Importance of Culturally Relevant Teaching in the Digital Age: Approaches to Student-centered and Personalized Learning in Emerging Countries | Chapter 6 | Language, Literature and Education: Research Updates Vol. 9

 

The significance of digital technology and personalisation in educating digitally underrepresented students is nowadays paramount. To survive, learners must manage to update their skills, the skills of the 21st-century world. Various documents from developed countries, which aim to transform teaching and learning practices in developing nations, emphasise the importance of aligning education in underdeveloped countries with that in developed countries.

 

Culturally responsive teaching is an evidence-based method that acknowledges the essential role of culture in the learning process. It facilitates the integration of students’ cultural backgrounds and life experiences into the educational process. The purpose of this study was to investigate the importance of culturally relevant teaching (CRT) and personalised learning in developing countries in the digital age. It aims to contribute to the achievement of quality education in these communities worldwide and promote effective teaching and learning of concepts. This review study synthesises previous research and theoretical frameworks to explore how culturally relevant teaching (CRT), personalised learning, and student-centred approaches can be effectively implemented in developing countries within the digital age.

 

Research on these specific topics has indicated that digital technology associated with CRT and personalised learning positively impacts the lives of digitally underrepresented communities. Teaching strategies, such as Adaptive Learning Technologies (ALT) and Universal Design for Learning (UDL), enhance teaching and learning in digitally marginalised communities, equipping technologically marginalised students with the necessary skills to thrive in the digital age.

 

Adapting school systems' curricula and instruction to these unique educational environments, while considering the importance of culture, individualised teaching, and learning, and emphasising digital era applications, is indispensable.

 

The results of this work may inform and encourage educators, policymakers, and Government officials about instructional strategies to implement in the classroom to meet the learning needs of every student. This calls for adopting personalised learning and culturally responsive teaching practices for the overall performance of all students. Recommendations are included. This study is limited by its reliance on secondary data from existing literature, particularly research conducted in developed countries. Future studies should incorporate empirical investigations within developing contexts to validate these findings and design culturally responsive digital education models tailored to local needs and infrastructures.

 

 

Author(s) Details

Matthieu W Yangambi
National Pedagogical University, Kinshasa–Ngaliema/UPN, The Democratic Republic of the Congo.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6552

 

Hearing the Unheard: Breaking Barriers in Specialised Schools in Cameroon |Chapter Hearing the Unheard: Breaking Barriers in Specialised Schools in Cameroon |Chapter 8 | New Ideas Concerning Arts and Social Studies Vol. 3| New Ideas Concerning Arts and Social Studies Vol. 3

Cameroon is determined to provide quality education to all its population. Since Cameroon signed the agreement to grant access to quality education, many special schools for the deaf were established. One of the challenges faced today in Cameroon is educating linguistically challenged pupils in special schools. This paper centres on evaluating the education of linguistically handicapped pupils (deaf) in two specialised institutions in the Southwest region of Cameroon. It is an analysis of the education carried out in specialised institutions for the deaf in providing them with basic education so as to meet the EFA goals and to attain the objectives of development for the millennium. With the conviction that education is crucial for their development, Ephphata Institute for the Deaf (EID), Kumba and Buea School for the Deaf (BSD) institutions are examined to assess teaching programmes offered to these children. Analysis proved that these points are relevant for effective teaching to take place: A curriculum which is relevant and can be adapted to provide quality education in order to increase participation in schooling and improve the quality of the education provided. Training which will improve teachers’ skills so that they can best perform their functions. Reigeluth’s Instructional Design Theory was discussed to understand how educational programs and instructional materials need to be developed. This descriptive survey made use of a questionnaire, an observation guide, interviews, and a checklist. The sample of the study was 12 teachers and 130 pupils purposively selected from the two schools under investigation. The self-delivery method was used to collect data. Data analysis was descriptive with the use of frequency counts and percentages. The findings revealed that the national curriculum was rigid and extensive for teachers (75%). The most important challenge the teachers faced was how to adapt the curriculum content (83%). To support the teaching and learning process, they needed to enhance teaching through such activities as modifying, adding or deleting content, reorganising content, addressing omissions, managing limited time to complete tasks and maintaining children’s attention during lessons. Deaf education has its specific didactic strategies which should be explicitly described and codified for use where needed. This study therefore suggests that teachers be empowered with skills in order to make learning possible and also to improvise by developing various kinds of handmade learning materials in order to improve the overall quality of deaf education in Cameroon.

