Teacher Professionalism in Uganda: An Outcome of a Myriad of Factors

This study examined primary school teachers’ reasons for choosing teaching as a profession, their current attitudes toward teaching, and the support they receive and obstacles and opportunities they encounter during teaching during their work. A descriptive survey design guided the study. 240 Participants from Eastern Central, and Western regions of Uganda were selected using a non-probability convenience sampling technique. The findings indicate that, the assurance of a job (irrespective of its unattractive salary) was the main reason for joining teacher education colleges. Some teachers have positive attitudes resulting from intrinsic motivation such as regarding teaching as a calling or enjoying working with children while others were extrinsically motivated by the salary and chances for further studies. Poor salary, heavy work-load and low-status accounted for teachers’ negative attitudes. Teachers appreciated the support they get from head teachers but expressed dissatisfaction with the Government’s support services. The main obstacles to teachers’ professional development are insufficient salary and negative attitudes towards teaching. The head teacher’s support (85%) was identified as the biggest opportunity. A detailed strengths, weaknesses, opportunities and threats (SWOT) analysis needs to be done as one of the strategies of promoting teacher professional development.Group C: Teacher Professional Developmen

Effectiveness of University Teacher Education Curriculum on the Secondary School Teacher Performance in Uganda : The Case of Kyambogo University <Special Issue : Study results of the Africa-Asia university dialogue for educational development network second phase>

The main objective of this study was to examine the effectiveness of the Kyambogo University teacher-education curriculum on secondary school teacher performance in Uganda. The study was conducted between 2008-2011. Questionnaires, focus group discussions, lesson observations and interviews were administered to Kyambogo University lecturers, university students, secondary school teachers and students. Results indicate that most lecturers and secondary school teachers use teacher-centred methods. Theoretical teaching was widely practiced in schools and university. Teachers attributed their use of teacher-centered methods to their training and pressure of national examinations. Suggestions to improve the effectiveness of the university secondary teacher education program are made and include: university curriculum review, reform of examination system, conducting pedagogical courses for university lecturers, teachers, and involving experienced teachers in supervising students on school practice

Optimized cross-layer forward error correction coding for H.264 AVC video transmission over wireless channels

Forward error correction (FEC) codes that can provide unequal error protection (UEP) have been used recently for video transmission over wireless channels. These video transmission schemes may also benefit from the use of FEC codes both at the application layer (AL) and the physical layer (PL). However, the interaction and optimal setup of UEP FEC codes at the AL and the PL have not been previously investigated. In this paper, we study the cross-layer design of FEC codes at both layers for H.264 video transmission over wireless channels. In our scheme, UEP Luby transform codes are employed at the AL and rate-compatible punctured convolutional codes at the PL. In the proposed scheme, video slices are first prioritized based on their contribution to video quality. Next, we investigate the four combinations of cross-layer FEC schemes at both layers and concurrently optimize their parameters to minimize the video distortion and maximize the peak signal-to-noise ratio. We evaluate the performance of these schemes on four test H.264 video streams and show the superiority of optimized cross-layer FEC design.Peer reviewedElectrical and Computer Engineerin

Exploring the impact of public health teams on alcohol premises licensing in England and Scotland (ExILEnS): procotol for a mixed methods natural experiment evaluation.

Background: Recent regulatory changes in the system by which premises are licensed to sell alcohol, have given health representatives a formal role in the process in England and Scotland. The degree to which local public health teams engage with this process varies by locality in both nations, which have different licensing regimes. This study aims to critically assess the impact on alcohol-related harms - and mechanisms - of public health stakeholders’ engagement in alcohol premises licensing from 2012 to 2018, comparing local areas with differing types and intensities of engagement, and examining practice in Scotland and England. Methods: The study will recruit 20 local authority areas where public health stakeholders have actively engaged with the alcohol premises licensing system (the 'intervention’) and match them to a group of 20 lower activity areas using genetic matching. Four work packages are included: (1) Structured interviews and documentary analysis will examine the type and level of intervention activity from 2012 to 2018, creating a novel composite measure of the intensity of such activity and will assess the local licensing system and potential confounding activities over the same period. In-depth interviews with public health, licensing, police and others will explore perceived mechanisms of change, acceptability, and impact. (2) Using longitudinal growth models and time series analyses, the study will evaluate the impact of high and low levels of activity on alcohol-related harms using routine data from baseline 2009 to 2018. (3) Intervention costs, estimated National Health Service cost savings and health gains will be evaluated using the Sheffield Alcohol Policy Model to estimate impact on alcohol consumption and health inequalities. (4) The study will engage public health teams to create a new theory of change for public health involvement in the licensing process using our data. We will share findings with local, national and international stakeholders. Discussion: This interdisciplinary study examines, for the first time, whether and how public health stakeholders involvement in alcohol licensing impacts on alcohol harms. Using mixed methods and drawing on complex systems thinking, it will make an important contribution to an expanding literature evaluating interventions not suited to traditional epidemiological research

