This quantitative study established the best fit model for professional learning communities in public elementary schools with team effectiveness, school culture and community of inquiry as exogenous variables. This research used descriptive correlational research design employing survey method with 400 teachers in public elementary schools in Davao Region in the Philippines identified through stratified random technique. The adopted and modified questionnaires which were tested for content validity and reliability were administered either in-person or google forms. This descriptive and causal research used the following statistical tools to treat data; mean, standard deviation, Pearson product-moment correlation, linear regression, and structural equation modelling. Findings revealed very high level of team effectiveness, school culture, community of inquiry and professional learning communities. Moreover, the independent variables, team effectiveness, school culture, and community of inquiry showed significant relationship with the dependent variable, professional learning communities. The study also indicated that the three exogenous variables significantly predict the outcomes of professional learning communities. It also generated 5 models to determine the best fit model. Model 5 successfully passed the conventions of a reasonable fit. Hence, Model 5 is the best fit model for professional learning communities. In the model, several indicators were retained; team effectiveness is defined through purpose and goals, problem solving, and skills and learning, while school culture through teacher collaboration and collaborative leadership, and community of inquiry through cognitive, social, and teaching presences. Keywords: education, professional learning communities, team effectiveness, school culture, community of inquiry, structural equation model, Philippines DOI: 10.7176/JEP/14-26-06 Publication date: September 30 th 2023
{"title":"A Causal Model on Professional Learning Communities in Relation to Team Effectiveness, School Culture and Community of Inquiry in the Context of Public Elementary Schools","authors":"","doi":"10.7176/jep/14-26-06","DOIUrl":"https://doi.org/10.7176/jep/14-26-06","url":null,"abstract":"This quantitative study established the best fit model for professional learning communities in public elementary schools with team effectiveness, school culture and community of inquiry as exogenous variables. This research used descriptive correlational research design employing survey method with 400 teachers in public elementary schools in Davao Region in the Philippines identified through stratified random technique. The adopted and modified questionnaires which were tested for content validity and reliability were administered either in-person or google forms. This descriptive and causal research used the following statistical tools to treat data; mean, standard deviation, Pearson product-moment correlation, linear regression, and structural equation modelling. Findings revealed very high level of team effectiveness, school culture, community of inquiry and professional learning communities. Moreover, the independent variables, team effectiveness, school culture, and community of inquiry showed significant relationship with the dependent variable, professional learning communities. The study also indicated that the three exogenous variables significantly predict the outcomes of professional learning communities. It also generated 5 models to determine the best fit model. Model 5 successfully passed the conventions of a reasonable fit. Hence, Model 5 is the best fit model for professional learning communities. In the model, several indicators were retained; team effectiveness is defined through purpose and goals, problem solving, and skills and learning, while school culture through teacher collaboration and collaborative leadership, and community of inquiry through cognitive, social, and teaching presences. Keywords: education, professional learning communities, team effectiveness, school culture, community of inquiry, structural equation model, Philippines DOI: 10.7176/JEP/14-26-06 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the influence of KEMI’s diploma programme on principals management in public secondary schools in Machakos County, Kenya based on the following objectives: To determine the influence of KEMI’s diploma program in financial management, to establish the influence of KEMI’s diploma training in curriculum management practices. The study was is harbored on the Administrative Management postulated by Henri Fayol (1841-1925) and Breeze (2002). Descriptive survey research design was used to carry out the study. The target population included all 230 public secondary schools in Machakos County which included 230 principals, 264 deputy principals, 5 directors of KEMI and 8 sub-county educational officers. Stratified sampling was used to select eight sub-county forms a strata’s of the study. 30% of population was used on principals and deputy principal. Seventy school were selected for the study. Census sampling was used to select the 8 sub county officers and 5 directors of KEMI. Interview schedule (Sub-county education officials and KEMI directors) and questionnaires (principals and deputy principals) were used as instruments for data collection The findings indicated On KEMI’s diploma program in financial management it influenced principals management. On KEMI’s diploma training in curriculum management influenced principals’ management of the school. The result of Chi square (X2) testing for the hypothesis on relationship between KEMI’s diploma program in financial management programs and principals’ management. The null hypothesis was tested using Chi square test (df=3, Pearson X 2 = 4.021, p=0.259 at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between KEMI’s diploma program in financial management programs and principals’ management. The result of Chi square (X2) testing for the hypothesis two on relationship between KEMI’s diploma program in curriculum management practices and principals’ management. The null hypothesis was tested using Chi square test (df=16, Pearson X 2 = 79.826, p=0.005at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between KEMI’s diploma program in curriculum management practices and principals’ management. There is a significant relationship between KEMI’s diploma programs in both financial management and curriculum management practices and principals management of public secondary schools. Keywords: KEMI’s diploma Programmes, Principals’ Management, Financial Management, Curriculum management practices, Public Secondary Schools DOI: 10.7176/JEP/14-26-02 Publication date: September 30 th 2023