 

Author(s) Details

 

Enow Parris Cecilia Bechem

Department of Linguistics and African Languages, Faculty or Arts, The University of Bamenda, Cameroon.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v3/2854

A Scholarly Deficit on Contextualising Physics Instruction to Agriculture and Related Fields: A Systematic Literature Review | Chapter 2 | New Horizons of Science, Technology and Culture Vol. 2

Contextualization is a process of embedding knowledge in history, culture, philosophical inquiry, and personal experiences. In education, it is defined as the process of making the curriculum relevant to certain settings, situations, or real-life applications in which learning will be meaningful and useful to all students. The promotion and integration of agriculture concepts can be strengthened by teaching physics in the context of agriculture, such as in the Philippines, with a majority of farming, livestock, and fishing communities.

 

This is a study of the literature on contextualization of physics education on agriculture and related fields conducted to determine the agriculture and related fields used to contextualize physics instruction, to determine the parts of physics instruction were contextualized to agriculture and related fields, and to determine the areas of physics in which instruction is contextualized to agriculture and related fields.

 

After reviewing published research articles from ScienceDirect, PubMed, ISI Web of Science, Google Scholar publications, ResearchGate, and other online research repositories used for scholarly literature, results showed that very few studies were conducted that contextualised physics instruction using agriculture and related fields.

 

In the available literature, 5.26% used farming as context of their physics instruction, another 5.26% used fishing practices as context, 31.58% used environmental context, 15.79% used Indigenous/Cultural Practices as context, and 42.11% used other contexts such as household chores, biking, and other recreational activities. Of the different fields of physics, mechanics is the most contextualised to agriculture with 52.63% of the available studies, while no study contextualised Modern Physics to agriculture and related fields. The study emphasises that educators can use concepts and practices from agriculture to make science learning more meaningful, practical, and responsive. Contextualising science activity should be an important aspect of this scientific sense-making of concepts.  Based on the literature reviewed, physics can be contextualised in a manner that talks about the related experiences of the students while it fits the parts and instructional cycle of lesson development. There is a vast amount of science and technology embedded in agricultural processes and practices that educators can harness to enhance the relevance and effectiveness of science education.

 

The study concluded that the teaching-learning/instruction and learning activities are part of a lesson often contextualised to agriculture, and no available study has contextualised the motivation part of the lesson. Most publicly available scholarly works contextualising physics lessons to agriculture are foreign; thus, efforts in this area should be pushed forward in the Philippines.

 

Author(s) Details

Rey-Mark G. Basagre
College of Development Education, Central Bicol State University of Agriculture, Philippines.

 

Please see the book here:- https://doi.org/10.9734/bpi/nhstc/v2/5642

Re-Design and Revision of Music Education Program in an Elementary School in RN Macedonia | Chapter 5 | An Overview of Literature, Language and Education Research Vol. 4

Music education, acknowledged globally for its profound impact on emotional and cognitive development, is compulsory in primary schools in many countries worldwide. This study explores the challenges and perspectives of implementing music education in elementary schools in the Republic of North Macedonia. For decades, this subject was represented by two weekly classes dedicated to musical folklore, choral tradition, and playing instruments. Since 2020, this tradition has been broken by implementing a new curriculum with one-class-per-week schedule. Such circumstances inevitably impose limitations on teaching all the contents of this subject and shortening the repertoire for singing and playing. Therefore, this paper aims to shed light on the impediments faced by generalists, considering the class time, teaching resources, and other constraints. The qualitative research on viewpoints and experiences of generalists was conducted in Primary School Tefeyyuz in Skopje in 2023. The findings indicate that the implementation of music education is significantly hindered by the small number of classes, inadequate distribution of teaching topics, a lack of textbooks and practicums, and insufficient musical equipment. Respondents expressed concerns about the impact of these constraints on their ability to cover the entire curriculum and provide a well-rounded musical education experience for students, because the reduction in class time often forces educators to narrow the curriculum, focusing only on the most essential topics. This can lead to a reduction in the breadth of musical education, where students miss out on important experiences.

