Reading in Print and Digital Texts: Towards a Semiotically Integrated Didactic Approach | Chapter 7 | Language, Literature and Education: Research Updates Vol. 1

Through a literature review, this paper examines the relationship between paper and digital texts, highlighting their distinctive features and their role in teaching and learning processes. The methodological approach of the research is qualitative, using semi-structured interviews as tools for data collection. It also describes the results of research on how young readers engage with written and digital texts. The study reveals that readers of paper texts were introduced to reading by family members or their social circle, while those who prefer digital texts report having been less encouraged to read paper texts. Almost all the children emphasized the importance of decoding paper texts and reported discussing what they read with other interested readers. The research clearly indicates that schools need to expand the design of integrated reading spaces to encourage children to appreciate different types of texts and to enhance the various ways in which they are understood.

 

Author (s) Details

 

Alessandra Natalini
Social Psychology, Developmental Psychology and Educational Research, Sapienza University of Rome, Italy.

 

Fabio Orecchio
Department of Pedagogy and Special Education, Pegaso University, Italy.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v1/4549

The Influence of Education and Parity on Antenatal Women's Acceptance of Labor Analgesia | Chapter 4 | Achievements and Challenges of Medicine and Medical Science Vol. 5

 

Background and Aim: Childbirth is one of the most desired, anticipated, and joyful experiences in women’s life. On the other hand, childbirth may be one of the most painful events experienced in a mother’s lifetime. Pain relief is nearly regarded as the right of patients in modern-day health care. Women undergo excruciating pain during normal vaginal delivery (NVD). However, the acceptance of labor analgesia (LA) has remained very poor. Labor pain relief remains a distant reality in developing countries. Many factors may affect the acceptance of LA.

Aim of the Study: The present study aimed to assess the correlation of previous exposure to such pain (parity) and school education with LA acceptance.

Methods: The present comparative study was conducted with a total of 400 consented participants. Consented women were enrolled in the study. A questionnaire was used to collect sociodemographic variables, acceptance/nonacceptance of LA, and the reasons for not opting for LA in upcoming delivery were noted. Participants were divided into primiparous, multiparous, and nulliparous (control). They were also grouped as per school education and compared taking illiterates as controls. Online open-source software was used which gave a sample of 70 in each group. Data are presented in absolute numbers. Fisher’s exact test is used for comparison; P < 0.05 was considered statistically significant.

Results: Effective analgesia during labor pain may contribute to better outcomes in high‑risk expectant mothers. In this study, 17.5% multiparous and 38% primiparous participants were compared with 44.5% nulliparous women. Only 2.75% of participants were illiterate. Among all the participants, 69.50% were rural inhabitants and 81.50% believed in Hinduism. The finding shows that 87.14% multiparous, 84.21% primiparous, and 88.76% nulliparous women declined LA (P > 0.05). The desire to experience NVD without LA as a reason for nonacceptance was significantly less among primiparous and multiparous as compared to nulliparous (P < 0.0001), but not among literate and illiterate participants (P > 0.295 in all).

Conclusion: Previous labor pain significantly reduces the desire to experience NVD without LA, but still more than 80% parturient of any parity do not want LA due to one or more reasons. School education has no impact on LA acceptance. Ignorance, myths, and beliefs are also major contributors to the nonacceptance of LA.

 

Author(s)details:-

 

Avinash Prakash
Departments of Anaesthesiology and Critical Care, All India Institute of Medical Science, Nagpur, India.

 

Anita Yadav
Departments of Obstetrics and Gynecology, All India Institute of Medical Science, Nagpur, India.

Please See the book here :-  https://doi.org/10.9734/bpi/acmms/v5/2488

Sociology of Diabetes Mellitus- A Review | Chapter 38 | Socio-Scientific Interaction in Diabetes and Cancer and Its Management

 Diabetes Mellitus is a common endocrine problem that causes elevated blood glucose levels. The major sociological factors associated with diabetes mellitus and its therapeutic management. Among these factors include the socioeconomic status of individuals, social determinants of health, environmental determinants of health, low awareness of diabetes among poorer people in India. Other sociological factors mentioned in this article are people’s habitat and food, effect of health literacy on diabetes mellitus, communication and culture issues and health literacy challenges of people with diabetes mellitus. Socioeconomic status also plays a major role as people in the lower socioeconomic status tend to have diabetes more than those in the higher socioeconomic status.

Author(s) Details:

Aditi Bharti,
Department of Sociology, B. M. College Rahika, Madhubani, Bihar, India.

Please see the link here: https://stm.bookpi.org/SSIDCIM/article/view/12756

Relevance of Adult Literacy to National Development | Chapter 2 | Recent Trends in Arts and Social Studies Vol. 3

 The purpose concerning this research is to examine the connection between adult proficiency and national development. Literacy is an far-reaching skill that measures the instruction of a population as well as the gross per person income. Literacy is a strong tool and competence that longers beyond just review and writing. As a powerful finish, it equips the individual for personal happening. It is the foundation for any significant development of a country with its own government. It is not a single entity but an relation of several fields-instruction, health, agriculture, and more. Today, inside the context of proliferation and technological competitiveness, the need for adult literacy is relevant. Literate adults maybe gainfully employed, through contributing to civil development. However, not every adult is knowledgeable enough to qualify for contracting that could lead to ethnic development. Countries in substitute-Saharan Africa have low literacy rates accompanying gender and provincial disparity. Thus, sub-Saharan African nationwide governments need to step up the proficiency apparatus of their countries for public development.

Author(s) Details:

Biale Zua,
Tennessee State University, Nashville, TN, USA.

