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Oppong, E. K. & Hanson, R. (2019). 2-(pentadinyl-1,3)-5-(3,4-dihydroxy-butynyl-1)-thiophene and stigmasterol from the chloroform extract of the root of Blumea aurita var. foliosa. International Journal of Applied Chemistry, 15,
Abstract
A shade-dried pulverised sample of the whole root of Blumea auirta var. foliolosa was exhaustively extracted with cold chloroform. Chromatographic technique was used to purify two compounds. Spectroscopic methods and other analytical techniques identified the compounds as 2-(pentadinyl-1, 3)–5- (3, 4-dihydoxy-butylnyl-1)-thiophene and stigmasterol, a plant sterol. Key words: Chromatography, spectroscopy, Blumea aurita var. foliolosa.
A shade-dried pulverised sample of the whole root of Blumea auirta var. foliolosa was exhaustively extracted with cold chloroform. Chromatographic technique was used to purify two compounds. Spectroscopic methods and other analytical techniques identified the compounds as 2-(pentadinyl-1, 3)–5- (3, 4-dihydoxy-butylnyl-1)-thiophene and stigmasterol, a plant sterol. Key words: Chromatography, spectroscopy, Blumea aurita var. foliolosa.
Sakyi-Hagan, N., Quansah, R. E., & Hanson, R. (2019). The microscale science equipment as a conceptual and attitudinal changing tool towards sustainable development. In J. Opara Outlook on human capacity building and development: A handbook of research in honour of Professor Ibrahim Njodi. Maduguri, Nigeria: University of Maduguri Press.
Abstract
Science educators have for years, stressed on the importance of science activities to help students understand the theory and practice of science, as it influences everything about the life of an individual to that of an entire community. This chapter would like to do a conceptual and attitudinal analysis to assess the possibilities that the mass adoption of the small-scale equipment could afford Ghanaian students. Apart from the unavailability of science equipment and risks factors involved in using them, lack of electricity, water and conventional fragile equipment (some of which require training before use) have been found to be other factors that limit teachers‘ desires to organise practical activities for their students. This study seeks to present the conceptual and attitudinal changing nature of adopting micro-scale science equipment by analysing six laboratory activities from first year under graduate courses in Ghana. The main objective would be to create an awareness of the existence and possibility of using micro-scale equipment in science practical activities among teacher trainees, science educators and curriculum developers of science education in Ghana. This is likely to ensure that meaningful, safer, sustainable and concept-based science practical activities are performed in schools.
Keywords: Science, Education, Equipment, Sustainable Development.
Nsiah Asante, J. & Hanson, R., (2018). Investigating Ghanaian Early Children's Conservation of Number: A Case Study in the Winneba Municipality. C. A. Shoniregun Canada International Conference on Education (CICE-2018). UK: Infonomics Society.
Abstract
The study was based on Piaget’s theory of Cognitive development and the main aim of the study was to find out if Piaget’s theory holds for Ghanaian early children. One hundred and eight (108) Early School children were randomly selected from three (3) public and two (3) private schools purposively selected from schools in the Winneba Municipality.The procedure used was mainly interview method using some of Piaget’s tasks to test for conservation of number. The 7-8 years old were identified to be conservers of number than the 3-6 years old. Generally, the results supported Piaget’s theory of cognitive development where the older children (7-8 years) performed better than the younger children (3-4 years; 5-6 years) at the number tasks. In conclusion, the results of this study agree with Piaget’s theory of Cognitive development that the concrete operational stage marks the development of conservation.
The study was based on Piaget’s theory of Cognitive development and the main aim of the study was to find out if Piaget’s theory holds for Ghanaian early children. One hundred and eight (108) Early School children were randomly selected from three (3) public and two (3) private schools purposively selected from schools in the Winneba Municipality.The procedure used was mainly interview method using some of Piaget’s tasks to test for conservation of number. The 7-8 years old were identified to be conservers of number than the 3-6 years old. Generally, the results supported Piaget’s theory of cognitive development where the older children (7-8 years) performed better than the younger children (3-4 years; 5-6 years) at the number tasks. In conclusion, the results of this study agree with Piaget’s theory of Cognitive development that the concrete operational stage marks the development of conservation.