 

Author (s) Details

Aida Islam
Faculty of Pedagogy “St Kliment Ohridski”, UKIM, Skopje, North Macedonia.

 

Stefanija Leskova Zelenkovska
Music Academy, Goce Delcev University, Stip, North Macedonia.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/2048

 

Educational Inequality in Elementary Schools: The Influence of Socioeconomic Status and School Factors | Chapter 3 | Language, Literature and Education: Research Updates Vol. 4

Elementary education plays a pivotal role in promoting socioeconomic and cultural development, particularly in developing countries like Pakistan. This sector presents an interesting scenario that is diverse and scattered in scope and faces complex social, cultural, political and economic bottlenecks. Stratification is deeply rooted in the networks of educational institutions at both the macro and micro levels. It leads to a difference in the accumulation of educational capital. Since the role of equal primary education in development cannot be denied, one of the key skills for success is the “linguistic key”; the English language skill. This paper aims to highlight aspects that lead to disparity among educational institutes and explore differences among Socioeconomically Divided School Systems at the elementary level. Specifically, this work examines trends in school factors to compare how these factors accumulate to a specific kind of linguistic exposure across socioeconomically divided school systems in Pakistan. In this ethnographic study, the cumulative inequality theory of advantage and disadvantage is used as a theoretical framework, and data is gathered from 30 elementary schools in Rawalpindi through demographics, teacher interviews and test scores. The schools were categorised as low-paid, middle-paid paid and high-paid schools in line with the socioeconomic classes which have access to specific schools. The European framework of reference (CEFR) as a measuring criterion for foreign language learners was used to measure the language achievement. The results of the research show which factors play a significant role in cumulative advantage or disadvantage. Findings reveal that children in elite private schools receive greater English language exposure, while those in low-income public schools face systemic barriers that hinder language acquisition. These early inequalities compound over time, reinforcing educational and social disadvantage. The research offers valuable insights for policymakers, educators, and stakeholders aiming to address linguistic inequities and promote a more equitable primary education system. The results are significant for policymakers, educationists, teachers and the larger society.

 

Author (s) Details

Afia Kanwal
Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University (PSAU), KSA.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5225

Influence of the Teachers’ Characteristics, Curriculum and Educational Aids on Effective Teaching in Guidance Schools of City of Rasht, Guilan, Iran | Chapter 8 | An Overview of Literature, Language and Education Research Vol. 6

Teacher has a key and effective role in the educational system. Teaching process is a series of reasonable, weighty and permanent actions which is done to present the course from a teacher. Effective teaching is one of the important issues in education and psychology. The main aim of the present research was a survey of the influence of the factors on effective teaching in Guidance Schools of City of Rasht, Guilan, Iran. The population of this research was 2237 from the City of Rasht, among them 200 males and females were selected randomly based on the Kerjeci and Morgan table. The research instrument was a researcher-made questionnaire having 30 questions with 96% Cronbach Alpha of reliability. Its validity was on the base of 3 professors’ viewpoints. The results show that teacher characteristics (age, sexuality, educational degree, financial status) and curriculum had no significant relationship with effective teaching (Meaningful level sig=0/337 and 0/254) and only applying educational aid means had a significant relationship with effective teaching process (Meaningful level sig=0/337). In the learning process, the use of educational aids as supplements reinforces and supports the education system. Teachers should have enough information about technology and modern educational media and deal with a positive approach.

 

Author (s) Details

 

Nader Ofoghi
Department of Social Sciences, Faculty of Humanities, University of Guilan, 3988, Iran.

 

Abbas Sadeghi
Department of Educational Sciences, Faculty of Humanities, University of Guilan, 3988, Iran.

 

Hosein Vahed
Department of Educational Sciences, Faculty of Humanities, University of Guilan, 3988, Iran.

 

Hosein Alizade
Graduate Office, University of Guilan, 3988, Iran.

 

Majid Khatibi
Education Organization, Guilan Province, Iran.

