Building Entrepreneurial Universities: Strategies for Fostering Innovation and Knowledge Capitals | Book Publisher International

 

A public university's conversion to an entrepreneurial university involves a thorough reassessment of the institution's identity, mission, and social value; it goes beyond simple academic or administrative change. Using Kyambogo University as a live case study of institutional renewal and innovation in Ugandan higher education, this book offers a thorough examination of this transformational path.

 

The idea that the university should become a proactive force for change, a place where knowledge is created and used to address pressing societal issues, lies at the heart of this book. By fusing teaching, research, community engagement and innovation in ways that have an impact on society, culture, and the economy, the entrepreneurial university exemplifies this idea.

 

The OECD and European Commission created the HEInnovate framework, which outlines eight interconnected characteristics of an entrepreneurial university and serves as the foundation for the book. A conceptual and practical roadmap for entrepreneurial university assessment and reform is offered by these factors.

 

Leadership and Governance: This section looks at how entrepreneurship can be ingrained throughout the university through strategic direction, visionary leadership, and supportive governance frameworks.

Organisational Capacity, People, and Incentives: This section examines how to match financial, human, and infrastructure resources to sustain entrepreneurial endeavours.

Entrepreneurial Teaching and Learning: Talks about innovative teaching strategies that promote creativity, problem-solving, critical thinking and hands-on learning.

Preparing and Supporting Entrepreneurs: This section focuses on the institutional ecosystems that provide funding, mentoring, and incubation to student and staff entrepreneurs.

Digital Transformation and Capability: Examines how digital tools may improve teaching, creativity, and teamwork both inside and outside of academic institutions.

Knowledge Exchange and Collaboration: Discusses the value of collaborations with communities, businesses, industries and the government in order to jointly create knowledge and innovations.

The Internationalised Institution: Examines how international collaborations and mobility might enhance the entrepreneurial environment.

Measuring Impact: Highlights the necessity of conducting an evidence-based assessment of institutional performance and entrepreneurial outcomes and impact.

In order to analyse Kyambogo University's preparedness, obstacles, and strategic routes towards becoming an entrepreneurial public university, each chapter of the book expands on these dimensions. To assist university administrators, policy makers, and educators in putting comparable reforms into practice in different settings, real-world examples, analysis, and suggestions are offered.

 

The research indicated that Kyambogo University is moving forward in its journey to establish itself as an entrepreneurial institution, showing enhanced recognition and involvement in innovation and entrepreneurship programs. Nevertheless, there are still shortcomings in the institutional culture, financial support, collaboration with industries, and systems that assist both students and staff.

 

In order to tackle these issues, the research suggests implementing a comprehensive entrepreneurial strategy across the university, bolstering capacity development and innovation centres, improving collaborations with industry, offering internal financial support for start-ups, and integrating entrepreneurship throughout all academic programs. These actions will assist Kyambogo University in completely fulfilling its vision as an entrepreneurial institution.

 

In the end, this book aims to respond to three basic questions:

 

In a world that is changing quickly, how can a public institution reinvent itself to remain relevant?

What mindsets and institutional frameworks are necessary to support entrepreneurship and innovation?

How can universities in Uganda and throughout Africa use entrepreneurship to make a significant contribution to sustainable national development?

 

Author(s) Details

Jacob L. Oyugi
School of Management and Entrepreneurship, Kyambogo University, P.O. Box 1, Kyambogo, Uganda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-88417-43-3

Cognitive-emotional Sensitivity Across Academic Subjects: A Study of Sixth-Grade Students in Bulgaria | Chapter 9 | Language, Literature and Education: Research Updates Vol. 7

 

The creation of a supportive classroom environment has emerged as a significant area of pedagogical inquiry in the contemporary school. It is therefore important to establish how cognitive-emotional appraisals function in real learning settings. This article presents a tool for diagnosing the momentary cognitive-emotional sensitivity of 13-year-old students to learning in four subjects: Bulgarian language, mathematics, history, and biology. The questionnaire comprises seven scales, namely activity, concentration, tiredness, extraversion, introversion, fear and self-confidence. The Cronbach alpha coefficients serve to demonstrate the reliability of the scales. The results of the factor analysis indicated that the questionnaire could be shortened, thereby facilitating its use in the classroom. The calculations demonstrate a good value for the goodness-of-fit statistic in the sample of 296 students. The data obtained from the empirical research demonstrate the general trajectory of cognitive-emotional sensitivity development among 13-year-old students. The subjects exhibit a range of cognitive-emotional experiences, which enable them to interpret these experiences in a sufficiently concrete manner. The chi-square test yielded statistically significant results for the activity, concentration, tiredness, extraversion, and fear scales, thereby confirming the null hypothesis. With 54 degrees of freedom, the critical value is 76.154. It is of significant importance for students to engage in cognitive activities and to maintain an emotionally open disposition toward the learning processes that occur within the classroom setting. In light of the fact that they prompt the formation of a shared internal disposition towards emotional experiences, it would be beneficial to consider how teaching might evolve in order to foster a more diverse range of perceptions.

