Digitization of Information Resources in University Libraries in Nigeria: Challenges and Way Forward

Libraries, archives, museums, and other memory institutions digitize items to preserve fragile materials and create more access points for patrons. The traditional role of the library as simply a place of storage and preservation of books and other information materials which has changed overwhelmingly since the advent of information and communication technologies (ICTs) Academic libraries are duly bound to acquire, preserve and disseminate information from whatever source, hence there is the need for such sources of information to be kept preserved and made available in a more convenient and accessible format. This calls for digitization which is the process of converting analog (print, carvings, artifacts and so on) materials to digital/electronic format. Digitization of information resources in Nigerian University libraries is still at nascent stage. Digitization projects in academic libraries in Nigeria are confronted by a number of challenges. These are essentially not peculiar to academic libraries in developing countries and Nigeria in particular in the efforts of libraries to contribute data to the global information resource base. First and foremost is inadequate funding. Funding for the purchase and maintenance of modern and state-of–the–art digital equipment remains a major constraint while others follow. There is the need for external funds to be injected into the learning base for digitization. The challenge of funding unearths the need for capacity-building in the area of grant-writing and sourcing for fund. Also, there is the need of digitization project equipment and collaboration between libraries and donor agencies to procure these equipment, train staff and organize seminars, workshops and conferences on digitization sensitization network. It can therefore be recommended that Nigerian government and other stakeholders should make education of her citizen a famous priority which boils down to library as an arm of education. The leaders should also be checked on the issue of corruption in other to ensure that the assigned fund for digitization projects are faithfully used to letter

Living between languages: The politics of translation in Leila Aboulela’s Minaret and Xiaolu Guo’s A Concise Chinese-English Dictionary for Lovers

This is the author's final draft post-refereeing as published in The Journal of Commonwealth Literature 2012 47: 207 DOI:10.1177/0021989412440433. The online version of this article can be found at: http://jcl.sagepub.com/content/47/2/20

Race, colonial history and national identity: Resident Evil 5 as a Japanese game

Resident Evil 5 is a zombie game made by Capcom featuring a White American protagonist and set in Africa. This paper argues that approaching this as a Japanese game reveals aspects of a Japanese racial and colonial social imaginary that are missed if this context of production is ignored. In terms of race, the game presents hybrid racial subjectivities that can be related to Japanese perspectives of Blackness and Whiteness where these terms are two poles of difference and identity through which an essentialised Japanese identity is constructed in what Iwabuchi calls “strategic hybridism” (Iwabuchi, 2002). In terms of colonialism, the game echoes structures of Japanese colonialism through which Japanese colonialism is obliquely memorialised and a “normal” Japanese global subjectivity can be performed

Gender-related power differences, beliefs and reactions towards people living with HIV/AIDS: an urban study in Nigeria

<p>Abstract</p> <p>Background</p> <p>Although there are an increasing number of studies on HIV-related stigma in Nigeria, very little research has focused on how power differences based on gender perpetuate the stigmatization of people living with HIV/AIDS (PLWHA) and how these gender differences affect the care that PLWHA receive in health care institutions. We explore gender-related beliefs and reactions of society, including health care professionals (HCPs), with regard to PLWHA, using Connell's theoretical framework of gender and power (1987). With Connell's structural theory of gender and power (financial inequality, authority and structure of social norms), we can describe gender differences in stigmatization of PLWHA.</p> <p>Method</p> <p>We conducted in-depth semi-structured interviews, lasting 60 to 90 minutes, with 100 persons (40 members of the general public, 40 HCPs and 20 PLWHA) in Port Harcourt, Nigeria. The interviews were tape-recorded and transcribed verbatim. The Nvivo 7 computer package was used to analyze the data.</p> <p>Results</p> <p>There are similarities and differences between the general public and HCPs towards PLWHA in gender-related beliefs and reactions. For instance, although association with promiscuity and power differences were commonly acknowledged in the different groups, there are differences in how these reactions are shown; such as HCPs asking the female PLWHA to inform their partners to ensure payment of hospital bills. Women with HIV/AIDS in particular are therefore in a disadvantaged position with regard to the care they receive.</p> <p>Conclusion</p> <p>Despite the fact that men and women with HIV/AIDS suffer the same illness, clear disparities are apparent in the negative reaction women and men living with HIV/AIDS experience in society. We show that women's generally low status in society contributes to the extreme negative reactions to which female PLWHA are subject. The government should create policies aimed at reducing the power differences in family, society and health care systems, which would be important to decrease the gender-related differences in stigma experienced by PLWHA. Interventions should be directed at the prevailing societal norms through appropriate legislation and advocacy at grassroots level with the support of men to counter laws that put women in a disadvantaged position. Furthermore, development of a policy that encourages equality in access to health care for all patients with HIV/AIDS by applying the same conditions to both men and women in health care institutions is recommended. There is a need to protect women's rights through implementing support policies, including paying attention to gender in the training of HCPs.</p