 

Sajjad Saadat
Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Iran.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2917

A Proposed Framework for Curriculum Implementation: Tobacco Cessation in Dental Education | Chapter 7 | Disease and Health Research: New Insights Vol. 9

Tobacco addiction is responsible for premature death and is an important cause of preventable death in the world. It is well established that tobacco use leads to a high risk of tobacco addiction-related diseases thus causing enormous morbidity and mortality of the human population. Clinicians should offer a brief intervention to every patient who uses tobacco, regardless of their willingness to quit. All health professionals generally should counsel their patients who are tobacco users to quit the habit. Dental students generally report feeling unprepared to counsel their tobacco-using patients to quit. This is because of the drawbacks of a lack of knowledge and confidence in the effectiveness of such tobacco cessation measures. Thus, the introduction of special systematic training as a part of the dental curriculum would overcome these drawbacks and equip dental graduates to deal with tobacco-addicted patients. To introduce and implement any new program within the curriculum, there has been a standard protocol followed. Therefore, this article suggests the use of Kern’s six steps/rules for the implementation of the Tobacco Cessation Program (TCP) within the dental curriculum. The six steps are namely: 1) Problem Identification and General Needs Assessment.  2) Needs assessment for targeted learners. 3) Goals and Objectives. 4) Educational Strategies. 5) Implementation. 6) Evaluation and Feedback. Step four is: 4) Developing educational Strategies will be the suggested methodology to introduce the TCP for dental undergraduates. Hence, this article aims to suggest a systematic TCP for dental undergraduates in their educational curriculum so that dental students become competent in performing tobacco cessation in their patients.

 

Author (s) Details

 

Sheetal Sanikop
Department of Periodontology, Maratha Mandal's Nathajirao G Halgekar Institute of Dental Sciences and Research Centre, Belagavi, Karnataka, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/dhrni/v9/2653

Development of Pharmacovigilance Elective Module for Medical Students | Chapter 7 | Pharmaceutical Science: New Insights and Developments Vol. 2

According to the National Medical Commission, it is mandatory to conduct electives during the MBBS curriculum. An elective is a course which the students opt for on their own. Pharmacovigilance (PV) refers to the detection, assessment, understanding and prevention of adverse effects (WHO). There is a dearth of literature regarding pharmacovigilance elective programs in India. MBBS students need comprehensive training in pharmacovigilance during the undergraduate curriculum for its thorough understanding and clinical application. An effective pharmacovigilance module can help in developing Indian Medical Graduate (IMG) into better clinicians, professionals and critical thinkers.

 

Author (s) Details

Ajay Khade
Department of Pharmacology, Datta Meghe Medical College, DMIHER, India.

 

Jyoti Khade

Department of Periodontology, Government Dental College, Nagpur, India

 

Please see the book here:- https://doi.org/10.9734/bpi/psnid/v2/4196 

Assessing Nursing Students' Satisfaction with BSN Curriculum: A Study From College of Health Science, Bahrain | Chapter 3 | Medical Research and Its Applications Vol. 1

 

Background: One of the key metrics used to assess the effectiveness of any academic program is the satisfaction of nursing students. Thus, continuous program review and student satisfaction will have a favorable impact on students' overall growth at all higher education institutions. Opportunities should be given to the students to share their opinions and it will help the faculty to modify or reform the curriculum according to the higher education standards thereby directly maintaining the pedagogic quality in the nursing profession.

Aim: The aim of the study was to assess the satisfaction level among fourth-year nursing students towards the BSN curriculum in the College of Health Sciences. Methods: A descriptive cross-sectional survey design was used to conduct this study at the College of Health Sciences. Purposive sampling technique. Nursing Student Satisfaction Scale (NSSS) was used to obtain data on a 6-point Likert scale. The study targeted fourth-year BSN students, hundred fifty questionnaires were distributed, and 121 students responded, With a response rate of 80.6%.

Results: The overall mean score of 80.88(19.1) revealed that the students were adequately satisfied with the curriculum & teaching aspects. The physical environment and infrastructure gained a maximum mean score of 70.1(25.3). In regard to professional social interaction, the overall mean score was 77.1 (25.4). There was a significant association between age and curriculum & teaching at the level of p<0.05. In the curriculum and teaching aspect, the students were maximum satisfied with curriculum design, clear description of course syllabi and expected outcome from each course, Faculty knowledge, ability to integrate theory into practice, improved communication skills, mutual collaboration with faculty and student, increased confidence level to work at clinical settings. Conclusion: Nursing students’ satisfaction towards the nursing curriculum is an important yardstick to measure the level of satisfaction in terms of curriculum, teaching, professional interaction and learning environment.