Hanson, R., (2018). An investigation into teacher trainees' understanding of chemical stability and its implications. C. A. Shoniregun Canada International Conference on Education (CICE-2018). UK: Infonomics Society.
Abstract
This paper portrays the way some higher education learners perceive the concept of chemical. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. These teacher trainees had exhibited persistent inabilities in deciphering between stable and reactive species in a periodic chemistry course. Instruments used in gathering data were worksheets and focus group discussions, which were analysed quantitatively and qualitatively. Records of the discussions were transcribed after thematic descriptions. It was found that more than half the trainees’ concepts of a full shell and increased nuclear charge connoting stability were the genesis for their observed alternative conceptions about chemical stability. These findings will contribute and add to existing knowledge among the science learning community. Further remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative teaching.
This paper portrays the way some higher education learners perceive the concept of chemical. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. These teacher trainees had exhibited persistent inabilities in deciphering between stable and reactive species in a periodic chemistry course. Instruments used in gathering data were worksheets and focus group discussions, which were analysed quantitatively and qualitatively. Records of the discussions were transcribed after thematic descriptions. It was found that more than half the trainees’ concepts of a full shell and increased nuclear charge connoting stability were the genesis for their observed alternative conceptions about chemical stability. These findings will contribute and add to existing knowledge among the science learning community. Further remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative teaching.
Hanson, R., (2018). An investigation into teacher trainees' understanding of chemical stability and its implications. C. A, Shoniregum Canada International Conference on Education (CICE-2018). UK: Infonomics Society.
Abstract
This paper portrays the way some higher education learners perceive the concept of chemical. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. These teacher trainees had exhibited persistent inabilities in deciphering between stable and reactive species in a periodic chemistry course. Instruments used in gathering data were worksheets and focus group discussions, which were analysed quantitatively and qualitatively. Records of the discussions were transcribed after thematic descriptions. It was found that more than half the trainees’ concepts of a full shell and increased nuclear charge connoting stability were the genesis for their observed alternative conceptions about chemical stability. These findings will contribute and add to existing knowledge among the science learning community. Further remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative teaching.
This paper portrays the way some higher education learners perceive the concept of chemical. It assesses the nature and possible origins of these conceptions. One hundred and thirty-eight teacher trainees in a teaching university, who were purposely selected, participated in this case study. These teacher trainees had exhibited persistent inabilities in deciphering between stable and reactive species in a periodic chemistry course. Instruments used in gathering data were worksheets and focus group discussions, which were analysed quantitatively and qualitatively. Records of the discussions were transcribed after thematic descriptions. It was found that more than half the trainees’ concepts of a full shell and increased nuclear charge connoting stability were the genesis for their observed alternative conceptions about chemical stability. These findings will contribute and add to existing knowledge among the science learning community. Further remediation was recommended to enable the trainees to form proper mental models of the concept of chemical stability and its application through innovative teaching.
Owusu-Ansah, C. M., Rodrigues, A., & Van der Walt, T. (2019). Integrating Digital Libraries Into Distance Education: A Review Of Models, Roles, And Strategies. Turkish Online Journal of Distance Education, 20,
Abstract
This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning.
This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning.
Teixeira da Silva, J.A., Adjei, K.O.K., Owusu-Ansah, C.M., Sooryamoorthy. R., Balehegn, M. (2019). Africa’s challenges in the OA movement: risks and possibilities. Online Information review, ,
Abstract
Purpose – The purpose of this paper is to assess the status of the open access (OA) movement on the African continent, and if there is any financial or moral exploitation by dominant “foreign” world powers. OA provided the African intellectual community with a tool to prove its academic prowess and an opportunity to display cultural and intellectual independence. OA publishing is prone to abuse, and some in Africa have sought to exploit the OA boom to profit from non-academic activity rather than use this tool to glorify Africa’s image and diversity on the global intellectual stage. These issues are explored in detail in the paper. Design/methodology/approach – The authors broadly assessed literature that is related to the growth and challenges associated with OA, including the rise of OA mega journals, in Africa. Findings – African OA journals and publishers have to compete with established non-African OA entities. Some are considered “predatory”, but this Jeffrey Beall-based classification may be erroneous. Publishing values that African OA publishers and journals aspire to should not equal those published by non-African publishing entities. Africa should seek solutions to the challenges on that continent via Africa-based OA platforms. The budding African OA movement is applauded, but it must be held as accountable as any other OA journal or publisher. Originality/value – African scholars need to reassess the “published in Africa” OA image.