 

 

Author(s) Details

 

Nina Gerdzhikova
University of Plovdiv, Tzar Assen Street 24, Postal Code 4000, Bulgaria.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v7/6149

Primary School Teachers' Knowledge of ADHD and Effective Teaching Strategies: A Comprehensive Review |Chapter 9 | An Overview of Literature, Language and Education Research Vol. 3

 

 Background: In the past 10 years, the incidence rate of ADHD in children has increased year by year, and the prevention and education of ADHD children have become the focus of attention of all sectors of society. The etiology of ADHD is very complex, and there is no cure in medicine, requiring long-term and meticulous comprehensive intervention. Educational intervention has been proven to be an effective way to prevent and treat ADHD, and teachers' knowledge of ADHD is an important factor affecting educational intervention.

 

Objective: To explore the understanding of ADHD knowledge among ordinary primary school teachers and the use of teaching and behavioral management methods for ADHD students, as well as the relationship between the two.

 

Methods: A literature search is used to organize 73 influential articles in the past 20 years and analyze the main research trends.

 

Results: The understanding of ADHD knowledge among ordinary primary school teachers is at a moderate level, with a correct mastery rate of about 60%. Teachers use teaching and behavioral management methods for ADHD students more frequently than ordinary students, and the frequency of using various methods varies, influenced by teacher factors, teacher-student relationships, and method factors.

 

Conclusion: Understanding ADHD knowledge and related teaching and behavioral management methods are essential professional qualities for ordinary primary school teachers, and we should improve this quality as soon as possible.

 

Author(s) Details

Hou Yongmei
Department of Psychology, School of Humanities and Management, Guangdong Medical University, Dongguan, Guangdong Province, China.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v3/1452

 

The Role of Cultural and Environmental Heritage in Post-disaster Contexts: Teachers and Students in Literacy | Chapter 3 | An Overview of Literature, Language and Education Research Vol. 6

Educating individuals about the historical, cultural, and environmental value of their community’s heritage helps them develop coping skills necessary for overcoming challenges and actively participating in post-disaster recovery. Catastrophic events are moments when individuals undergo significant life transitions that challenge their sense of identity and deeply engage them emotionally. This paper, based on a systematic literature review, explores the findings of an exploratory study conducted with teachers who experienced a catastrophic event (an earthquake) and examines the role of environmental and cultural heritage and education in the post-disaster recovery phase, particularly as resources for teaching and community reconstruction. The study involved 23 primary school teachers from Abruzzo, Italy, who lived through the earthquake. A qualitative methodology was employed, using semi-structured interviews to allow an in-depth exploration of the issues through open-ended questions and feedback. Following this, a quantitative survey was developed to further investigate the findings. The results highlight the key role of cultural heritage in helping people redefine their cultural, social, and perceptual environment, particularly the inhabited space, which is understood as a socially constructed territory. Cultural heritage emerges as a powerful tool that can reinforce coping mechanisms, aiding individuals in recovering from the traumatic event. Moreover, the study confirms that cultural heritage, in the post-disaster phase, is crucial for supporting teachers and students in rebuilding their personal, social, and cultural identity. It also identifies protective strategies that mitigate the existential disorientation often experienced after such crises. By fostering mutual understanding and helping individuals accept loss, cultural heritage transforms these experiences into valuable learning resources, ultimately facilitating community recovery. The subsequent application of quantitative tools—one of which has just been developed to reach a broader population of teachers who have either experienced or not experienced the earthquake—could help capture the nuances of the participants' lived experiences more fully.