 

Author (s) details:-

 

Gayathripriya Narayanan
WHO Collaborating Center for Nursing Development, College of Health & Sports Sciences, University of Bahrain, Bahrain.

 

Hala Mohamed Sanad
WHO Collaborating Center for Nursing Development, College of Health & Sports Sciences, University of Bahrain, Bahrain.

 

Please See the book here :-  https://doi.org/10.9734/bpi/mria/v1/8528E

A Comparative Analysis of Urban and Peri-urban Primary Schools in Masvingo, Zimbabwe: Views on Grade 7 Examination Preparations | Chapter 1 | Research Highlights in Language, Literature and Education Vol. 8

 This stage sought to compare coaches' views on the preparation for grade 7 examinations 'tween urban and peri-city primary schools in Masvingo Province, Zimbabwe. A union parallel mixed methods design was exploited. In the quantitative phase, dossier was analyzed utilizing the t-test and chi-square while the qualitative step used meticulous interviews. Two high performing basic schools from each school location (Urban and fairy-urban) were intentionally selected. Sixty teachers (30 each school location) were randomly picked in the quantitative chapter. During the qualitative phase, 18 partners were purposely picked. The highly experienced city teachers are more familiar accompanying examinations. Parental involvement is lower in fairy-urban than in urban schools. Urban schools complete their syllabuses according to schedule despite big class sizes while peri-urban schools have troubles in completing despite limited class sizes. The quantitative results show that educators in peri-urban schools taken lower scores (M = 4.30, SD = 1.52) than did those schoolteachers in urban areas (M = 7.00, SD = 1.73), t (58) = 34.57, p < 0.01, two tailed. The magnitude of this effect is large (effect content r = 0.95). Most urban lecturers had above 16 years teaching occurrence, while most peri-urban instructors had between 6 to 10 age teaching experience, x2 (1, N = 60) = 19.08, p < 0.05. Although the variables are not liberated of each other, the substance of the association between ruling class is moderate (V = 0.56). According to the qualitative findings, two together school locations secondhand the lecture technique as a manner of command. In urban schools, the custom of previous test papers will enhance more common after the finishing of the curricula. The effectiveness of instructors in peri-urban schools is impeded by a lack of resources and confused school missions.

Author(s) Details:

Elliott Nkoma,
Department of Psychology, School of Social Sciences, Great Zimbabwe University, Masvingo, Zimbabwe.

Zivanai Samson,
Department of Psychology, School of Social Sciences, Great Zimbabwe University, Masvingo, Zimbabwe.

Please see the link here: https://stm.bookpi.org/RHLLE-V8/article/view/11490

Identifying Competencies for Training: A Case Study on Physiotherapy Course at Kenya Medical Training College, Nairobi | Chapter 8 | New Visions in Science and Technology Vol. 10

 Background: Kenyan-trained physiotherapists progressed from masseurs to Kenya Registered Physiotherapists. The current Kenya Medical Training College offers diploma-level training as a result of the rapid development of paramedical training programmes (KMTC). To prevent, manage, and offer effective therapeutic and rehabilitative treatments for the entire community, physiotherapists should acquire clinical competencies to deal with current health concerns.

The following objectives were created in order to tackle the study's problem: To identify the competencies that physiotherapists gained during their training at the Kenya Medical Training College in Nairobi, and to outline the competencies that need to be learned during training in order to be competent in hospital and community settings.

Descriptive educational research was used as the design.

Physiotherapists in Kenya's Ministry of Health, Kenya Medical Training College, and public and private hospitals

Physiotherapy graduates, KMTC academics, public and private practitioners, and Ministry of Health administrators made up a random sample of 30 responses.

The competencies recognised by the participants in the first round were clustered, and the second round of questionnaires was created. A common set of clinical competences for training was produced from the second round of questions.