Purpose – The purpose of this paper is to assess the status of the open access (OA) movement on the African continent, and if there is any financial or moral exploitation by dominant “foreign” world powers. OA provided the African intellectual community with a tool to prove its academic prowess and an opportunity to display cultural and intellectual independence. OA publishing is prone to abuse, and some in Africa have sought to exploit the OA boom to profit from non-academic activity rather than use this tool to glorify Africa’s image and diversity on the global intellectual stage. These issues are explored in detail in the paper. Design/methodology/approach – The authors broadly assessed literature that is related to the growth and challenges associated with OA, including the rise of OA mega journals, in Africa. Findings – African OA journals and publishers have to compete with established non-African OA entities. Some are considered “predatory”, but this Jeffrey Beall-based classification may be erroneous. Publishing values that African OA publishers and journals aspire to should not equal those published by non-African publishing entities. Africa should seek solutions to the challenges on that continent via Africa-based OA platforms. The budding African OA movement is applauded, but it must be held as accountable as any other OA journal or publisher. Originality/value – African scholars need to reassess the “published in Africa” OA image.
Mensah, M. & Owusu-Ansah, C. M. (2018). Embedded library practices in Africa: A literature review. All Nations University Journal of Applied Thought (ANUJAT), 6,
Abstract
Embedded library practices are being adopted in many academic libraries to integrate librarians in the research agenda of their institutions. The purpose of this study was to explore the changing role of embedded librarians in academic libraries and how African academic libraries, particularly, in Uganda, Ghana, and Nigeria are exploiting this practice to promote their expertise. The study employs a literature review approach by analysing the extant literature on the subject. The review revealed that most embedded librarianship takes the form of a librarian taking on a dual role as teacher-librarian teaching information literacy or as a co-teacher in another subject who helps with information literacy and research writing around that subject. In some other instances, librarians are involved in online programmes to complement information literacy skills. Most significantly, the review has brought to the fore the challenge of limited literature on embedded librarianship on the African continent. However, in the selected cases in which the literature was reviewed, it was found that a number of practices are being adopted by libraries and librarians, albeit unconsciously, to integrate the library into the work of researchers in their institutions.
Embedded library practices are being adopted in many academic libraries to integrate librarians in the research agenda of their institutions. The purpose of this study was to explore the changing role of embedded librarians in academic libraries and how African academic libraries, particularly, in Uganda, Ghana, and Nigeria are exploiting this practice to promote their expertise. The study employs a literature review approach by analysing the extant literature on the subject. The review revealed that most embedded librarianship takes the form of a librarian taking on a dual role as teacher-librarian teaching information literacy or as a co-teacher in another subject who helps with information literacy and research writing around that subject. In some other instances, librarians are involved in online programmes to complement information literacy skills. Most significantly, the review has brought to the fore the challenge of limited literature on embedded librarianship on the African continent. However, in the selected cases in which the literature was reviewed, it was found that a number of practices are being adopted by libraries and librarians, albeit unconsciously, to integrate the library into the work of researchers in their institutions.
