Source of medicines and medicine information by self-reported persons living with hy-pertension and diabetes in rural and urban Ghana

Objectives: This study was conducted to determine the source of medicines and medicine information of persons living with hypertension and diabetes in rural and urban Ghana and assessing if they are influenced by predisposing and enabling factors as defined by Andersen’s behavioural model. Methods: A population based cross sectional study was conducted in four (4) rural and four (4) urban districts in the Ashanti Region of Ghana. A multistage and proportional sampling method was used in enrolling participants aged 18 years and above. A pre-tested structured questionnaire was used to collect primary data from respondents. Data collected was exported to STATA for analysis. Descriptive analysis was performed. Chi-square tests/Fisher’s exact test and multinomial logistic regression models were used to establish association between variables. Results: A total of 336 self -reported persons with hypertension and diabetes were enrolled in the study with 199(59.23%) living in urban communities. The majority of participants with hypertension and diabetes living in the rural communities 77 (56.20%) were females contrasting with the male majority in urban communities 106 (53. 27%). In the rural communities, 49 (35.77%) of participants sourced medicines from the health centre while 45 (32.85%) and 35(25.55%) sourced medicines from the hospital and over the counter medicine shop (OTCMS) respectively. In the urban communities, 153 (76.88%) sourced medicines from the hospital while 33 (16.58%) sourced medicines from the pharmacy. The predisposing factor age (OR: 1.1, 95%CI 1.040-1.210) under OTCMS, age (OR 1.0, 95%CI: 1.002-1.066) under hospital and enabling factor socioeconomic status (OR: 0.3, 95%CI 0.085-0.855) under Hospital influenced participant’s source of medicine in the urban communities. The results also revealed that majority of participants in both rural 99 (72.26%), and urban 164 (82.41%) communities sourced medicine information mainly from public healthcare facilities, pre-disposing factors; age (OR 1.1 95%CI 1.032-1.270) under family member, age (OR 1.1, 95%CI 1.022-1.167) under friend health professional, age (OR 1.1, 95%CI 1.050-1.147) under nearest health institution, marital status (OR: 0.004, 95%CI 0.003-0.441) under friend health Professional were found to influence participants’ source of medicine information in the urban communities while in the rural communities the predisposing factor marital status (OR 10.6, 95%CI 1.044 -106.835), education (OR: 26.1, 95%CI 1.271-537.279) under friend health professional, age (OR 1.1, 95%CI 1.002-1.187), educational level (OR 30.6, 95%CI 1.718-546.668) under nearest health institution and enabling factor socio-economic status (OR 6.6, 95%CI 1.016 -43.510) under nearest health institution influenced one’s source of medicine information. Conclusions: Majority of inhabitants with hypertension and diabetes in both rural and urban communities, sourced medicines and medicine information from public health institutions though a larger proportion was recorded in the urban communities. More participants in the rural communities than in the urban communities sourced medicines and medicine information from community pharmacies. Participants’ source of medicine and medicine information was influenced by both predisposing and enabling factors

MasakhaNER 2.0: Africa-centric Transfer Learning for Named Entity Recognition

African languages are spoken by over a billion people, but are underrepresented in NLP research and development. The challenges impeding progress include the limited availability of annotated datasets, as well as a lack of understanding of the settings where current methods are effective. In this paper, we make progress towards solutions for these challenges, focusing on the task of named entity recognition (NER). We create the largest human-annotated NER dataset for 20 African languages, and we study the behavior of state-of-the-art cross-lingual transfer methods in an Africa-centric setting, demonstrating that the choice of source language significantly affects performance. We show that choosing the best transfer language improves zero-shot F1 scores by an average of 14 points across 20 languages compared to using English. Our results highlight the need for benchmark datasets and models that cover typologically-diverse African languages

MasakhaPOS: Part-of-Speech Tagging for Typologically Diverse African languages

In this paper, we present AfricaPOS, the largest part-of-speech (POS) dataset for 20 typologically diverse African languages. We discuss the challenges in annotating POS for these languages using the universal dependencies (UD) guidelines. We conducted extensive POS baseline experiments using both conditional random field and several multilingual pre-trained language models. We applied various cross-lingual transfer models trained with data available in the UD. Evaluating on the AfricaPOS dataset, we show that choosing the best transfer language(s) in both single-source and multi-source setups greatly improves the POS tagging performance of the target languages, in particular when combined with parameter-fine-tuning methods. Crucially, transferring knowledge from a language that matches the language family and morphosyntactic properties seems to be more effective for POS tagging in unseen languages

The lack of physics teachers: “Like a bath with the plug out and the tap half on”

In this study, we were interested in how approaches to teaching high school physics in New Zealand influenced students’ perceptions of physics and their consequent desire to continue with Physics. We also investigated the reasons participants became physics teachers to inform how more teachers might be attracted into the profession. The convergent parallel design of this study used mixed methods including a national survey as well as classroom observations and interviews with teachers and students. The study has identified how a focus on content knowledge and more “traditional” teaching approaches tends to discourage students to progress with physics

Senior High School Female Students’ Interest in Physics as a Course of Study at the University Level in Ghana

The study of females‘ interest in physics is an issue of international concern. Of the sciences, physics is the subject in which the increase in the number of females involved has been particularly low. The term 'interest' may usually refers to preference to engage in some types of activities rather than others. This study investigated whether Ghanaian Senior High School female science students would prefer to study physics at the university or not and the reasons for their choice. Two hundred and one final year female students in four Senior High Schools offering biology, chemistry and physics in the Cape Coast Metropolis of the Central Region of Ghana, participated in the study. Data was obtained with Questionnaire on Female Participation in Physics and Interview Protocol, administered to the female students. The findings from the study suggest that female students do not prefer physics as a course of study at the university level due to limited career opportunities in the subject. An implication from this study is that female enrolment in physics will not improve unless information about career awareness in the subject is made available to students. Serious efforts must be made by physics educators as well as Physics Departments to create awareness of career opportunities in the study of physics

Physics Teachers? Views On Their Initial Teacher Education

This paper explores New Zealand (NZ) physics teachers’ and physics educators’ views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be because in NZ, physics teachers have usually gained their content knowledge from an undergraduate science degree where they may have only taken one or two courses (units) in physics. One year postgraduate teacher education programmes do not have sufficient time to cover the physics content taught in the final three years of schooling. The implications for ITE of physics teachers are discussed in terms of the shifts needed to help them to identify the gaps in their content knowledge and to develop their conceptual understanding of physics