The answer rate was a perfect 100 percent. When participants repeatedly selected all of the domains of clinical competence that should be included in the curriculum, a consensus was reached. Research (86.6 percent), physiotherapy standards (86.6 percent), community-based rehabilitation (83.3 percent), counselling of patients and relatives (80 percent), emergency and disaster management (80 percent), communication (80 percent), medical legal issues and professional ethics were all rated 'Very Useful' by the participants (70 percent ).

Conclusion: Physiotherapists must be trained to work in both community and hospital settings.

Recommendations: KMTC should use a modified Delphi technique to identify areas of expertise for educating health professionals. Health workers should be prepared to function in both community and hospital settings, according to the courses developed.

Author(S) Details

Gladys J. Mengich
School of Public Health, Biomedical Sciences and Technology, Department of Health Professions Education, Masinde Muliro University of Science & Technology P.O. Box 190 - 50100, Kakamega, Kenya.

Sabella J. Kiprono
Department of Medical Laboratory Science, Masinde Muliro University of science and Technology, P.O.Box 190 – 50100, Kakamega, Kenya.

View Book:- https://stm.bookpi.org/NVST-V10/article/view/4889

Perception of Nigerians on Integrating Distance E-Learning into the Nigerian Education Curriculum | Chapter 6 | Current Research in Language, Literature and Education Vol. 1

 COVID-19 In Nigeria, a pandemic forces the closure of schools in order to curb and contain the outbreak. However, this has led in the entire cessation of formal education, affecting mostly instructors, students, and parents. The study's goal was to find out how Nigerians felt about incorporating remote e-learning into the Nigerian education curriculum. In Nigeria, distance e-learning, an alternate learning approach used in many nations to supplement formal education, is suffering. The importance of remote e-learning and its favourable impact on learners' academic accomplishments, especially at a higher level of education, cannot be emphasised. Nigeria has experience with remote e-learning, as evidenced by the academic programmes offered by the National Open University of Nigeria (both undergraduate and postgraduate). Nigerians are prepared to adapt this learning approach as a feasible option in the event of a national disaster. Accepting the learning approach, however, raises a number of concerns. These include certificate recognition as well as access to the necessary infrastructure, such as computers, printers, scanners, and the internet. The country will build on the achievements of Nigeria's National Open University in integrating distance e-learning into the national curriculum. Policymakers, particularly in the education sector, must create the necessary enabling environment (policies and infrastructures) for distance e-learning to be integrated into the Nigerian educational curriculum. To encourage proper participation of stakeholders, the motivation and reward system must be institutionalised at all levels. This chapter provides new insights for policymakers to guarantee that remote e-learning is successfully adapted and integrated into the Nigerian curriculum.

Author(S) Details

Zubaida Hassan
Department of Microbiology, School of Life Sciences, Modibbo Adama University, Yola, Nigeria.

Aisha Shitu Sai’d
Department of Microbiology, School of Life Sciences, Modibbo Adama University, Yola, Nigeria.

Adamu Mohammed Hassan
Department of Economics, School of Art and Social Sciences, Federal College of Education, Yola, Nigeria.

View Book:- https://stm.bookpi.org/CRLLE-V1/article/view/4822

Integrated Dental Curriculum and Credit Hours | Chapter 9 | Recent Developments in Medicine and Medical Research Vol. 11

 Many researchers believe that immunosenescence is to blame for the higher mortality seen in the elderly population during the current SARS-CoV 2 pandemic. SARS-CoV 2 infection causes a variety of symptoms, ranging from asymptomatic mild instances to more serious presentations. Primary immune cell defects and dysfunctions are thought to be the most crucial component in people who acquire the more serious version of the disease. These flaws could be in the PRRs of Dendritic cells' effective and early identification of PAMPs, or in the monocytes' and macrophages' delayed and hyper-inflammatory cytokine release in the lungs. The innate immune system response is currently being touted as a key element in illness prognosis. Even though immunosenescence is thought to be permanent, it is a dynamic process that can be reconditioned and improved. Gold nanoparticles (GNP), which have lately been explored for their ability to act as carriers of vaccinations and chemotherapeutic medicines, are one agent that can reinvigorate the ageing immune system. GNP treatment in rats resulted in an increase in lymphocyte cell populations as well as dendritic cell and macrophage activation. Because immunosenescence induces a reduction of naive T and B cells, GNP may be beneficial. Dendritic cells and macrophages that recognise PAMPs better may be able to generate a more effective response to the invading virus. For millennia, India has employed elemental gold compositions to treat ailments ranging from fevers to memory loss to senility. Because some formulations are suggested for infants, their safety is unquestionable. Such formulations, when modified appropriately, can play a critical role in oral vaccinations against not only Covid 19, but a wide spectrum of other influenza viruses.

