Curriculum Design and Society

It is the mandate of Higher Learning Institutions to foster strategies that enhance knowledge and motivationally encourage creativeness and innovativeness for the economical growth of the Global Society. This paper comprehensively discussed the inseparable relationship between the society and the designing of Higher Education curriculum. Curriculum design follows a dynamic trend that is multi-factorial in nature. Influential factors such as environmental, political and social are seriously considered in formulating adaptable curriculum that reflects the societal needs in the field of Education. Of concern is societal factor that tends to be the most influential among others. The curriculum designers are forthwith find ways to protect cherished society beliefs not to argue against each other. The designing of curriculum should assume that certain accepted values are promoted without imposing one denominatio

Strengthening field epidemiology in Africa: The Zimbabwe Field Epidemiology Training Program

The Zimbabwe Masters in Public Health Program is a 2-year competency based training that consists of classroom teaching (30%) and on the job field training (70%). The MPH program was created in 1993 with the aim of assisting the Ministry of Health and Child Welfare create a permanent capacity to recruit, train, and employ public health practitioners to sustain the public health infrastructure. The MPH program is operated from two sites: the DCM at the College of Health Sciences, of University of Zimbabwe (UZ) and the Health Studies Office (HSO) in MOHCW. The HSO in the MOHCW oversees the operation of field training in collaboration with approved Field Supervisors at the training sites. MOHCW provides field training sites through its eight provincial medical directorates. In addition the health directorates of the major cities in the country are designated field training sites. Since 1993, the program has had 18 Cohorts trained of which three are part-time. The part-time program was initiated in 2008 with an intake of 10 trainees. Since 2003, the full time program has experienced an increase in intake with the highest intake recorded being 16 trainees in 2003. The average intake from 2003 - 2011 has been 12 trainees. A total of 169 trainees have been enrolled in the last 19 years. Of the 143 trainees enrolled by 2009, 136 (95%) have graduated. The part-time program has had one cohort graduating with 5 out 10 successfully completing the course. Since the launch of the program, the majority of the graduates have filled most of the key public health positions and even so the positions in most of the nongovernmental organisations

Notion

Poem by Carla Harri

Exploring the Notion of Forgetting

Ignorance and forgetting are similar in some regards, as both involve a state of not knowing. Often forgetting, like ignorance, can put us at a disadvantage in regards to a lack of retaining knowledge. Forgetting can lead to ignorance if not realized and remedied. However, just as ignorance is more than a lack of knowledge, forgetting is more than a lack of remembrance. There are many kinds of forgetting, each with different kinds memories lost and purposes served. Despite the inherent risks of forgetting, there are advantages, ones that make forgetting an essential part of human cognition. In fact, without the ability to forget, we could never remember

Justification As A Loaded Notion

The problem of skepticism is often understood as a paradox: a valid argument with plausible premises whose conclusion is that we lack justification for perceptual beliefs. Typically, this conclusion is deemed unacceptable, so a theory is offered that posits conditions for justification on which some premise is false. The theory defended here is more general, and explains why the paradox arises in the first place. Like Strawson’s (Introduction to logical theory, Wiley, New York, 1952) “ordinary language” approach to induction, the theory posits something built into the very notion of justification: it is loaded with a bias towards the proposition that we are not massively deceived. Beyond the paradox, remaining skeptical problems consist of metaphysical and practical questions: whether we are massively deceived, or why we should use our loaded notion rather than some other. Such challenges have pro- found epistemological significance, but they are not problems that an a priori theory of justification can solve

Notion of a virtual derivative

Diagrams as a graphic expresion of derivatives is proposed for calculation of derivatives for composed function. The concret diagram is understood as a virtual derivative in contrast of concret derivative. In polynomial expression of functions derivative the concret derivative will be every monomic member, and the virtual derivative represent the sum of similar monomic members. The word virtual denotes that we dont need to know every virtual derivative, we don't write all the sequence of these virtual derivatives, and simply pick the needed one. This is in contrast of tradition to write the whole algebraic expresion as a denotion of whole function's derivative. Such graphic expresion can be helpful in the problems of differential geometry, in the various asymptotic expantions, also in the solution of some differential equations.Comment: The diagrams are drown with the help of xy-pic and can be automaticly generated for the derivative of large degry of more general composed functio

Determinants of perinatal mortality in Marondera district, Mashonaland East Province of Zimbabwe, 2009: a case control study

Background: Marondera District recorded perinatal mortality ratios of 58.6/1000 and 64.6/1000 live births in 2007 and 2008 respectively. These ratios were above provincial averages of 32/1000 and 36/1000 during the same periods. We determined factors associated with perinatal mortality in Marondera District. Methods: A 1:2 unmatched case control study was carried out from June to August 2009. A case was any mother in Marondera District who had a stillbirth or early neonatal death from 01/08/2008 to 31/07/2009. A control was any mother whose baby survived the perinatal period during the same period. We calculated Odds Ratios and their 95% confidence intervals. Results: We interviewed 103 cases and 206 controls. Primary or no maternal education [OR=5.50 (3.14-9.33)] labor complications [OR=7.56 (4.38-13.06)], home delivery [OR=7.38 (4.03-13.68)] and preterm delivery [OR=15.06 (8.24-27.54)] increased the risk for perinatal mortality. Antenatal care booking [OR=0.19 (0.10-0.34)], having a gainfully employed husband [OR=0.36 (0.20-0.63)] and living within 5km of a health facility [OR=0.41 (0.22-0.78)] reduced the risk. Independent determinants of perinatal mortality included being apostolic [AOR=3.11 (1.05-9.18)], having a home delivery [AOR 7.17 (2.48-20.73)], experiencing labor complications [AOR=8.99 (3.11-25.98)], maternal HIV infection [AOR=5.36 (2.02-14.26)], antenatal care booking [AOR=0.32 (0.18-0.87)] and birth weight below 2500g [AOR=9.46 (3.91-27.65)]. Conclusion: Labor complications, belonging to apostolic sect, having a home delivery, maternal HIV infection, low birth weight and antenatal care booking were independently associated with perinatal mortality. Health worker training in emergency management of obstetric and neonatal care was initiated. Marondera District started holding perinatal mortality meetings.Key words: Perinatal mortality, determinants, neonatal deat