 

 

Author (s) Details

Nuzzaci A
Department of Cognitive, Psychological, Pedagogical Sciences and Cultural Studies, University of Messina, Italy.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2858

The Feasibility of a Problem-solving Model in a Grade 4 Mathematics Classroom | Chapter 1 | An Overview of Literature, Language and Education Research Vol. 1

The development of a problem-solving model was investigated in a Grade 4 mathematics classroom. The learners completed a questionnaire with respect to their knowledge of problem-solving, their attitudes towards problem-solving, as well as their experiences in solving mathematical problems. Learners’ responses revealed overall negative beliefs regarding problem-solving as well as a lack of knowledge about what problem-solving in mathematics is all about. The teacher then involved the learners in a structured learning programme where they worked in cooperative groups of six on different kinds of mathematical problems. The groups regularly engaged in discussions about the different strategies they were using to solve a specific problem and eventually succeeded in formulating a generic problem-solving model they could call their own. The model was then effectively used by learners to solve various mathematical problems, reflecting their levels of cognitive development to a certain extent.

 

Author(s)details:-

 

Susan Nieuwoudt
Faculty of Educational Sciences, North-West University, Potchefstroom Campus, South Africa.

 

Please See the book here :- https://doi.org/10.9734/bpi/aoller/v1/2577G

Teaching with Analogies: A Strategy for Teaching Radicals to Junior Secondary Mathematics Learners | Chapter 10 | Progress in Language, Literature and Education Research Vol. 8

Teachers choose various ways to present content material in a classroom. The choice depends on several factors. Determinant factors for selecting a teaching method include the available time and resources, students' interest and background knowledge, and learning abilities, while other factors affecting selection of a method are teachers' skills or the content conveyed to the learners." One of the teaching strategies through which mathematics content can be presented to learners is via the use of analogies. To create an analogy is to compare one thing to another, with the purpose of explaining, clarifying, conveying and facilitating meaning-making. Mathematics teachers often make and use analogies in their classrooms, whether they are aware of it or not. The purpose of this paper is to start a discussion and illustrate how junior secondary mathematics teachers can teach radicals using analogies. Presented here, are personally constructed examples that teachers could exploit to teach radicals to junior secondary mathematics learners.

Author(s) Details:

F. N. Hakadiva-Vatileni,
University of Namibia, HP Campus, 2024, Namibia.

Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14322

Teaching and Learning Proposition: The Use of 3D Ergonomic Board | Chapter 9 | Progress in Language, Literature and Education Research Vol. 6

 The Nigerian instructional structure is experiencing a breakdown of the educational infrastructure, the poor salaries of educationists, the decline of a construing culture, the incessant strikes in the education system, the anti-intellectual attitudes of the past and present regimes or lack of job opportunities for the products of the system. The caprice for the study came from an indigenous-designed instructional board for teaching learners in nursery/primary schools (2 – 10 years) and the task whose overall topic is the reminiscence, and retention of visual aid use in the pedagogy. The study is to appraise the opinion of toddlers/teachers about the helpfulness of 3D visuals (ergonomic board); the clarity of the intended functions of the 3D-visuals in the toddler’s lessons instruction and support from the producers in using them; and why visuals (conventional visual aids) in schoolroom instruction are misjudged/misinterpreted; their view about the functions in specific (conventional visuals) for the instruction pedagogy; and other sources of visuals provided other than the lesson’s instruction. Four nursery/primary schools participated in the study. Seventy-two (72) toddlers/teachers participated in the study. The study examined using quantitative and qualitative approaches for statistical analysis (using pie-chart and histogram). The findings suggested that the aspects of visual items selected for comment and description are to some extent circumscribed by toddler learners’ linguistic resources. Understandably, the point made by researchers referred to that visuals often fail to support learning as effectively as they might because they are not regarded as a full-fledged information mode that requires the same careful processing as verbal text, is borne out by the findings. Recommendation, the accountability is above all on producers of kid’s instructional materials: authors, editors, designers, and illustrators of the materials. The implication of this is that toddlers’ instructional materials should, as in the case of illustrated books include both an overt explanation of the overall philosophy toward visuals and an overview of their use. 3D-visuals have, among many other “visual sustenance characteristics” the budding to aid teaching and learning by reducing cognitive load, providing mnemonic support, conceptualizing language input on various levels, clarifying learning procedures, visualizing grammatical structures, facilitating comprehension, stimulating lexical production and, if teachers rather than research psychologists are to be believed, motivate learners and make teaching and learning more pleasurable.

Author(s) Details:

Audu Omar Ahmed Otobo,
Industrial Design Department, Faculty of Environmental Studies, University of Maiduguri, Maiduguri, Nigeria.

