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The research investigates the performance of concrete produced with Fly-Ash (FA) and Dry Waste Okro Powder (DWOP) subject to different curing conditions. The DWOP was mixed in concrete at various percentages of 0%, (control), 10%FA, 0.25%, 0.5%, 0.75% and 1% DWOP content, 10% by weight of cement was used for all concrete with admixture. Mould of size 100mm x 100mm x100mm was used with a mix ratio of 1:2.43:2.85 and 0.5 w/c ratio, cured for 7, 14, 28, 56 and 90days in of H2O, Hcl and H2SO4 media. Result indicated that curing condition significantly affect strength, absorption capacity and resistance to abrasion properties of concrete. The density of concrete increase as the curing ages of concrete increases. 0% control concrete exhibited the highest 28days compressive strength while at later stages 0.75% DWOP content has the highest strength. In addition, concrete with DWOP content has reduced water absorption capacity and have high resistance to abrasion in all curing conditions. In conclusion, fly-ash is a good pozzolana and DWOP is a suitable admixture, therefore, it was recommended to be used to produce a strong, dense and durable concrete which can be used both in normal and chemically aggressive environments.

This digital ethnographic study aimed to understand how and why college students decide to be teachers while many trained teachers leave the profession every year in the United States. A purposive sampling technique enabled 30 prospective teachers in a college of education to participate in this study. The research questions that guided the study were: 1) How and why did preservice teachers choose teaching as a career? 2) How did preservice teachers' perception of the drawbacks of teaching and the opportunities to support them in becoming teachers influence their decisions? The conceptual framework to understand the phenomena came from educational change, teachers' professional development, and learning organizations. This research used qualitative digital ethnographic design to collect data. Digital ethnography uses anthropological and sociological research approaches to understand digital space as a typical 'traditional locale.' Thematic analysis followed three weeks of data gathering, and the results indicate that people decide to teach from personal convictions that stem from experiences with children in different settings. The themes were "service for children, payback to the community, other influences," and "personal commitment." The study's conclusions cover novice teachers' understanding of teaching as a career, its challenges, opportunities, and creativity.

The study investigates the potential of anxiety clusters in predicting programming performance in two distinct coding environments. Participants comprised 83 second-year programming students who were randomly assigned to either a block-based or a text-based group. Anxiety-induced behaviors were assessed using physiological measures (Apple Watch and Electrocardiogram machine), behavioral observation, and self-report. Utilizing the Hidden Markov Model and Optimal Matching algorithm, we found three representative clusters in each group. In the block-based group, clusters were designated as follows: "stay calm" (students allocating more of their time to a calm state), "stay hesitant" (students allocating more of their time to a hesitant state), and "to-calm" (those allocating minimal time to a hesitant and anxious state but displaying a pronounced propensity to transition to a calm state). In contrast, clusters in the text-based group were labeled as: "to-hesitant" (exhibiting a higher propensity to transition to a hesitant state), "stay hesitant" (allocating significant time to a hesitant state), and "stay anxious" (remaining persistently anxious in a majority of the coding time). Additionally, our results indicate that novice programmers are more likely to experience anxiety during text-based coding. We discussed the findings and highlighted the policy implications of the study.

Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on 'application, impact and potential', 'ethical implication and risks', 'perspectives and experiences', 'institutional and individual adoption', and 'performance and intelligence'. GenAI was conceptualised as a tool for 'pedagogical enhancement', 'specialised training and practices', 'writing assistance and productivity', 'professional skills and development', and as an 'interdisciplinary learning tool'. Key gaps highlighted include a paucity of research and discussions on GenAI in K-12 education; a limited exploration of GenAI's impact using experimental procedures; and a limited exploration of the potential and ethical concerns of GenAI from the lens of cultural dimensions. Promising opportunities for future research are highlighted.

