Search

History, which was a popular discipline in the past, is now one of the marginalised subjects in schools, while many people today also pay little attention to the events which occurred in their past lives. Several causes have combined to bring about this unfortunate state of affairs which, in turn, has produced some adverse consequences. Essentially, the problem of the decline of interest in history has three parts to it: causes, conditions and consequences. Using both primary and secondary data and employing the qualitative approach, this study generally examined the problem of the decline of interest in history in the context of what it calls the ‘“3 Cs” of historical events’. The paper arbitrarily categorised the causes of the decline into “historical thoughts” and “historical deeds”, and showed the extent to which each has contributed to the existing condition. It then provided empirical evidence to show the reality and universality of the decline. After displaying the cause-and-effect relationship between the causes and the condition, the study, in a brief fashion, identified and analysed some of the major consequences of the decline of interest in history. In its conclusion, the paper first re-emphasised the thesis of the study and evaluated the authenticity of the framework adopted for the study. Finally, the paper recommends that efforts must be made to regenerate interest in history and place the discipline back in its rightful position in the school curriculum.

In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors' awareness and use of OERs.

Victorine Raïssa Ngo Nkondjock1 1, Thérèse Martin Cheteu Wabo1 1, Janet Cheruiyot Kosgey2 2, Yunlong Zhang1 1, Daniel Adjei Amporfro3 3, Humara Adnan4 4, Imran Shah1 1, Ying Li1 1 1Department of Nutrition and Food Hygiene, The National Key Discipline, School of Public Health, Harbin Medical University, Harbin, People’s Republic of China; 2School of Biological Science, Technical University of Kenya, Nairobi, Kenya; 3Department of Social Medicine and Health Services Management, School of Public Health, Harbin Medical University, Harbin, People’s Republic of China; 4Department of Biostatistics and Epidemiology, School of Public Health, Harbin Medical University, Harbin, People’s Republic of ChinaCorrespondence: Ying LiDepartment of Nutrition and Food Hygiene, 157 Baojian Road, Harbin, 150081, People’s Republic of ChinaTel +86-451-87502731Email liying_helen@163.comBackground: Recent research suggests the need to assess more ethnic disparities in hypertension (HTN). On the other hand, studies reveal impressive mortality rates due to cardiovascular diseases for some race and ethnic groups compared to others.Methods: We referred to a recent study on serum calcium (SC) and insulin resistance associated with HTN incidence to compare different race groups in the latter found relationship. We compare the current study outcomes with those from the Wu et al study.Results: From 425 participants of the National Health and Nutrition Examination Survey (NHANES) data, we found a significant association between race and hypertension; Cramer’s V (0.006) = 0.21 when adjusted with non-hypertensives and hypertensives. Mc Auley index (McA) was negatively related to hypertension, r (355) = − 0.24, p < 0.0001. SC associated with HTN in all race groups significance persisted only in non-Hispanic Whites after multivariate adjustments R2 of 74.1 (p = 0.03). McA was a mediator on SC-HTN in non-Hispanic Whites (NHW) (CoefIE = 13.25, [CI] = 1.42– 32.13), and a moderator in other Hispanics interaction (0.04) = 0.27 and NHW interaction (0.001) = 0.028.Conclusion: SC was associated with hypertension, similarly to the baseline study. SC and HTN association persisted in NHW compared to other race groups. Homeostasis model assessment (HOMA-IR) was not a mediator on SC-HTN, but with McA, this in NHW only. McA played a moderator role in OH and NHW. We suggest that race is a factor implicated in our findings, which may be investigated further in future research.Keywords: Mc Auley index, HOMA-IR, serum calcium, hypertension incidence, ethnicity

This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that align with internationally agreed-upon human rights norms. We then describe a case study of the evaluation through which this method was developed, including its sampling design, methodology, and findings. The United Nations International Children's Fund (UNICEF) inclusive education evaluation described highlighted the need for conceptual clarity around what inclusive education is, and the importance of contextualized innovation toward meeting the educational rights of children with disabilities. Human rights perspectives and evaluation designs can help create such clarity, but should also be used with care.