Ijudai Musa Palnam,
Industrial Design Department, Faculty of Environmental Studies, University of Maiduguri, Maiduguri, Nigeria.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13703

Using Geographic Information Systems as a Practical Way of Teaching Mathematics | Chapter 8 | Research and Applications Towards Mathematics and Computer Science Vol. 9

Geographic Information Systems (GIS) are programs that connect math, science, and social science concepts with many resources for teachers to provide and integrate activities with math and science. This paper reflects on proposals to merge Mathematics and Geography when teaching undergraduates from inter- and trans-disciplinary spatial models using mathematical modeling to enable spatial analysis and visualization through GIS—Geographic Information Systems. Mathematics Education incorporates facts from real-world reality with models that use new geotechnologies. GIS brings forward an approach to Geography with new technologies integrating it with Statistics and Computer Science. Thus, it describes some practical cases that are examples of geographical problems solved mathematically. As an example, a case study about COVID-19 infection in a city is presented. The results show that GIS can be an educational tool for teaching both Geography and Mathematics based on real problems. Integrating this tool enables active and constant participation of the students, which can make them realize the applicability of mathematics in solving real problems related to geographical space, is required by any school committed to education.

Author(s) Details:

Sandro Laudares,
Department of Geography, Catholic University of Minas Gerais, Belo Horizonte, Brazil.

João Bosco Laudares,
Department of Geography, Catholic University of Minas Gerais, Belo Horizonte, Brazil.

Matheus Pereira Libório,
Department of Geography, Catholic University of Minas Gerais, Belo Horizonte, Brazil.

Please see the link here: https://stm.bookpi.org/RATMCS-V9/article/view/13461

Navigating Music Education in Ghana: A Guide to Composition, Performance and Listening for Primary School Teachers | Chapter 3 | Progress in Language, Literature and Education Research Vol. 4

Music as a subject of study is a strand of the Creative Arts curriculum content for teaching, learning and assessment in primary schools in Ghana. Composition, performance and listening which play pivotal roles in music activities form integral part of the methods and strategies that are supposed to be employed to teach these arts form to provide musical knowledge, skills and understanding to primary school learners. Elsewhere, it is argued that these three musical processes constitute the starting point of music activities in the primary school classroom. Having some knowledge and practical insight of each of these processes is therefore very significant for teachers’ professional practice and development in the music classroom. This article attempts to describe these processes and highlight some activities that can serve as a guide for the teacher to engage primary school learners in music activities under each of these three interrelated activities for effective musical learning and experiences. Challenges affecting effective music education in the primary schools include teachers’ lack of adequate knowledge and skills in teaching, inadequate trained teachers to teach music in the primary schools and lack of musical instruments to support teaching and learning. It is suggested to educational planners and authorities to plan and implement in-service training for primary school teachers to equip them in the provision of effective music education to pupils. It is also suggested to primary school authorities and teachers to find innovative ways to acquire the needed teaching and learning materials to ensure an effective music education in the primary school.

Author(s) Details:

Benjamin Adjepong,
Wesley College of Education, Kumasi, Ghana.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13145

Factors Influencing Plagiarism amongst Students at an Institution of Higher Learning, KwaZulu-Natal | Chapter 10 | Progress in Language, Literature and Education Research Vol. 3

 This research study proposed to determine the factors doing plagiarism amongst student students at an Institution of Bigger Learning. A cross-sectional explanatory survey employing quantitative dossier collection methods, containing questionnaires, was used. The study was conducted at the Academy of Technology, and the target public was undergraduate students from their first to their definitive year. The significant verdicts of this research paper show that approachability, pride, and teaching factors influence falsification. In conclusion, skilled is a growing need for Intuitions of Higher Knowledge in South Africa to design comprehensive frameworks for handling student plagiarism that is to say based on prevention and situated effective detection and authorizing systems that are transparent and usually applied.

Author(s) Details:

A. L. Hillermann,
Department of Nursing, Faculty of Health Sciences, Durban University of Technology, Durban, South Africa.