Problem By 31 December 2021, only 5.5% (861 879/15 670 530) of the Somali population had been fully vaccinated against coronavirus disease 2019 (COVID-19). Approach To rapidly increase COVID-19 vaccine coverage in 2022, the health ministry and its partners (World Health Organization and United Nations Children&apos;s Fund) adopted a more responsive strategy. This strategy included careful microplanning, better targeting of populations and providing people-centred vaccination services close to their homes. These services were combined with childhood vaccination and basic health-care provision using the existing polio network and community health workers. Additionally, a digital tool for recording COVID-19 vaccination data and a mobile phone-based electronic registration system were introduced. Local setting Somalia, a fragile and conflict-affected state, faced challenges when implementing COVID-19 vaccination, including inexperience in managing mass adult vaccination, inadequate infrastructure and health workforce. Furthermore, insecurity in some areas and severe drought resulted in large-scale displacement of people. Relevant changes The implementation of a more context-specific strategy helped Somalia reach substantially more people with COVID-19 vaccination and 42.1% coverage by 31 December 2022. Additionally, 84 600 zero- dose children received their first childhood vaccine during the integrated campaigns. The increased coverage has led to public health benefits that outweigh the investment in the COVID-19 vaccination campaigns. Lessons learnt Successful roll-out of adult vaccination is achievable even in a fragile and conflict-affected setting through implementation of a tailored contextualized approach. Key factors include good microplanning, use of digital tools, better population-targeting, bundling vaccines together and delivering vaccination services close to people&apos;s homes. Probleme Au 31 decembre 2021, seulement 5,5% (861 879/15 670 530) des Somaliens etaient totalement vaccines contre la maladie a coronavirus 2019 (COVID-19). Approche Afin d&apos;accroitre rapidement la couverture vaccinale contre la COVID-19 en 2022, le Ministere de la Sante et ses partenaires (l&apos;Organisation mondiale de la Sante et le Fonds des Nations Unies pour l&apos;enfance) ont adopte une strategie plus reactive. Celle-ci comprenait une microplanification minutieuse, un meilleur ciblage des populations et la fourniture de services de vaccination centres sur les personnes, a proximite de leur domicile. Ces services etaient combines a une vaccination des enfants et a des soins de base, grace au reseau actuel de lutte contre la polio et des agents de sante communautaires. En outre, un outil numerique d&apos;acquisition des donnees relatives a la vaccination contre la COVID-19 ainsi qu&apos;un systeme d&apos;enregistrement electronique via telephone mobile ont ete deployes. Environnement local La Somalie, un Etat fragile et en conflit, a ete confrontee a des difficultes de mise en reuvre de la vaccination contre la COVID-19, notamment en raison de son manque d&apos;experience dans la gestion de campagnes de vaccination massive des adultes, de ses infrastructures inadaptees et d&apos;une penurie de soignants. De plus, l&apos;insecurite qui regne dans certaines regions et la secheresse extreme ont entraine des deplacements a grande echelle. Changements significatifs L&apos;instauration d&apos;une strategie mieux adaptee au contexte a aide la Somalie a vacciner nettement plus de gens contre la COVID-19, et a atteindre 42,1% de couverture vaccinale au 31 decembre 2022. Par ailleurs, 84 600 enfants <> ont recu leur premier vaccin pediatrique durant les campagnes combinees. L&apos;amelioration de la couverture vaccinale a engendre de nombreux benefices pour la sante publique, depassant l&apos;investissement dans les campagnes de vaccination contre la COVID-19. Lecons tirees En definissant une approche contextualisee et sur mesure, il est possible de proceder a la vaccination des adultes, meme dans une region fragile et en conflit. Parmi les facteurs cles figurent une bonne microplanification, le recours aux outils numeriques, un meilleur ciblage des populations, le regroupement des vaccins et la mise a disposition de services de vaccination non loin des habitations. Situacion A 31 de diciembre de 2021, solo el 5,5% (861 879/15 670 530) de la poblacion somali habia sido completamente vacunada contra la enfermedad por coronavirus de 2019 (COVID-19). Enfoque Para aumentar rapidamente la cobertura de la vacuna contra la COVID-19 en 2022, el Ministerio de Sanidad y sus asociados (la Organizacion Mundial de la Salud y el Fondo de las Naciones Unidas para la Infancia) adoptaron una estrategia mas receptiva. Esta estrategia incluia una cuidadosa microplanificacion, una mejor seleccion de las poblaciones y la prestacion de servicios de vacunacion centrados en las personas y cercanos a sus hogares. Los servicios se combinaron con la vacunacion infantil y la prestacion de atencion sanitaria basica mediante la red antipoliomielitica existente y los agentes de salud comunitarios. Ademas, se introdujeron una herramienta digital para registrar los datos de vacunacion contra la COVID-19 y un sistema de registro electronico por telefono movil. Marco regional Somalia, un estado fragil y afectado por conflictos, atraveso dificultades a la hora de implementar la vacunacion contra la COVID-19, como la inexperiencia en la gestion de la vacunacion masiva de adultos, la falta de infraestructuras y de personal sanitario. Asimismo, la inseguridad en algunas regiones y la grave sequia provocaron desplazamientos de poblacion a gran escala. Cambios importantes La implementacion de una estrategia mas adaptada al contexto ayudo a Somalia a llegar a un numero mucho mayor de personas con la vacunacion contra la COVID-19 y a una cobertura del 42,1% a 31 de diciembre de 2022. Ademas, 84 600 ninos con dosis cero recibieron su primera vacuna infantil durante las campanas integradas. El aumento de la cobertura ha propiciado beneficios para la salud publica que superan la inversion en las campanas de vacunacion contra la COVID-19. Lecciones aprendidas El despliegue exitoso de la vacunacion de adultos es posible incluso en un entorno fragil y afectado por conflictos mediante la implementacion de un enfoque contextualizado y adaptado. Los factores clave consisten en una buena microplanificacion, el uso de herramientas digitales, una mejor orientacion de la poblacion, la agrupacion de vacunas y la prestacion de servicios de vacunacion cerca de los hogares., Introduction Somalia received its first 300 000 doses of coronavirus disease 2019 (COVID-19) vaccines from the COVID-19 Vaccines Global Access (COVAX) initiative on 15 March 2021, (1) and the first [...]