Author(S) Details

Ashfaq Akram
Islamic International Dental College, Riphah International University, Islamabad, Pakistan and College of Medicine, King Saud University, Riyadh, Saudi Arabia.

Ulfat Bashir
Islamic International Dental College, Riphah International University, Islamabad, Pakistan.

Alia Ahmed
Islamic International Dental College, Riphah International University, Islamabad, Pakistan.

Yawar Hayat Khan
Islamic International Dental College, Riphah International University, Islamabad, Pakistan.

View Book:- https://stm.bookpi.org/RDMMR-V11/article/view/4651

A Proposal for a Teacher Training Curriculum on School Violence and Violence in Schools | Chapter 11 | Modern Perspectives in Language, Literature and Education Vol. 9

In the first part of this study, the question of school violence is examined, whether it is violence that occurs at school as a result of external pressures (cultural, social, and familiar) or violence that occurs within the school's organisational structures (institutional violence), and is then reflected in all those involved in the school. When it comes to explaining violence, it can be explained by individual, psychological, and behavioural characteristics, as well as familiar and social elements, and the interaction of each of these aspects. Nonetheless, because school violence is unlikely to go away anytime soon, it is critical that teachers-in-training be prepared in advance to deal with various levels of violence. To this end, a specific subject titled Violence in School: Educating to Intervene, Intervening to Prevent was created for teachers-in-training of Infant and Primary School. In the second half of the article, three instructors from the University of Aveiro's Educational Department (Portugal) describe how, as part of the European Project NOVAS RES, they developed a curriculum for reducing school violence. We hope that our curriculum will inspire other institutions to provide future teachers-in-training with the resources they will need to deal with violence.

Author (S) Details

Ana Pedro

Departamentode Educação, Universidadede Aveiro, Aveiro, 3810-193, Portugal.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3602

Study of the Implementation of Integrated Science Curriculum at Grade 8 in Bangladesh: An Approach towards Challenges and Way Forward | Chapter 10 | Modern Perspectives in Language, Literature and Education Vol. 9

This paper looks at the challenges science teachers experience when implementing the integrated Science Curriculum 2012 in Grade 8 and suggests a solution for overcoming them. A mixed-methods technique was used to perform the study. Bangladeshi Grade 8 Science teachers took part in this research. A variety of survey questionnaires and an interview schedule were used to obtain data. With Grade 8 science teachers, science curriculum professionals assessed and pre-tested data collection procedures. Descriptive statistics were used to interpret the survey results. To understand the findings, both qualitative and quantitative data were triangulated. Grade 8 Science instructors reported concerns such as unfriendly texts, insufficient physical and instructional facilities, a lack of teachers' professional abilities, inconsistent in-service training, ineffective instructional monitoring, and a mentorship system. Regular professional development activities, the modernization of instructional facilities, the improvement of the physical environment, the updating of the Grade 8 Science textbook, and the development of a continuous instructional monitoring and mentoring system were all suggested as ways to move forward.

Author (S) Details

Mohammed Zakir Hossain

Institute of Education and Research, Rajshahi University, Rajshahi, Bangladesh.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3601

Study on Curriculum Redesigning-Suggestive Framework for Skill Enhancement in Higher Education in India | Chapter 12 | Modern Perspectives in Language, Literature and Education Vol. 8

 Knowledge is the new money of the twenty-first century. Without a doubt, education is undergoing a paradigm transition, with a greater focus on skills and employment. On the one hand, efforts are being made to increase gross enrolment, while on the other hand, there is a growing and legitimate fear that graduates will be unemployed. Our graduates' abilities need to be improved in order for them to be more employable, according to mounting evidence. This would be accomplished by implementing a well-crafted curriculum. The current study looks at numerous educational models/theories of curriculum design in order to make education more relevant. An outcome-based education framework must be explored with defined learning goals and techniques or processes for monitoring these learning outcomes, even in nonprofessional undergraduate degree programmes offered by higher education institutions. The study finds that many more curriculum frameworks in the Indian context must be considered in order to apply the "Best Fit Model" for higher education institutions.