Please see the link here: https://stm.bookpi.org/PLLER-V3/article/view/12963

Postgraduate Study: An Academic Journey| Book Publisher International

 Postgraduate degrees could act as conversion courses, permitting a person to change the direction of his or her study and be able to follow a dream career path. Postgraduate degree enhances the ability to understand and apply an array of speculative and thoughtful situations and be able to objectively apply alternative options. The choice of a university for postgraduate degree is very critical to the success of completing the programme. Building a strong, useful, and productive network can provide the needed support for the student during the postgraduate journey. It is good to work smartly to enhance productivity while avoiding unnecessary and unrelated multitasking that could impede progress. This book provides a simple approach to deciding for postgraduate degree, challenges that the postgraduate student may face, how to handle the challenges in relating with supervisors, doing your research, and writing your thesis etc.

Author(s) Details:

Oluwafemi Omoniyi Oguntibeju,
Phytomedicine and Phytochemistry Group, Department of Biomedical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Bellville 7535, South Africa.

Please see the link here: https://stm.bookpi.org/PSAAJ/article/view/12420

On Learner-Based Teaching in Modern Educational Contexts | Chapter 7 | Research Highlights in Language, Literature and Education Vol. 4

 The idea of learner-located teaching has been acquire popularity in current years as a way to join students in their own knowledge process and to promote alive learning. It is of great importance to explore on trainee-based education in China to promote lifelong knowledge. In this paper, we explain what beginner-based teaching is, the benefits of learner-located teaching, by means of what to introduce learner-located teaching into your school room, what the potential of learner and the potential problems are. It proper to address these points in the paper and raise other questions. It boosts you to ask yourself few more questions, to think about how you once use the potential of your learners, how you keep use it more, and explore by what method learner-based education can be executed in the classroom. It hopes to cast some awareness on further research in this field.

Author(s) Details:

Linli Chen,
School of Cultural Tourism and International Exchange, Yunnan Open University, 113 Xuefu Road, Kunming 650223, P. R. China.

Please see the link here: https://stm.bookpi.org/RHLLE-V4/article/view/10164

A Stride towards Inclusion: A Case Report | Chapter 03 | Current Research in Language, Literature and Education Vol. 3

 In order to make academic advancement, a programme called STEP was implemented in a university. The programme sought to provide each kid with individualised attention. It also attempted to encourage and motivate students to improve their academic performance.

The study's goals were as follows:

In order to measure the students' knowledge and comprehension abilities, the following questions were asked:

To determine the mentee's intellectual gaps, strengths, and weaknesses.

to offer advice to the student

Mentoring and facilitating actions toward bettering academic achievement.

To aid pupils in improving their academic performance.

To instil in students a sense of accountability.

The programme ran for a complete school year, with the outcomes analysed at the conclusion. The results showed that after implementing the programme, the number of distinctions in the institute increased, while the number of failures in each class decreased. The programme was well-received by both students and staff.

Author(S) Details

Avani Oke
K.J. Somaiya College of Nursing, Mumbai, India.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5664

Evaluating the Influence of Written Feedback in Elementary Mathematics | Chapter 02 | Current Research in Language, Literature and Education Vol. 3

 The goal of this study was to determine the quality of written feedback in mathematics that is appropriate for and understandable by primary school students. Written feedback promotes progress in learning primary arithmetic, according to the research, and written feedback is an instructional method that accelerates the rate and amount of learning to improve learners' mathematical proficiency. Written feedback has also been shown to bridge the gap between a learner's current comprehension of a concept and desired performance on the same concept. Although written feedback is thought to be important in learning primary school mathematics, there is less agreement on whether it is feasible in the real world of the classroom due to the obstacles faced by both instructors and students in understanding this type of feedback. There is little research on how students respond to or use written feedback from their teachers to improve their performance in the literature. A questionnaire was given to a group of Year 5 students at an English school to gauge their awareness of the value of written feedback and the obstacles that might be encountered in interpreting and implementing it. The learners completed a pre-test to assess the influence of written feedback on their performance, and their recommendations from the questionnaire were integrated into the feedback. Two days later, a similar test was administered. After that, the two sets of scores were compared. It was shown that learners find written feedback difficult to grasp at times, primarily due to foreign vocabulary used in the feedback, and that even when they do understand the language, they often find it useless in reaching their learning objectives. Some people don't even bother to read the written feedback. It is suggested that teachers simplify and provide more depth to feedback, making it as instructive as possible about what was done well and suggesting possible improvements.

Author(S) Details

Miedzo Mutendi
Paston Ridings Primary School, Paston Ridings, PE4 7XG, Peterborough, England.