Studies examining students' learning behavior predominantly employed rich video data as their main source of information due to the limited knowledge of computer vision and deep learning algorithms. However, one of the challenges faced during such observation is the strenuous task of coding large amounts of video data through repeated viewings. In this research, we confirm the possibilities of classifying students' learning behavior using data obtained from multimodal distribution. We employed computer algorithms to classify students' learning behavior in animated programming classrooms and used information from this classification to predict learning outcomes. Specifically, our study indicates the presence of three clusters of students in the domain of "stay active", "stay passive", and "to-passive". We also found a relationship between these profiles and learning outcomes. We discussed our findings in accordance with the engagement and instructional quality models and believed that our statistical approach will support the ongoing refinement of the models in the context of behavioral profiling and classroom interaction. We recommend that further studies should identify different epistemological frames in diverse classroom settings to provide sufficient explanations of students' learning processes.

In recent years, higher education (HE) globally has witnessed extensive adoption of technology, particularly in teaching and research. The emergence of generative Artificial Intelligence (GenAI) further accelerates this trend. However, the increasing sophistication of GenAI tools has raised concerns about their potential to automate teaching and research processes. Despite widespread research on GenAI in various fields, there is a lack of multicultural perspectives on its impact and concerns in HE. This study addresses this gap by examining the usage, benefits, and concerns of GenAI in higher education from a multicultural standpoint. We employed an online survey that collected responses from 1217 participants across 76 countries, encompassing a broad range of gender categories, academic disciplines, geographical locations, and cultural orientations. Our findings revealed a high level of awareness and familiarity with GenAI tools among respondents. A significant portion had prior experience and expressed the intention to continue using these tools, primarily for information retrieval and text paraphrasing. The study emphasizes the importance of GenAI integration in higher education, highlighting both its potential benefits and concerns. Notably, there is a strong correlation between cultural dimensions and respondents' views on the benefits and concerns related to GenAI, including its potential as academic dishonesty and the need for ethical guidelines. We, therefore, argued that responsible use of GenAI tools can enhance learning processes, but addressing concerns may require robust policies that are responsive to cultural expectations. We discussed the findings and offered recommendations for researchers, educators, and policymakers, aiming to promote the ethical and effective integration of GenAI tools in higher education.