The adoption of genetically modified organisms (GMOs) in Ghana has raised a lot of public concerns and mixed feelings among some Ghanaians. Our present study, therefore, explored the current knowledge of the general public on GMOs, their perceptions, and factors that influence their understanding of GMOs. A total of 200 Ghanaians were interviewed using an online semi-structured questionnaire to solicit information on their knowledge of GMOs. The findings of the study showed that most Ghanaians (183 out of 200) are aware of GMOs. Age and level of education significantly influenced consumers' awareness of GMOs. The results also revealed that most of the participants have a medium to a high level of knowledge of GMOs; however, limited information about GMOs is available to the public. About 61% of the respondents are willing to consume GMOs when made available in Ghana. Also, the findings of the study showed that the respondents would prefer GM-labelled products. The educational level of the respondents significantly influenced their knowledge and understanding of GMOs. The study recommends that scientists and various media platforms provide a platform to address the concerns of the public on GMOs and occasionally engage them in GMO-related issues and their role in addressing food insecurity and malnutrition.

Ghana's efforts to end all forms of discrimination against women and ensure gender equity in school leadership appointments require a change in peoples' mindsets, habits and cultural beliefs. It is envisaged that evidence on the performance of the few women who have been appointed into leadership positions against their male counterparts would be quite instrumental in the change process. This study, therefore, assessed whether statistically significant differences exist in the extent to which male and female headteachers in two selected educational districts in Ghana enact instructional leadership practices in their schools. Utilizing a descriptive survey design and employing the teacher version of the principal instructional management rating scale, 263 teachers participated in the study. Findings from the study showed that there were no significant differences between male and female headteachers in none of the ten instructional leadership functions explored in the study. This meant that male headteachers in the selected educational districts did not significantly demonstrate any superior instructional leadership practices compared to their female counterparts. The study recommends that educational policymakers in Ghana initiate pragmatic policies to increase women's representation and participation in school leadership roles.

Occupational stress has been the subject of numerous research studies conducted across the globe due to its impact on our daily life. For instance, it can have a negative impact on teachers' psychological and normal functioning of the body at all levels as well as their performance. It can even impact adversely on their marriage and social lives as well. This study explored the relationships between occupational stress and marital contentment in the COVID-19 era. The current COVID-19 pandemic, which shook the foundations of labour, industries, and economies worldwide, has exacerbated the crisis of occupational stress among many people, including teachers. The demises, national lockdowns, and general unpredictability caused by the virus have disrupted workflow and made marriages more stressful. As a consequence, this study was based on the numerous sources of occupational stress and the association between occupational stress and marital contentment. With a sample size of 100 out of 132 married tutors from selected Ghanaian colleges of education, the research used a correlational descriptive research approach. The findings revealed that during COVID-19 married tutors faced stressful situations as a result of their expertise and talents not being fully exploited at work. Occupational stress and marital contentment were also found to be somewhat positively related (r=0.28). The study also found that there were no gender variations in occupational stress (P=0.156) and marital contentment (P=0.108) among married tutors.

The aim of the study sought to examine the impact of teacher's creativity on the creative development of early childhood learners. In providing a clear justification to the purpose of the study, the qualitative research approach and the case study as the research design. The target population for the study was all the lower primary teachers in Early Childhood Development Model in Atebubu (ECD). The census was used as the sampling technique due to the relatively small number of the participants. Ideally, the semi-structured interview was used as the instrument for the study. The study found that Intellectual risk-taking, brainstorming, teachers' narrative and dramatization activities promote learners' creative abilities and development. The study concluded that teachers creating spaces for play, giving students access to time ask questions and providing learners active environment that are resource-rich, and supporting musical play in the classroom promote learners' creative abilities. The study recommended that providing teachers with opportunities to improve their creativity via continuing professional development is an important step in enhancing their understanding of the benefits of creativity in the classroom and assisting them in becoming more creative educators.