Global Perspectives on Task Shifting and Task Sharing in Neurosurgery.

BACKGROUND: Neurosurgical task shifting and task sharing (TS/S), delegating clinical care to non-neurosurgeons, is ongoing in many hospital systems in which neurosurgeons are scarce. Although TS/S can increase access to treatment, it remains highly controversial. This survey investigated perceptions of neurosurgical TS/S to elucidate whether it is a permissible temporary solution to the global workforce deficit. METHODS: The survey was distributed to a convenience sample of individuals providing neurosurgical care. A digital survey link was distributed through electronic mailing lists of continental neurosurgical societies and various collectives, conference announcements, and social media platforms (July 2018-January 2019). Data were analyzed by descriptive statistics and univariate regression of Likert Scale scores. RESULTS: Survey respondents represented 105 of 194 World Health Organization member countries (54.1%; 391 respondents, 162 from high-income countries and 229 from low- and middle-income countries [LMICs]). The most agreed on statement was that task sharing is preferred to task shifting. There was broad consensus that both task shifting and task sharing should require competency-based evaluation, standardized training endorsed by governing organizations, and maintenance of certification. When perspectives were stratified by income class, LMICs were significantly more likely to agree that task shifting is professionally disruptive to traditional training, task sharing should be a priority where human resources are scarce, and to call for additional TS/S regulation, such as certification and formal consultation with a neurosurgeon (in person or electronic/telemedicine). CONCLUSIONS: Both LMIC and high-income countries agreed that task sharing should be prioritized over task shifting and that additional recommendations and regulations could enhance care. These data invite future discussions on policy and training programs

Permanence, Temporality and the Rhythms of Life : Exploring Significance of the Village Arena in Igbo Culture

The village arena (or ‘square’ or ‘Otobo’ in Nsukka Igbo) is at the physical and socio-cultural centre of Igbo life, in southeast Nigeria. It is a space where intangible Igbo cultural heritage is played out, and also serves as a virtual museum where heritage materials are kept. The arena performs its roles in two very different ways: as a sacred space hosting initiation rites and religious rituals; and as a profane space for meetings and ceremonies. Either way, these uses see the arena transition between permanency and temporality, following routines and rhythms which themselves give the practices meaning and significance, and contribute to their inscription on the landscape. This paper explores the complexities associated with these village arenas with a particular focus on their socio-cultural, political, economic and religious functions through time, as well as the way those complexities are manifest in material cultures that serve to characterize the village arena

Imagining an Imperial Modernity: Universities and the West African Roots of Colonial Development

© 2016 Informa UK Limited, trading as Taylor & Francis GroupThis article takes the formation and work of the ‘Elliot’ Commission on Higher Education in West Africa (1943–45) to reconsider the roots of British colonial development. Late colonial universities were major development projects, although they have rarely been considered as such. Focusing particularly on the Nigerian experience and the controversy over Yaba Higher College (founded 1934), the article contends that late colonial plans for universities were not produced in Britain and then exported to West African colonies. Rather, they were formed through interactions between agendas and ideas with roots in West Africa, Britain and elsewhere. These debates exhibited asymmetries of power but produced some consensus about university development. African and British actors conceptualised modern education by combining their local concerns with a variety of supra-local geographical frames for development, which included the British Empire and the individual colony. The British Empire did not in this case forestall development, but shaped the ways in which development was conceived