Using Artificial Intelligence Methodologies in Examining Parenting Behaviors and Services

Artificial intelligence methodologies have been successfully applied to different areas of behavioral and social sciences, such as increasing effectiveness of diagnosis and prediction of different conditions, increasing understanding of human development and functioning, as well as increasing the effectiveness of data management in different social and human services, many of them focused on parenting. The goal of this article is to provide a systematic examination of artificial intelligence and machine learning methodologies that are currently employed to analyze parenting behaviors and to implement and deliver parenting programs and services. Enabled by transformative technological advances, social and human services on parenting are redesigned to better serve a diverse society through increased digitization and automation and workforce retraining based on new evidence-based approaches. The examination reveals that AI has already become a pervasive trait among vast areas of parenting research and programs. Beyond identifying themes around the use of AI in the context of parenting, ethical issues, such as ensuring equity and fairness of access to services through technology have been addressed

Establishing the Operational Practices Of E-Learning In An Online And Distance Learning Curriculum In Botswana: A Case Study Of An Open University

This qualitative study established the students’, tutors’, and Learning Management officers’ practices of e-learning in an Online and Distance Learning curriculum in Botswana. An adjunct model was used as an underpinning model where seven students who were registered for an online programme, together with two of their LMS officers and tutors, were purposively selected to take part in the study. Open-ended e-questionnaires were used as interviews where the participants had a chance to share with the authors their operational practices with e-learning. The reason for e-questionnaires was prompted by the fact that the data was collected during the COVID-19 outbreak. Findings revealed that the online University in Botswana has a clear plan for online programmes, but students continue to struggle with it due to various reasons like lack of internet connectivity, poor maintenance of gadgets, as well as age, which makes most of them not digital natives. Tutors showed dissatisfaction with how students engage with them online, where due dates are missed, while the LMS officers felt like they do not have proper support from the institutions in terms of resourcing them to assist struggling students. The study recommends that perhaps the government needs to come in to improve on issues of infrastructure in the country, where the internet and bandwidth would be improved for e-learning to thrive

A Corpus-Assisted Comparative Analysis of Adversative Conjunctions in Student and ChatGPT Essays: A Rhizomatic Perspective

Employing a Deleuzian-Guattarian rhizomatic framing of multiplicity, this study had a dual purpose: to investigate the occurrence frequencies of four adversative conjunctions (but, however, while, and yet) in student-written discursive essays (SWDEs, n = 50) and in ChatGPT-generated discursive essays (ChatGPT-GDEs, n = 50) as analysed by AntConc; and to extrapolate the Deleuzian-Guattarian multiplicity in these two essay sets as displayed by the use of these four adversative conjunctions in the paragraphs of the said essay sets. These two essay sets were selected, in the case of the former set, and generated in the case of the latter set, through convenience sampling. Student essays were written by first year university students, who were registered in an undergraduate English language module in the first semester of 2023 at a university in South Africa. Then, the study used AntConc (version 4.3.0) to analyse the two essay sets. In the main, the study found that the usage of the first three adversative conjunctions (but, however, and while) was almost evenly spread across SWDEs, a feature that indicated that in this essay set, students very nearly displayed a consistent adversative variation in contrasting ideas or in expressing concession or opposition to such ideas. On the contrary, in ChatGPT-GDEs, while was excessively and very nearly monopolistically employed by ChatGPT in contrasting ideas or in expressing concession or opposition to such ideas in this set of essays as compared to the other three adversative conjunctions. Finally, cases of multiplicities were almost nearly evenly distributed across the first three adversative conjunctions in SWDEs, whereas they were inordinately and almost monopolistically concentrated in one adversative conjunction (while) in ChatGPT-GDEs

The Review of Action Learning Approach Formulae Heutagogical Practice in Civil Engineering and Construction Studies

