficult to have a universal definition (Muleya, 2015: 12). Evans (2009: 410-435) as cited by Muleya (2015) aptly puts it that, contemporary conceptions of Citizenship Education reflect a certain level of ambiguity due to various views that have come into play. Therefore, in this article I attempt to discuss the conceptual challenges or difficulties that scholars of Civic Education find themselves in when they are talking about Civic Education and the characterisation of Civic Education in the community. It is also important to note that in this article I will be using Civic Education, and/or Citizenship Education interchangeably because in most of the literature to do with the subject at hand, these concepts are interchangeably used or applied to mean one and the same thing though this position is still in contention
Chanda N. Tembo, What is in a Name? Assessing the Limitations in the Conceptualisation of Business Names of Local Small Scale Vending Businesses in Zambia
No full textBusiness names, like brands and trademarks are economic devices that play an instrumental role of differentiating businesses from other businesses in the course of trade.Utilising the doctrinal approach this paper focuseson business names of small scale vending businesses in Zambia and seeks to assess, using the economic theory, the limitations of adopting business names from local languages spoken in Zambia by proprietors of small scale vending businesses that maybe perceived negatively on the strength or ability of the business in the eyes of the general public. This paper argues that in most cases such business names only have utility for the local market and context thus limiting the market power of a business name with regard to expansion beyond community, national and regional boundaries
Ampiah_et_al., 2018 Knowledge of Stroke among Hypertensive-Diabetic Patients at the National Diabetes Management and Research Centre of Korle-Bu Teaching Hospital in Ghana
No full textBackground: Achieving the requisite knowledge of stroke is still a challenge globally. Lack of knowledge about stroke, its risk factors, and warning signs results in late reporting of patients to the hospital. It appears knowledge of stroke in Ghana is seemingly poor, thus the need to investigate further.
Objective: To determine the knowledge of stroke among hypertensive-diabetic patients.
Methodology: A cross-sectional survey, involving 208 individuals recruited from the National Diabetes Management and Research Centre of Korle-Bu Teaching Hospital, diagnosed of hypertension and diabetes was undertaken in 2010. Participants completed a questionnaire after signing a consent form. Data was analysed using SPSS version 16.0 and the relationship between variables was determined at a significance level of 5%.
Results: The mean age was 57.3 (SD ± 11.1) and most (58.7%) participants were female. The overall knowledge of stroke among participants was high (79.18%), while marital status (p-value = 0.041), educational level (p - value = 0.001) and employment status (p – value = 0.043) had a significant relationship with overall knowledge. Friends and family accounted for the greatest source of knowledge (43%) followed by health professionals and health education programs (36%).
Conclusion: The overall knowledge of stroke among hypertensive-diabetic patients in Korle-Bu Teaching Hospital with respect to general knowledge of stroke, knowledge of risk factors, and knowledge of the warning signs was high. Marital status, educational level and employment status were predictors of the level of knowledge among the hypertensive-diabetic patients.
Recommendations: Health professionals like physiotherapists should take a keen interest in educating high-risk individuals to help reduce the prevalence of stroke in Ghana. An intervention to facilitate the reduction of modifiable risk factors of stroke effectively to reach all facets of society by health institutions in collaboration with policy makers should be implemented