Author (S) Details

Nandkumar Sawant
Department of Geography, Parvatibai Chowgule College of Arts & Science, Margoa, Goa, India.

Nandini Vaz Fernandes
Department of Zoology, Parvatibai Chowgule College of Arts & Science, Margoa, Goa, India.

View Book :- https://stm.bookpi.org/MPLLE-V8/article/view/3196

Is the M.A. English Translation Curriculum Effective for Employers? | Chapter 3 | Modern Perspectives in Language, Literature and Education Vol. 3

 The current master's curriculum in English Translation at Iranian institutions does not meet the needs of the society for which it was created, and translation employers claim that some vital skills are not covered. The goal of this study was to assess the effectiveness of the current M.A. English Translation Studies curriculum in Iranian universities from the perspective of employers, in order to identify flaws and give recommendations to make the curriculum more market-relevant. This was accomplished through the use of a quantitative research method. The “Translation skills and competences” questionnaire was used to collect data. Thirty experienced translation employers were asked to complete the survey. The information gathered was evaluated with descriptive statistics. According to the findings, various practical courses, such as advanced writing in English and Persian, bilingual editing skills, marketing skills, translation aided technology, and interpretation, are required to modernize the curriculum.

Author (s) Details

Aynaz Samir
English Department, Tabaran Institute of Higher Education, Mashhad, Iran.

Khalil Motallebzadeh
English Department, Tabaran Institute of Higher Education, Mashhad, Iran.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/929

An Updated Analytical Study of Printed Media (Of Urdu Language) in Pakistan Regarding Government Policies about Education | Chapter 4 | New Horizons in Education and Social Studies Vol. 11

 In this paper, Pakistan's printed media (in Urdu) is examined from January 1, 2010 to November 30, 2014, in terms of their life up to the new educational policy in 2014.

This article focuses on the government's educational policies and preferences for improving the educational curriculum over time. The financial issue that underpins all educational policies is also addressed in this article; as a result of this problem, government officials were forced to enforce foreign policies in Pakistan's educational system while ignoring their consequences.

Author (s) Details

Tariq Mahmood
Department of Islamic Studies, B.Z.U. Multan, Pakistan

Abdul Quddus Suhaib
Department of Islamic Studies, B.Z.U. Multan, Pakistan

Abdul Razzaq
Department of Islamic Studies, COMSATS, Vehari, Pakistan

Muhammad Iqbal Khan
Department of Islamic Studies, B.Z.U. Multan, Pakistan

View Book :- https://stm.bookpi.org/NHESS-V11/article/view/767

Study on Curriculum Reform in Cameroon: An Analysis of the New Primary School Curriculum | Chapter 1 | New Horizons in Education and Social Studies Vol. 7

This paper discusses the reformed primary school curriculum in Cameroon that was published for implementation in the school year of 2018/2019. The programme is driven and endorsed by developmental theory through a constructivist educational philosophy. It is not generally organised around priorities, learning experiences, learning experience organisation, and assessment, but rather is organised around seven national skills and four broad-based competences. The programme is planned to be applied across pathway topics and eight interconnected themes of learning. Although the vertical and horizontal variables are used to structure the curriculum components, the data sources are highly skewed to satisfy business requirements, thus compromising relevance. The elements of vertical and horizontal articulation are reasonably balanced, but they have been skewed towards meeting consumer needs in terms of curriculum data sources, thus losing other important areas of knowledge of curriculum content required for holistic growth. The programme is built according to the existing competency curriculum movement structure. The curriculum, which is designed to meet the needs of programme harmonisation in primary schools in Cameroon, will enable all Cameroon children to learn the same curriculum for the first time since independence, contrary to past practises whereby Anglophone and Francophone children have studied various school curricula. A pedagogy of incorporation powers the programme.

Author(s) Details

Fedelis Lekeaka Alemnge
Faculty of Education, University of Buea, Buea, Cameroon.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357