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Identifying indigenous conceptions and assessment criteria of intelligence for integration into Zambia school curriculum.
Get PDFThesis (PhD)Psychometric measures of intelligence, which are grounded in early 20th century psychological
investigations of intelligence in Europe and USA, are established means of assessing intelligence
across many contemporary societies. In Zambia, schools, hospitals and employment opportunities
use adopted Western assessments of intelligence to classify, sort, and rank children and candidates
in relation to opportunities in life. Yet African communities have well developed, and culturally
embedded motivational and cognitive assessment systems ensconced in a single curriculum that
integrates skill and knowledge about all aspects of life and which was traditionally implemented
in the child’s daily routine and as a preparation for successful life in community (Nsamenang,
2006, Akinsola, 2011).
A qualitative hermeneutic research was conducted that explored embedded traditional cultural
motivational and cognitive assessment practices through which child intelligence is assessed among
the 7 major language groups of Zambia - Lozi, Tonga, Chewa, Luvale, Kaonde, Bemba and Lunda.
Findings reveal that in indigenous Zambian cultures, primarily there are two types of intelligenceinnate and acquired, explicitly highlighted among the Bemba and the Lozi as: Chifyalilwa and
Ngana tanu (innate), and Mambulwa and Ngana takuwanina (acquired), respectively. Innate
intelligence is recognized as intelligence that children are born with or as natural potency,
capacity or powers that need only to be actualized through an appropriate education system and
assessment criteria that are tailored towards their abstraction and actualization. Acquired
intelligence on the other hand is intelligence that children acquire from social interaction and
formal school systems. Whereas formal school system ensures a child’s fuller participation in
universal educational standards of successful learning, intelligence acquired in indigenous
knowledge system is basic and essential as it is tailored towards the promotion of basic survival
skills while maintaining harmony of all in society.
Certain commonalities were detected across the seven language groups. According to each
group’s cultural belief system, certain established concepts of intelligence must be elucidated,
activated and/or elaborated through a social culturally appropriate learning system. In each
group’s cultural belief-system the appropriate learning system must follow the hierarchy of innate
characteristics of intelligence that must be actualized.
Each cultural belief system specifies characteristics of intelligence that are necessary for the
development of a child and the wellbeing of society. These characteristics of intelligence are
nurtured through indigenous childcare practices.
When relevant indigenous childcare practices associated with developing psychosocial skills
among children are included in the ECE curriculum, student retention and success may be
enhanced in these centers and in subsequent higher levels of education. Community acceptance of
the general formal school system would likely improve. A curriculum review could incorporate
appropriate findings from this research and improve the current state of affairs whereby many
children in Sub-Saharan Africa leave school pre-maturely or perform poorly in academic tasks
such as reading and mathematics and are assessed at primary school level as incapable of
undertaking formal school education. Learning from and incorporating indigenous educational
practices into formal school systems across Africa will further increase the current value and
meaning of formal education
The concept of intelligence among the Lozi people of Zambia's Western Province: In relation to measures of intelligence in the grade seven composite examination
Get PDFThe intelligence of an African child has, with the emergence of Western civilization, been measured through Western lenses as civilization was equated to urban life-style, education to schooling and intelligence to aptitude for school subjects. On the contrary, recent research suggests that intelligence as conceived among the indigenous communities of Sub-Sahara Africa is unrelated to the activities of schooling and what school measures as intelligence.This historical influence of the Western world on the Third world regarding the concept of intelligence and its measure continues to influence our school systems in Zambia in the measure of the intelligence of a child. This research sought to explore the Lozi concept of intelligence and whether what school tests measure as intelligence is what the Lozi conceive as intelligence of a child. This research aimed at providing another insight into the concept of intelligence and how it is measured by the Lozi people of Zambia. This would help to review the appropriateness of current school measures of child intelligence.The general objective of this research was to explore the concept of intelligence among the Lozi people of Zambia and to review its measurement. On the other hand, the specific objectives were to explore the Lozi peoples’ concept of intelligence, and to review the use of the Special Paper One&Two in the Grade VII examination as a criterion of selection for admission to secondary schooling. In order to realize the objectives set for the research, a hermeneutical phenomenology type of qualitative research method was used which sought to interpret the lived experiences (phenomenology) of participants. Using this method, samples of Lozi people (Indunas, women and youth), were interviewed on their concept of intelligence and school teachers and purposefully selected staff at Examinations Council of Zambia on what is measured through school tests of intelligence.Results of the research highlight that the Lozi informants consulted conceived that intelligence falls into two categories: nganatanu (innate intelligence) and nganatakuwanina (acquired intelligence). Furthermore, the Lozi concepts of intelligence are broader, deeper and more oriented towards social responsibility than what is measured by school tests. Based on these findings, the researcher proposes a re-look at the measuring tools of child intelligence to include local characteristics and measures of child intelligence relevant to the given context
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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