Chipo Makamure
Department of Mathematics Education, University of South Africa (UNISA), South Africa.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5662

Study on Implementation of Cloud Computing in Education: A Revolution | Chapter 13 | Recent Advances in Mathematical Research and Computer Science Vol. 5

 To ride the inevitable tide of change, innovation is required, and cloud computing is one such hot current area of research in Information Technology (IT). Cloud computing is a distributed computing technique that makes software and hardware available over the Internet. It also provides storage, a computational platform, and infrastructure that the user requests based on their needs. Organizations must spend a significant amount of money on their infrastructure to meet the needs and demands of its consumers due to the growing demand for infrastructure educational establishments. Cloud computing is a next-generation platform that provides institutions and businesses with access to dynamic pools of resources while also lowering costs through better usage. Many educational institutions are currently dealing with issues related to the increased demand for IT and infrastructure. Cloud computing, a new technology that builds on current technologies like the Internet, virtualization, and grid computing, can help solve such difficulties by providing the necessary infrastructure, software, and storage. Developing a cloud architecture for education might vary depending on the institution's goal and infrastructure, and it can be difficult. A fundamental research was conducted in this paper to highlight how cloud computing may be used in education to improve teaching, agility, and have a cost-effective infrastructure that can bring about a revolution in the field of education. It also seeks to highlight its advantages and disadvantages.

Author(S) Details

Saju Mathew
Nellimoottil Grace Villa, Maruthamonpally, Pooyappally (P.O), Kollam (Dist), Kerala State – 691537, India.

View Book:- https://stm.bookpi.org/RAMRCS-V5/article/view/4978

Study on General Methods of Teaching Music in the Primary School | Chapter 8 | Modern Perspectives in Language, Literature and Education Vol. 10

Music is taught to students in a variety of methods. The literature describes a variety of teaching methods, tactics, and strategies. Teaching music is an art and a skill that requires teachers to combine or integrate some of these methods and strategies in order to give students with productive learning experiences. Efforts to change music education toward a more constructivist approach have far-reaching ramifications for policymakers at all levels of the music education system. The purpose of this article is to provide overviews of various general approaches and strategies for teaching music in the primary school based on constructivist teaching theory. It will cover lecture, demonstration, and modelling, as well as discovery, video showing, field trip, role-playing, project, questioning technique, assignment, and discovery teaching methods. The paper will also discuss the factors that influence the choice of a teaching style for a certain lesson, as well as the stages of teaching.

Author(S) Details

Benjamin Adjepong
Wesley College of Education, Kumasi, Ghana.

View Book:- https://stm.bookpi.org/MPLLE-V10/article/view/4314

Assessing Effective Teaching of Statistics Using the History of Analytics | Chapter 4 | Modern Perspectives in Language, Literature and Education Vol. 9

There are a variety of techniques that math and statistics teachers have used to make statistics more engaging and hence improve student success. One of these strategies is to connect the app to something intriguing. However, going back into the history of why these techniques were invented in the first place is an often ignored method of making statistics more fascinating. This rich history can often provide pupils with a more logical orientation, which can help them learn more and be more engaged in the classroom. The goal of this project was to investigate strategies to improve statistics education in the classroom by bringing statistics history into the curriculum. This study looks at some of the historical aspects of statistics and explains how adding this material in a learning plan might assist students learn the topic.

Author (S) Details

David J. Fogarty
University of Phoenix, University of Liverpool, Columbia University and Trident University, USA.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3595

The Basis of Teaching and Learning Foreign Languages in Higher Schools of Kazakhstan | Book Publisher International

 Changes in all sectors of life, such as social, economic, political, and cultural, characterise the modern period of development. These developments have resulted in increased demands for higher education and professional training of future specialists in order to adapt to a multicultural, multilingual environment in order to meet personal and professional goals. Over the previous few decades, English has been increasingly dominant in higher education and research, resulting in global academic communication. Universities in Kazakhstan offer activities (online seminars, webinars, evening clubs, and film screenings) to help students study English or enhance their language skills (papers, publications, guides, and books). In today's world, all educational institutions must cater to the needs of people, society, and government. They also aim to encourage people's absorption into national and international cultures. Language is not the only element of ethnos spiritual culture; it is also a condition of cultural growth, serving as a translator of cultural values from one generation to the next.

This book offers a fresh look at English teaching and learning for students in non-linguistic departments. It is divided into two chapters: Languages in Kazakhstan's Educational Process and Active Methods in Language Teaching and Learning. The papers gathered employ qualitative and quantitative methodologies to investigate aspects, trends, causes, difficulties, and positive outcomes in English teaching and learning.

