87 research outputs found
Erratum: Author Details
No full textThe list of authors of the manuscript titled: Plasma Malondialdehyde Level Correlates with Antioxidant Capacity after Acute Red Wine Consumption in Healthy Young Adults which was published in Volume 34 Number 2, 2013, pages 118-121 of the Nigerian Journal of Nutritional Sciences was not complete. The correct list of authors of this paper, as submitted and accepted for publication were Emokpae MA, Arogundade A and Adumanya SC.We regret the inadvertent omission of the affected author
Theoretical framework towards Crop Yield Classification using Fuzzy SQL and Fuzzy Relational Database
No full text<p><strong>Abstract:</strong> Inefficient classification of agricultural products has resulted to failure or poor market value for many crops. The need for using technology in enhancing crop yield classification cannot be overemphasized. This work used fuzzy logic system in performing crop yield classification and considered yam for the representation. Attributes of yam like size, length, age, date of maturity, and others are considered in this work. Fuzzy rules for the classification are formed. A fuzzy SQL expression using Create, Insert, Select and Classify statements for the implementation are considered. The evaluation shows that classifying crop yield using fuzzy systems adds great value to post harvest yield management and enhances crops marketing and storage value with high efficiency.<i> </i></p><p><strong>Keywords:</strong> Crop Yield, Fuzzy Classification, Fuzzy Logic, SQL, System.</p><p><strong>Title:</strong> Theoretical framework towards Crop Yield Classification using Fuzzy SQL and Fuzzy Relational Database</p><p><strong>Author:</strong> Kile, Awuna Samuel, Ukeyima, Dooshima Joyce, Adegoke, O. Folake</p><p><strong>International Journal of Computer Science and Information Technology Research</strong></p><p><strong>ISSN 2348-1196 (print), ISSN 2348-120X (online)</strong></p><p><strong>Vol. 11, Issue 4, October 2023 - December 2023</strong></p><p><strong>Page No: 29-36</strong></p><p><strong>Research Publish Journals</strong></p><p><strong>Website: www.researchpublish.com</strong></p><p><strong>Published Date: 03-November-2023</strong></p><p><strong>DOI: </strong><a href="https://doi.org/10.5281/zenodo.10068420"><strong>https://doi.org/10.5281/zenodo.10068420</strong></a></p><p><strong>Paper Download Link (Source)</strong></p><p><a href="https://www.researchpublish.com/papers/theoretical-framework-towards-crop-yield-classification-using-fuzzy-sql-and-fuzzy-relational-database"><strong>https://www.researchpublish.com/papers/theoretical-framework-towards-crop-yield-classification-using-fuzzy-sql-and-fuzzy-relational-database</strong></a></p>
A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria
No full textFormal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills
Foreign languages in African science classrooms: perspectives on and approaches to language use during teaching
No full textProceedings of the 4th biennial International Conference on
Distance Education and Teachers’ Training in Africa (DETA) held at
the Eduardo Mondlane University, Maputo, Mozambique, 3-5 August 2011.Africa is perhaps the only continent in the world where most formal or school
education is conducted in instructional languages that are foreign to most learners
and their teachers. In contexts where formal learning is conducted in a foreign
language, achievement of general profi ciency in the instructional language is a
necessary fi rst step if any learning is to be expected in that language. In this article,
the objective is to argue an appropriate perspective on – and suggest approaches
to – the use of (the foreign) language by science teachers during teaching. This
article is the outcome of sustained literature reviews of cross-national research on
language in science education over the last 40 years. In this article, a plural nature
of school science is adopted, including it being a distinct language foreign to all
learners, irrespective of their fi rst language. Therefore, the main objective of this
article is to highlight the role of the instructional language as used by the science
teacher and in science texts. This article targets the science teacher with regard
to the well-known need for teacher intervention in the learning of school science
Science teaching in Africa: enhancing and sustaining teacher efficacy
No full textProceedings of the 5th biennial International Conference on Distance Education and
Teachers’ Training in Africa (DETA) held at the University of Nairobi, Nairobi, Kenya, 30 July - 1 August 2013.Given the well-established need for teacher intervention in Science learning, it is
now time for closer attention to be given to research on teachers and teaching in
schools, so as to address the question of quality Science education locally (in Africa)
and internationally. In this paper I argue that Science teacher effi cacy is a key issue
and a major factor in successful implementation of effective Science education in
Africa. It presents the Kenyan case as a typical African scenario. Located in the
sub-Saharan region, Kenya shares similar national development plans and dreams
as well as socio-economic conditions with most African countries. In this report, the
current status of Science education in Kenya is explained, and a blueprint for how
to enhance and sustain effective teaching of school Science, likely relevant to any
country in Africa, is presented. This work argues that teachers’ use of contextual
and practical approaches would enhance the effi cacy of school Science teaching.