The Action Learning Approach (ALA) is a teaching method that promotes learning by doing. ALA encourages full students’ engagement through interaction with peers in groups and with lecturers. In Civil Engineering and Construction Studies, teamwork is emphasised in both theoretical (content knowledge) and practical learning processes. Heutagogy, on the other hand, is a learning strategy that fosters self-driven learning through active practical involvement. It aims to cultivate students’ critical thinking, innovation, creativity, as well as their problem-posing and problem-solving skills. Within technical and vocational education, as well as engineering and technology education, the steps of the technological process play a central role in teaching and learning. The purpose of this study was to review existing action learning approach formulae and models to enhance the integration of theoretical (content knowledge) and practical work in Civil Engineering and Construction Studies. The main objective was to develop an action learning formula to support lecturers in applying action learning methods for quality teaching that integrates theory and practice. A systematic evaluation of available empirical evidence, along with a critical and comprehensive review of existing data, was carried out to inform the study. The review analysed the action learning approach through the lens of six steps of the technological process. Furthermore, the study recommends that heutagogy be adopted as the primary strategy for implementing action learning, in order to strengthen the integration of content knowledge and practical work in Civil Engineering and Construction Studies, and more broadly within the built environment disciplines

From Adolescence to Old Age: Continuity, Change, and Identity Across the Lifespan

This qualitative study examines how enduring dispositions and adaptive change interact over more than five decades among former secondary school classmates who studied together in the early 1970s in their twenties and reconnected in the 2020s in their early seventies. Using a narrative-based design, data were collected through cross-validated conversations, including telephone interviews, text messages, WhatsApp group discussions, and virtual meetings. Guided by Ecological Systems Theory and life-course perspectives, the analysis explores how individual agency operates within nested ecological, cultural, and historical contexts to shape identity, generativity, and adaptation in later adulthood. Findings show that core traits such as intellectual curiosity, empathy, loyalty, creativity, and moral commitment persisted across decades, even as priorities shifted toward family, health, community engagement, and mentorship. Narrative reconstruction through collective and individual storytelling reinforced identity coherence, social connection, and self-understanding, revealing that knowing others often uncovers only the aspects of self they choose to disclose. The confidence to reveal deeper dimensions of the core self, strengthens with age. Echoing the Rip Van Winkle metaphor, participants awoke to a transformed world while maintaining enduring qualities. The study highlights the coexistence of personality continuity and adaptive transformation and demonstrates how early dispositions, ecological influences, and culturally grounded meaning-making collectively shape human development across the lifespan

Tackling Gendered Violence: Social Workers Intervention in Violence That is Meted Against Men? A Case Study of a Rural Town in a South Africa

The study discusses the issue of gendered violence against men and whether laws and legislation equally protect them. It focuses on the findings of research conducted in Bityi, outside Mthatha, which aimed to improve social work interventions in dealing with gender-based violence cases regardless of client gender. It summarises the literature on violence against men and how the concept of Gender-Based Violence (GBV) against men worked in practice. The study also offers a reflection on men's experiences with violence and the need for improved social work intervention. The research was conducted with 12 selected participants using snowball sampling and qualitative methods, and findings were gathered through semi-structured interviews and analysed using thematic content analysis. The study found that men are also victims of gendered violence and further recommended that social workers should be at the forefront of speaking against all forms of violence

Analysing Grade 9 Technology examination papers’ design and learners’ performance: A case of two schools in KwaZulu-Natal

Poor performance in the senior phase Technology has been a challenge for a very long time now, which led to many scholars investigating the issue. This qualitative study was conducted to analyse how Grade 9 Technology teachers design examination papers and how learners perform. To meet the objective of this study, researchers conveniently selected two (2) secondary schools in the Maqongqo area on the outskirts of Pietermaritzburg and collected data through document analysis of Grade 9 Technology examination papers and learners’ scripts. Analysis of the data was done in accordance with Bloom’s taxonomy grid to gauge how cognitive levels were distributed. The theory of Bloom’s taxonomy by Benjamin Bloom (1957) was used to frame this study. The findings emanating from the data show that Grade 9 Technology teachers are unable to align the examination question papers with Bloom's Taxonomy cognitive levels, which leads to learners’ poor performance as the examination papers are poorly structured. In addition, the findings indicated that Grade 9 Technology learners are struggling with the topic of electrical systems and control. Based on the findings, the study recommended that Grade 9 Technology teachers should be subjected to developmental workshops aimed at implementing Bloom’s taxonomy when setting examinations. The department of education should be responsible for the designing of Grade 9 Technology examinations while teachers are getting relevant training.&nbsp