Background: Mature age admission at universities is increasing rapidly all over the world and Ghanaian universities, both private and public, are no exception. The language proficiency of the admitted mature students, especially in reading, is often low, which affects their comprehension abilities and academic work. Objectives: The purpose of the study was to evaluate the effectiveness of a task-based language teaching approach to improve the reading proficiency of mature students. Method: An intervention using a designed instructional model was undertaken with a group of mature students. Control groups were included and instructed through the traditional mode. The study used a convergent parallel mixed-methods design, with pre and post-tests, interviews, and observations. The quantitative data were analysed using t-tests in combination with effect sizes, and the qualitative data were analysed through content analysis. Results: The results showed that the mature students who participated in the intervention obtained higher post-test scores than the control groups. The improvement in their reading proficiency as shown in the test results was statistically significant, with large effect sizes. The qualitative data supported the findings of the quantitative data and provided further insight into the improvement of the experimental group. For example, frequent feedback, an enabling classroom environment, motivation, and collaborative learning were some of the factors that emerged as contributors to the experimental group's improved post-test results. Contribution: The research has been beneficial in providing an alternative teaching pedagogy for mature students. Conclusion: Based on the findings, recommendations are made for the use of an adapted task-based language teaching approach for improving the reading proficiency of mature age students.

A quasi-experimental research design was conducted to investigate the impact of performance-based assessment (PBA) on pre-service teachers' (PSTs) self-efficacy and academic achievement in general physics at Atebubu College of Education. The study was conducted on 144 primary education students in the second year who were assigned into experimental and control groups after conducting a pre-test. 72 students each were non-randomly assigned into the experimental and control group. Information on PSTs' self-efficacy was derived by administering pre-service teachers' self-efficacy scale whiles the academic achievement was determined by general physics achievement test. Statistical package for social sciences was used to analyze data to generate descriptive and inferential statistics. The self-efficacy of the experimental group and control group differed significantly after treatment. The experimental group had significantly higher post-test scores than the control group. This study identified PBA as a useful teaching strategy that improves PSTs' problem-solving abilities and boosts their confidence in studying general physics.

Resources for school improvement efforts, such as school improvement plan (SIP) templates, can espouse governmental entities' perspectives on and requirements and recommendations for the school improvement planning process. These resources, in turn, can influence how educators enact school improvement efforts generally and the school improvement planning process specifically. In this exploratory qualitative study, we leveraged a conventional content analysis to rigorously examine SIP templates used by schools in the United States before and after the passage of the Every Student Succeeds Act (ESSA) in 2015. We were particularly interested in learning how a sample of SIP templates espoused the school improvement planning process before and after ESSA's passage. Findings suggest that SIP templates focused more on developing SIPs than implementing SIPs, raising concerns about SIPs continuing to be enacted out of compliance rather than as a mechanism for spurring and sustaining improvement efforts in schools.

Abstract Background Advances in health and technology have reduced HIV to a more manageable communicable disease. Yet, stigma and discrimination against people with HIV remain critical barriers to ending the pandemic by 2030. Due to limited literature on stigma and discrimination in Ghana, we aimed to assess the experiences and predictors of stigma among PWH seeking healthcare in selected health facilities. Methods This convergent parallel mixed-methods study involved 420 people with HIV responding to a quantitative survey and 25 PWH participating in qualitative interviews (9 in-depth interviews and 16 in focus group discussions). Respondents were recruited through systematic and purposive sampling techniques for the quantitative and qualitative aspects, respectively. Quantitative data were analyzed using Stata/SE version 16.0, with logistic regression models fitted to measure associations between predictor variables and experienced stigma. Qualitative data were analyzed thematically using NVivo software, employing an inductive approach. Results Of the 420 participants, 58 (13.8%) reported ever experiencing stigma due to their HIV status. Among those who experienced stigma, 44 (75.9%) reported stigma in their communities, 24 (41.4%) in their homes, 15 (25.9%) at their workplaces, and 13 (22.4%) at health facilities. The most common forms of stigma were being gossiped about (26.0%), verbal insults/harassment (15.2%), and physical assault (8.3%). Qualitative findings corroborated these experiences, revealing impacts on healthcare access, social relationships, and mental health. Females (aOR = 13.10, 95% CI: 1.64–104.55) and persons with TB-HIV co-infection (aOR = 20.53, 95% CI: 3.28–128.56) had greater odds of experiencing stigma. PWH who were self-employed had lower odds of experiencing stigma at the HIV clinic (aOR = 0.07, 95% CI: 0.01–0.53, p = 0.009). Conclusion Experienced stigma ranged from low to moderate in different settings, with communities being the most common location. We observed differences in stigma experienced among PWH based on gender, employment status, and TB co-infection. These findings suggest a need for targeted, context-specific interventions to reduce HIV-related stigma in Ghana, with a particular focus on community-level interventions.