Author(S) Details

Tussupbekova Madina Zhanbyrbaevna
L.N. Gumilyov Eurasian National University, Kazakhstan, Astana, Kazakhstan.

View Book:- https://stm.bookpi.org/TBTLFLHSK/article/view/3291

An Analysis of Factors Affecting use of Computer Technology in Rural Secondary Schools by ODL Students Who are Secondary School Teachers in Mbire District of Mashonaland Central Province of Zimbabwe| Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 7

 Incorporating ICT into teaching and learning has been shown to boost students' academic achievement. Its advantages are felt by people from all walks of life. Despite its importance, ODL students who must utilise ICT in their university studies as well as in teaching and learning tend to value its implementation more. As a result, the goal of this research was to find out what factors influence ODL students who are studying at an Open and Distance Learning university while still teaching in secondary schools. A descriptive survey was used in the research. design, as well as a mixed-methods approach The study included 78 ODL students who are secondary school teachers as participants. A combination of systematic random sampling and selective sampling was used to choose the 40 respondents and 5 participants. Data was gathered and created through questionnaires, interviews, and observations. Frequency tables, graphs, and descriptive statistics were used to provide quantitative data, while transcripts and themes were used to present qualitative data. Material and infrastructure resources are in short supply, according to the report. The lecturers and facilitators lack the requisite knowledge. Computers are used by teachers. to improve their professional work in a limited way Teachers' opinions toward using computers in the classroom have an impact on the innovation's implementation. Due to financial constraints, schools are finding it difficult to outsource computer equipment and create computer laboratories. As a result, the study recommends that ODL students attend in-service training sessions or even take short computer courses. Outdated computers must be replaced with contemporary, higher-capacity PCs. The government should fund the acquisition and construction of infrastructure for schools. Staff development in schools and the community on strategies to generate cash is required.

Author (S) Details

Dr. Rittah Kasowe
Educational Studies, Zimbabwe Open University 209 Hay road Bindura, Zimbabwe.

View Book :- https://stm.bookpi.org/MPLLE-V7/article/view/2868

Undergraduate Module for Complementary Medicine and Integrative Health | Chapter 8 | Highlights on Medicine and Medical Science Vol. 5

 Background: Medical education has undergone significant change in tandem with the evolution of the concept of health and disease. Increasing awareness, knowledge, and skills in complementary medicine and integrative health for undergraduate medical students. Methods: A complementary medicine and integrative health module was introduced to fourth-year medical students at Dar Al Uloom University in Riyadh, Saudi Arabia, in 2016-2017. Interactive lectures, seminars, practical sessions, assignments, field trips, simulation, learning by doing (hands-on training), case studies, problem-based learning, and self-directed learning are some of the teaching and learning methods used. The following topics will be covered during the course: Introduction and overview of Complementary and Alternative Medicine (CAM), Epidemiology of CAM practices, Characteristics and Applications of CAM. Comparison of Complementary and Alternative Medicine (CAM) vs. Conventional Medicine, Integrative Medicine, CAM research models, evidence-based CAM, CAM medical ethics, Frauds and misunderstandings about complementary and alternative medicine practices and products Health education and communication in complementary and alternative medicine, Manipulative and body-based therapies Practices based on biology, Energy-based therapies, mind-body medicine Traditional Chinese Medicine (TCM), Unani, Arabic or Hakim Medicine, Prophetic Medicine, and Local traditional CAM therapies (Hijamah as a model), Acupuncture, Herbal Medicine, Naturopathy, Nutrition and food supplements, Apitherapy, and Homeopathy are examples of whole medical systems. Assessment of the Module: The course comprises two types of assessments; continuous and finalassessment. Continuous assessments toke place throughout the course. They are mostly based on course work as follows; Seminar (10%), Assignments (10%), Field visit report (10%) and Mid-term exam (20%). A proportion of 50% was taken in the final assessment. A student who scored 60 or more deemed to have passed this course. Conclusion: The feedback received was most supportive of the module and appreciative of the teachers, the information provided and skills gained and the way in which it was delivered.

Author (S) Details

Ahmed Tawfik El Olemy
Public Health and Community Medicine, Faculty of Medicine, Tanta University, Egypt and Academic Affairs and Training Department, National Centre for Complementary and Alternative Medicine, Ministry of Health, Riyadh, Saudi Arabia.

View Book :- https://stm.bookpi.org/HMMS-V5/article/view/1733