Please see the link here: https://stm.bookpi.org/RTASS-V3/article/view/10896

Measuring the Impact of Synthetic Phonics Teaching on the Acquisition of Upper and Lowercase Recognition Skills: Evidence from Oman | Chapter 11 | Research Highlights in Language, Literature and Education Vol. 4

 Letter name information is regarded all at once of the most meaningful indicators of later education ability, and a poorly settled alphabetic knowledge is a familiar predictor of future review difficulties. Alphabet information encompasses acknowledgment of the alphabet, labeling the names and sounds of letters, and bearing letters. This division aims to assess the impact of a artificial approach to phonics on Omani third graders' acquisition of capitalization (UC) and lowercase (LC) recognition.  The study contained 117 Omani male and female third graders in two schools in Al-Dhahira Governorate in the Sultanate of Oman all along the academic year 2019/2020. A determinable descriptive research design was secondhand in the study, and data was composed using a UC and LC message recognition test. According to the judgments, 43.6% of third graders in this place study's sample were below the minimum necessary level, while the remaining 56.4% were at or above the minimum necessary level. Furthermore, there was a statistically important difference in triennial graders' UC letter acknowledgment and LC recognition scores apt UC letters. The study presented with a set of pieces of advice for the ministry and English supervisors in order to correct the delivery of artificial phonics teaching as a learning-enhancing approach in the Omani circumstances. The study is notable since it is the first to try the effect of synthetic phonics command on the development of upper- and lowercase acknowledgment skills with Omani third graders.

Author(s) Details:

Noora Al-Sukaiti,
Ministry of Education, Directorate of Human Resources Development, Oman.

Please see the link here: https://stm.bookpi.org/RHLLE-V4/article/view/10260

Assessment of Literacy among the Secondary Schools Students in Malaysia| Chapter 8 | Current Research in Language, Literature and Education Vol. 5

The purpose of this study is to learn more about Malaysian secondary school students' literacy rates in Malay, English, and mathematics, as well as the variables that impact them. The study's conceptual framework is based on the definition of literacy provided by the International Adult Literacy Survey (IALS). A total of 5,635 respondents were chosen from Remove Class to Form Five secondary schools across the country. According to the report, the total basic literacy rate was 95.2 percent, while critical literacy was 71.2 percent. At the basic and crucial levels, Malay literacy was higher than English and mathematical literacy. As a result, the Malaysian Ministry of Education (MOE) should prioritise math literacy, particularly among secondary school pupils. One-way ANOVA analysis found substantial variations in the rate of basic literacy and critical levels of pupils based on their level of education and ethnicity. Teachers must be taught about the notion of literacy and how students' literacy abilities affect their development. All stakeholders must collaborate to guarantee that secondary school pupils achieve a decent literacy rate.

Author(s) Details:

Chew, Fong Peng,
University of Malaya, Malaysia.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6724

Study on Constraints to Effective Governance by the Parent Component of the SGBs in Rural South Africa | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 10

The South African Schools Act, No.84 of 1996, mandates the formation of School Governing Bodies, which allow stakeholders such as parents, educators, and students to actively engage in school administration decisions. A host of challenges have hampered school governance in rural South Africa, rendering it ineffectual and, in some circumstances, unsuccessful. The purpose of this article was to look into the challenges of school governance experienced by the parent component of SGBs in rural South Africa. To accomplish this goal, SGB chairpersons from various rural locations in South Africa were surveyed. These perceptions centred on the difficulties that parents in SGBs had in carrying out their governance tasks as outlined in the SASA. A qualitative research approach was employed, which comprised convenience sampling and interviews, by involving chairpersons of School Governing Bodies in particular selected high schools in the Sisonke district of KwaZulu-Natal. The empirical study found that School Governing Bodies in rural South Africa encounter obstacles relating to the parent component's literacy level, lack of comprehension of their roles and responsibilities, and financial muscle, all of which obstruct parents' simple movement between school and home.

Author(S) Details

Vangeli Wiseman Gamede
University of KwaZulu-Natal, Private Bag X1, Scottsville Room 33 Commerce Building, Pietermaritzburg, 3201, South Africa.

View Book:- https://stm.bookpi.org/MPLLE-V10/article/view/4309

Investigating if Reading can be Used as a Predictor of Literacy Outcomes? A Literature Review| Chapter 9 | New Horizons in Education and Social Studies Vol. 5

 

Consequently, this article reviews and examines the importance of the use of reading indicators in language subjects as measures of progress. Interventions in literacy have arisen in many countries aimed at enhancing the standard of education. Most of these measures, however, have centred on reading as a part of literacy at the cost of listening , speaking and writing, which are other literacy measures. The paper explores the relationship in language subjects between reading and improved results. The analysis of literature found that reading can not be taught in isolation from the other three literacy components and that reading is a strong literacy measure proxy. This article aims to add to the body of information by exploring the relation between literacy and early grade learners' success in English and Kiswahili in a multi-grade context. Context in several languages. However, the paper suggests that the proportionate contribution of each of the four components of literacy to improved performance in language subjects should be established for further empirical study. Therefore, speaking, listening , reading and writing appear to play a key role in children's language performance through languages. However, this paper does not provide clear proof of the proportion of literacy outcomes accounted for by each of these four elements.

Author(s) Details

Dunston L. Kwayumba
Catholic University of Eastern Africa, P.O.Box, 100185, 00101 Nairobi, Kenya.

Pascal Wambiya
Mwenge Catholic University, P.O.Box 1226, Moshi, Tanzania.

Clement Majawa
Catholic University of Eastern Africa, P.O.Box, 62157, 00200 Nairobi, Kenya.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/311