Phytochemical composition and toxicity of the aqueous extract of Parkia biglobosa pods in adult Clarias gariepinus

The phytochemical composition and toxicological evaluation of the aqueous extract of Parkia biglobosa pods in adult Clarias gariepinus was investigated over a 96-h exposure period. The aqueous extract of the pods was freeze-dried and screened for its phytochemical constituents. This revealed the presence of glycosides, alkaloids, saponins, steroids and triterpenes, tannins, carbohydrates and flavonoids but no anthraquinones and fixed oils. The fish were exposed to varying concentrations of the extract in a static acute toxicity bioassay. The exposed fish showed initial signs of agitated and erratic movements followed by signs of respiratory distress and abnormal nervous compromise, including mortality in some of the exposed fish. No such obvious signs of toxicity were recorded in the unexposed control fish. The appearance and intensity of the signs were both concentrations and exposure period-dependent. Mean mortality was significantly (p<0.05) related to extract concentrations and exposure period. The median lethal concentration of the extract in exposed fish over the 96-h exposure period was calculated to be 115.38 mg/l. Parkia biglobosa pods contained some toxicologically active constituents that can be meaningfully exploited to harvest fish from water bodies. However, this should be done with great care as the abusive use (higher concentrations) of this extract could result in extract residues in the exposed fish that might pose a risk to the consumers of such fish

Teacher Training Quality and Effectiveness in the Context of Basic Education : An Examination of Primary Education Studies (PES) Programme in Two Colleges of Education in Nigeria

The need to ensure quality teachers that will implement basic education motivated this study. Teacher education in Nigeria is aimed at providing trainees with intellectual and professional background adequate for their assignment and to make them adaptable to any changing situations in the country and the world. This goal remains a mere wish as most teachers do not exhibit the required competencies needed, especially to teach at the foundation level. This calls into question the quality of their training. The study therefore undertakes an examination of the Primary Education Studies (PES) curriculum used in training teachers for basic education. Two Colleges of Education were isolated as a case study, using the Integrated Curriculum evaluation model. It employed purposive and random sampling procedures to select subjects from teacher trainees, trainers, in-service teachers, headteachers of basic schools, and offi cials of the National Commission for Colleges of Education (NCCE). The fi ndings showed, among other things, that the content of PES curriculum is adequate, but the teaching strategies need a lot of improvement. This has serious implications for the successful implementation of basic education in Nigeria