Access to effective field experiences in teacher preparation has been an ongoing challenge with the pandemic exacerbating concerns about adequate theory-to-practice experiences. However, the virtual fieldwork first necessary for the safety of students could now offer promising possibilities for pedagogical development. In this qualitative case study, we examined secondary English language arts preservice teachers' pedagogical content knowing (PCKg) during online fieldwork. We bring Youth Lens theory and Repositioning Pedagogy to Ecological Systems Theory, theorizing a virtual fieldwork microsystem from recorded online teaching sessions and subsequent interviews with preservice teachers (n = 4) and high school students (n = 3) who participated in the online fieldwork. Findings reveal a co-created, shared, interdependent virtual microsystem of learning. Implications for teacher preparation include embedding learning partnerships across multiple courses to disrupt hierarchical relationships between teachers and students, leaning toward democratic ways of relating and being responsive to individual learners.

Informed by the capability approach and critical discourse analysis, this article examines how the development of green skills among master craftspersons and apprentices in the informal sector of Ghana could be promoted for cleaner production and sustainable futures. The findings show that inequality and poverty; cyclical policy trap; sectoral green initiatives and the green coordination gap; and limited human resource capacity including uncoordinated informal learning approaches serve to constrain the development of green skills among master craftspersons and apprentices in the informal sector of Ghana. To address these challenges, the current study proposes the development of a framework that (1) harmonises the different sectoral initiatives and strategies on green skills to avoid the cyclical policy trap; (2) expands the current green Technical and Vocational Education and Training (TVET) agenda to include green skills development for individuals in the informal TVET sector; (3) closes the coordination gap in government green initiatives by creating an agency responsible for national green agenda; and (4) creates clear qualification models and strategies for the development of green skills in the informal sector.

Nathan S Teuscher,1 Akwete Adjei,2 Robert L Findling,3,4 Laurence L Greenhill,5 Robert J Kupper,2 Sharon Wigal6 1PK/PD Associates, Trophy Club, TX, 2Rhodes Pharmaceuticals L.P., Coventry, RI, 3Department of Psychiatric Services and Research, Kennedy Krieger Institute, Baltimore, MD, 4Department of Psychiatry and Behavioral Sciences, Johns Hopkins University, Baltimore, MD, 5Department of Psychiatry, Division of Child and Adolescent Psychiatry, New York State Psychiatric Institute, Columbia University, New York, NY, 6AVIDA Inc., Newport Beach, CA, USA Abstract: A new multilayer-bead formulation of extended-release methylphenidate hydrochloride (MPH-MLR) has been evaluated in pharmacokinetic studies in healthy adults and in Phase III efficacy/safety studies in children and adolescents with attention deficit hyperactivity disorder (ADHD). Using available data in healthy adults, a two-input, one-compartment, first-order elimination population pharmacokinetic model was developed using nonlinear mixed-effect modeling. The model was then extended to pediatric subjects, and was found to adequately describe plasma concentration–time data for this population. A pharmacokinetic/pharmacodynamic model was also developed using change from baseline in the ADHD Rating Scale (ADHD-RS)-IV total scores from a pediatric Phase III trial and simulated plasma concentration–time data. During simulations for each MPH-MLR dose level (10–80 mg), increased body weight resulted in decreased maximum concentration. Additionally, as maximum concentration increased, ADHD-RS-IV total score improved (decreased). Knowledge of the relationship between dose, body weight, and clinical response following the administration of MPH-MLR in children and adolescents may be useful for clinicians selecting initial dosing of MPH-MLR. Additional study is needed to confirm these results. Keywords: population pharmacokinetics, Aptensio XR™, MPH-MLR, methylphenidate