Sam, E. F., Ojo, T. K., Siita, S., Sarpong, A., Baffour, I. K., & Abenyi, E. (2018). Determinants of public transport passengers' choice of seating positions in Ghana. Urban, Planning and Transport Research, 6,
Abstract
Public bus/minibus safety concerns predispose passengers to make safety evaluations and engage in behavioural adaptations (i.e. behaviour change to compensate for changes in perceived risk) to the perceived unsafety. This cross-sectional study sought to explore Public Transport (PT) users' choice of seating positions in Ghana, a form of behavioural adaptation to PT unsafety. Data for the study came from 660 public bus/minibus users (through questionnaire administration) in three towns (Wa, Kumasi, and Mankessim) in Ghana. We established the association between the dependent (preferred seating position) and independent variables (socio-demographic characteristics, trip duration and perceived safe seats) via cross-tabulations and Pearson Chi-Square. We tested the strength of the association (effect size) among the variables using the Cramer's V. We found that the seats behind the driver, in the middle and in front were both the perceived safe seats and the preferred seating positions on a public bus/minibus in Ghana. Justifications for these were mainly informed by safety and comfort. Notably, we observed that occupational status, trip duration and perceived safe seats determine the preferred seating position on a public bus/minibus. Our study findings provide further perspectives on passengers' seating position decisions which are expected to inform future research and policy directions.
Public bus/minibus safety concerns predispose passengers to make safety evaluations and engage in behavioural adaptations (i.e. behaviour change to compensate for changes in perceived risk) to the perceived unsafety. This cross-sectional study sought to explore Public Transport (PT) users' choice of seating positions in Ghana, a form of behavioural adaptation to PT unsafety. Data for the study came from 660 public bus/minibus users (through questionnaire administration) in three towns (Wa, Kumasi, and Mankessim) in Ghana. We established the association between the dependent (preferred seating position) and independent variables (socio-demographic characteristics, trip duration and perceived safe seats) via cross-tabulations and Pearson Chi-Square. We tested the strength of the association (effect size) among the variables using the Cramer's V. We found that the seats behind the driver, in the middle and in front were both the perceived safe seats and the preferred seating positions on a public bus/minibus in Ghana. Justifications for these were mainly informed by safety and comfort. Notably, we observed that occupational status, trip duration and perceived safe seats determine the preferred seating position on a public bus/minibus. Our study findings provide further perspectives on passengers' seating position decisions which are expected to inform future research and policy directions.
Sam, E.F., Brijs, K., Daniels, S., Brijs, T., & Wets, G.
31st International Co-operation on Theories and Concepts in Traffic Safety (ICTCT). Porto, Portugal 25-26 October 2018
Paper presented:
Construction and validation of a public bus passenger safety scale
Abstract
Public transport (PT) passengers make safety evaluations, yet to the best of our knowledge, there exists no instrument that captures what is considered by public transport users when they make such personal safety evaluations. What exists is a generalised service quality scale (SERVQUAL). Unfortunately, this scale does not adequately capture the content domain of personal safety which is important to PT users, especially in developing countries where PT vehicle accidents are both frequent and severe. This study discusses the development and validation of the public bus passenger safety scale (PBPSS), for measuring public bus passengers’ safety. The results of two independent studies suggest that the PBPSS measures three facets of public bus passengers’ safety: driver-related, transport operator-related and vehicle-related. Through both exploratory Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) (using IBM SPSS Statistics and AMOS respectively), we demonstrated that the new scale is reliable, psychometrically sound and can be utilised to assess public bus passengers’ safety. The 3-factor model observed through PCA was confirmed using CFA, indicating that the same factor structure existed in both datasets. The final 3-factor, 17-item model exhibited an acceptable model fit and evidenced both convergent and discriminant validity.
Public transport (PT) passengers make safety evaluations, yet to the best of our knowledge, there exists no instrument that captures what is considered by public transport users when they make such personal safety evaluations. What exists is a generalised service quality scale (SERVQUAL). Unfortunately, this scale does not adequately capture the content domain of personal safety which is important to PT users, especially in developing countries where PT vehicle accidents are both frequent and severe. This study discusses the development and validation of the public bus passenger safety scale (PBPSS), for measuring public bus passengers’ safety. The results of two independent studies suggest that the PBPSS measures three facets of public bus passengers’ safety: driver-related, transport operator-related and vehicle-related. Through both exploratory Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA) (using IBM SPSS Statistics and AMOS respectively), we demonstrated that the new scale is reliable, psychometrically sound and can be utilised to assess public bus passengers’ safety. The 3-factor model observed through PCA was confirmed using CFA, indicating that the same factor structure existed in both datasets. The final 3-factor, 17-item model exhibited an acceptable model fit and evidenced both convergent and discriminant validity.