Enhancing Academic Performance in Agricultural Sciences: The Impact of Inquiry-Based Learning on Learners

The Curriculum Assessment Policy Statement document indicates that Animal Studies comprise a substantial part of the Grade 12 syllabus, more so than topics like soil science, agro-ecology, agricultural economics, and crop science. This highlights the importance of exploring diverse teaching approaches in the beginning of Grade 10, as a strong foundation in earlier grades could improve understanding of Animal Studies in Grade 12. This study explored the effectiveness of inquiry-based learning (IBL) in teaching Grade 10 learners about poultry breeds. A mixed-method approach was used to compare IBL with traditional teaching methods. Forty-six Agricultural Sciences learners were randomly assigned to a quasi-experiment, with 23 learners in the experimental group taught through IBL and 23 in the control group taught using the traditional lecture method (TLM). Both groups underwent pre- and post-performance tests. The quantitative data were analysed using an independent t-test, while qualitative data were thematically analysed through document analysis of the learners' assessment scripts. Results from the t-test indicated that the experimental group achieved significantly higher mean scores than the control group (p<0.05). Furthermore, the document analysis revealed that IBL fosters higher-order thinking, active participation, and critical thinking skills. Consequently, the inquiry-based learning approach proves to be an effective tool for enhancing learners’ academic performance. These findings suggest that educators and policymakers should consider integrating inquiry-based learning strategies into the teaching of Agricultural Sciences curriculum to improve achievement of academic outcomes. Emphasis on active engagement and critical thinking can lead to more meaningful learning experiences for learners

TikTok Videos Enhance the Understanding of Food Processing among Grade 9 Technology Learners

This study investigated the effectiveness of TikTok videos in enhancing Grade 9 Technology learners’ understanding of food processing. Grounded in constructivist theory, the research employed a mixed-method approach using a Concurrent Embedded Design. A total of 120 learners were sampled from three schools within the Lebowakgomo Circuit, Limpopo, South Africa. Quantitative data was collected through pre- and post-test scores, while qualitative data was collected through analysing the scripts of the learners. The findings revealed that learners who were taught using TikTok videos achieved higher scores than learners who received instruction through traditional lecture method. The findings further discovered that TikTok videos are effective in enhancing the understanding of subject matter. Our study results highlight the potential of digital platforms to enhance teaching, particularly in practical and conceptual subjects. This study recommends that teachers incorporate TikTok videos into their teaching methods to enhance conceptual understanding and make lessons more engaging. Teachers should consider creating TikTok accounts to share educational content, providing learners with accessible resources for self-study

Enhancing the Character and Readability of Mission Statements in IT Startups: Implications for Stakeholder Communication and Sustainable Business Growth

The mission statement connects vision and operations. It supports communication between organizations and stakeholders. Readability of the mission statement is important for business communication. This research examines the characteristics of mission statements. The study analyzes the readability of mission statements from several technology startup companies. The research uses Gunning’s Fog Index with data from 18 Thai technology companies listed on the Market for Alternative Investment (MAI). Counting methods are applied in the data collection and analysis process. The statistics used include frequency, percentage, mean, standard deviation, and Gunning’s Fog Index (GFI). The findings show that most mission statements contain fewer than 250 words and consist of 3 to 4 sentences. The readability level ranges from acceptable to ideal. Most readers rate the mission statements as optimal at 38.89 percent and acceptable at 33.33 percent. These two groups of businesses succeed in interacting with stakeholders to create mutual business value. Only 11.11 percent of the businesses receive ratings in the difficult category and should revise the goal statement. To support long-term growth, technology startups should prepare mission statements that show readiness in terms of customer perspectives, internal operations, financial performance, and learning and development. These findings may be useful for both businesses and stakeholders. The study is relevant to the technology industry and other sectors. The contribution to sustainable development goals remains important for economic growth and cooperation.&nbsp