The aim of this paper, though focusing on a Kenyan context, is to generate debate
about Science education in Africa, as well as expose issues for cross-border research
on teachers and the teaching of Science
Pattern of Stunting Among Under-Five Children in Selected Urban and Rural Communities in Oyo State, Nigeria
No full textAssessing the prevalence of undernutrition using the Composite Index of Anthropometric Failure (CIAF) among young children in a rural community in Oyo State, Nigeria
No full textObjective: To assess the prevalence of undernutrition in young children using conventional indicators (wasting, stunting and underweight) and the relatively recent Composite Index of Anthropometric Failure (CIAF) .Methods: Anthropometric assessments (weight and length/height) were conducted on children (0–5 years) from 99 households in a rural community in Oyo State. Z-scores were calculated, and undernutrition defined as z-scores below minus two standard deviations from the median of the standard World Health Organization reference population.Results: The mean age of the children was 30.46 ± 16.40 months. There were 62 females (62.6%) and 37 males (37.4%). The data showed that (14)14.1% were wasted, (33)33.1% stunted and (23)23.2% underweight. The CIAF distinguished seven sub-groups of anthropometric status, namely, group A 'normal'-(52)52.5%, group B 'wasted only'- (12)12.1%, group C 'wasted and underweight' - 19(19.2%) and group D 'stunted, wasted and underweight' - 2(2.0%) . Others are group E 'stunted and underweight' - (5)5.1%, group F 'stunted only'- (7)7.1% and lastly, group Y 'underweight only'- (2)2.0%. The CIAF counted a total of (47)47.5% of children in groups B to Y who were in a state of 'Anthropometric Failure', thus revealing a higher prevalence of undernutrition than the conventional indicators.Conclusion: The CIAF identified children with multiple failures and provided a single aggregated figure of the number of affected children, thereby reflecting the overall magnitude of undernutrition in the study population. The CIAF could therefore serve as a useful complement to the conventional indicators for reporting prevalence of undernutrition.Keywords: Anthropometry, Composite Index of Anthropometric Failure, undernutritio
Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice
No full textEffective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process
The effects of multi-nutrient fortified dairy-based formulas on growth, anaemia, and micronutrient status in Nigerian late preterm infants and moderately malnourished toddlers
No full textFrom evaluation to reflection-on-action : lessons learnt from the impact of a distance education programme
No full textReflection-on-action is necessary to derive meaning from one's experiences. This article revisits
research data from an elongated study on the impact of a distance education programme on the
professional practice of graduates. The study focused on 300 graduates and 128 principals,
selected through multi-stage and purposive sampling. The researcher used a mixed-methods
research design with specific focus on Kirkpatrick's (1996) and Baldwin and Ford's (1988)
training evaluation models. The researcher's curiosity was triggered by the need to understand
possible reasons for the participants' views, as these are contrary to the norm. This account
indicates a clear institutional policy on quality assurance, practices guided by the policy, an
ongoing monitoring of the distance education students' profiles, improved programme design,
student support structures, programme design and research focused on programmes as
possible reasons. The author argues that higher education practitioners, irrespective of delivery
mode, could benefit from the valuable lessons learnt from the exercise.http://www.sajhe.org.za2015-05-31hb201
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