WHO global research priorities for antimicrobial resistance in human health

The WHO research agenda for antimicrobial resistance (AMR) in human health has identified 40 research priorities to be addressed by the year 2030. These priorities focus on bacterial and fungal pathogens of crucial importance in addressing AMR, including drug-resistant pathogens causing tuberculosis. These research priorities encompass the entire people-centred journey, covering prevention, diagnosis, and treatment of antimicrobial-resistant infections, in addition to addressing the overarching knowledge gaps in AMR epidemiology, burden and drivers, policies and regulations, and awareness and education. The research priorities were identified through a multistage process, starting with a comprehensive scoping review of knowledge gaps, with expert inputs gathered through a survey and open call. The priority setting involved a rigorous modified Child Health and Nutrition Research Initiative approach, ensuring global representation and applicability of the findings. The ultimate goal of this research agenda is to encourage research and investment in the generation of evidence to better understand AMR dynamics and facilitate policy translation for reducing the burden and consequences of AMR

Notes for genera: basal clades of Fungi (including Aphelidiomycota, Basidiobolomycota, Blastocladiomycota, Calcarisporiellomycota, Caulochytriomycota, Chytridiomycota, Entomophthoromycota, Glomeromycota, Kickxellomycota, Monoblepharomycota, Mortierellomycota, Mucoromycota, Neocallimastigomycota, Olpidiomycota, Rozellomycota and Zoopagomycota)

Compared to the higher fungi (Dikarya), taxonomic and evolutionary studies on the basal clades of fungi are fewer in number. Thus, the generic boundaries and higher ranks in the basal clades of fungi are poorly known. Recent DNA based taxonomic studies have provided reliable and accurate information. It is therefore necessary to compile all available information since basal clades genera lack updated checklists or outlines. Recently, Tedersoo et al. (MycoKeys 13:1--20, 2016) accepted Aphelidiomycota and Rozellomycota in Fungal clade. Thus, we regard both these phyla as members in Kingdom Fungi. We accept 16 phyla in basal clades viz. Aphelidiomycota, Basidiobolomycota, Blastocladiomycota, Calcarisporiellomycota, Caulochytriomycota, Chytridiomycota, Entomophthoromycota, Glomeromycota, Kickxellomycota, Monoblepharomycota, Mortierellomycota, Mucoromycota, Neocallimastigomycota, Olpidiomycota, Rozellomycota and Zoopagomycota. Thus, 611 genera in 153 families, 43 orders and 18 classes are provided with details of classification, synonyms, life modes, distribution, recent literature and genomic data. Moreover, Catenariaceae Couch is proposed to be conserved, Cladochytriales Mozl.-Standr. is emended and the family Nephridiophagaceae is introduced

The Infl uence of Universities on Teacher Effectiveness at the Secondary School Level in Uganda : Kyambogo University as a Case

This study focused on establishing how the university teacher-education curriculum affects the performance of secondary school teachers. Following a descriptive survey research design, lecturers, university students, secondary school teachers and students assessed teaching and learning in their institutions. This study established that most lecturers and secondary school teachers use lecture (teacher-centred) methods. Theoretical teaching is widely practiced at both school and university levels. Teachers appreciated academic empowerment from lecturers but expressed reservation about the methodologies and management of school practice. Other factors, such as national examinations, instructional materials and teachers' remuneration also infl uence teachers' performance. It was recommended that lecturers undergo short pedagogical courses and that school practice be improved upon. The university teacher education curriculum and the examination system need to be reviewed. There exists a gap between training and practice. Universities have no mechanisms of following up and supporting their former graduates while in the field. Universities need to be more active in analyzing and improving issues concerning secondary school education than is the case now