{"title":"Influence of Kemi’s Diploma Training on Principals’ Management of Public Secondary Schools in Machakos County, Kenya","authors":"","doi":"10.7176/jep/14-26-02","DOIUrl":"https://doi.org/10.7176/jep/14-26-02","url":null,"abstract":"The purpose of this study was to investigate the influence of KEMI’s diploma programme on principals management in public secondary schools in Machakos County, Kenya based on the following objectives: To determine the influence of KEMI’s diploma program in financial management, to establish the influence of KEMI’s diploma training in curriculum management practices. The study was is harbored on the Administrative Management postulated by Henri Fayol (1841-1925) and Breeze (2002). Descriptive survey research design was used to carry out the study. The target population included all 230 public secondary schools in Machakos County which included 230 principals, 264 deputy principals, 5 directors of KEMI and 8 sub-county educational officers. Stratified sampling was used to select eight sub-county forms a strata’s of the study. 30% of population was used on principals and deputy principal. Seventy school were selected for the study. Census sampling was used to select the 8 sub county officers and 5 directors of KEMI. Interview schedule (Sub-county education officials and KEMI directors) and questionnaires (principals and deputy principals) were used as instruments for data collection The findings indicated On KEMI’s diploma program in financial management it influenced principals management. On KEMI’s diploma training in curriculum management influenced principals’ management of the school. The result of Chi square (X2) testing for the hypothesis on relationship between KEMI’s diploma program in financial management programs and principals’ management. The null hypothesis was tested using Chi square test (df=3, Pearson X 2 = 4.021, p=0.259 at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between KEMI’s diploma program in financial management programs and principals’ management. The result of Chi square (X2) testing for the hypothesis two on relationship between KEMI’s diploma program in curriculum management practices and principals’ management. The null hypothesis was tested using Chi square test (df=16, Pearson X 2 = 79.826, p=0.005at 0.05 significance level). Therefore, the null hypothesis was rejected. Hence there is a strong significant relationship between KEMI’s diploma program in curriculum management practices and principals’ management. There is a significant relationship between KEMI’s diploma programs in both financial management and curriculum management practices and principals management of public secondary schools. Keywords: KEMI’s diploma Programmes, Principals’ Management, Financial Management, Curriculum management practices, Public Secondary Schools DOI: 10.7176/JEP/14-26-02 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although virtual school counseling (VSC) has been present since the early 2000s, the COVID-19 pandemic conditions caused mandatory implementation of this modality in K-12 schools. Many school counselor supervisors (SCSs) and school counselors in training (SCITs) had no experience in VSC. Therefore, this interpretative phenomenological analysis research is developed to explore the lived experiences of SCSs and SCITs in VSC during the COVID-19 pandemic. Data collection was completed using interviews with data analyzed through manual coding and thematic analysis. Three themes emerged showing the challenges and outcomes of VSC. Implications to counselor education, school as a system, professional identity and policies, limitations and future recommendations are discussed. Keywords: virtual school counseling, school counselors, school counselor in training, COVID-19, qualitative research DOI: 10.7176/JEP/14-27-08 Publication date: September 30 th 2023
{"title":"Virtual School Counseling during COVID-19: Perspectives from School Counselors and Interns","authors":"","doi":"10.7176/jep/14-27-08","DOIUrl":"https://doi.org/10.7176/jep/14-27-08","url":null,"abstract":"Although virtual school counseling (VSC) has been present since the early 2000s, the COVID-19 pandemic conditions caused mandatory implementation of this modality in K-12 schools. Many school counselor supervisors (SCSs) and school counselors in training (SCITs) had no experience in VSC. Therefore, this interpretative phenomenological analysis research is developed to explore the lived experiences of SCSs and SCITs in VSC during the COVID-19 pandemic. Data collection was completed using interviews with data analyzed through manual coding and thematic analysis. Three themes emerged showing the challenges and outcomes of VSC. Implications to counselor education, school as a system, professional identity and policies, limitations and future recommendations are discussed. Keywords: virtual school counseling, school counselors, school counselor in training, COVID-19, qualitative research DOI: 10.7176/JEP/14-27-08 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Philosophers of mind do not have a common understanding about the mind-body problem breading to three schools of thoughts; dualism, monism and dual-aspect monism. Dualists hold that mind and body are two ontological distinct entities in man. Monists hold that mind and body are not two ontologically distinct entities, they are not independent entities, and that man is one and only one supreme metaphysical being that exists. Dual-Aspect Monism holds that there exists a neutral metaphysical substance in man manifesting physical and mental properties. An attempt to solve the mind-body problem begun in the 4 th C, BC, when Plato conceived that, mind is an independent substance in man such that mind and its mental properties cannot be described in terms physical scientific means. Descartes attempted to solve the mind-body problem in the 17 th century, AD and concluded that mind is an independent substance with non-physical characteristics distinct from the physical brain. Through review of the available literature on mind-body problem, it is observed that man is composed of two metaphysical parts: the physical part and non-physical part. The non-physical part is morphological similar in appearance and shape to the physical part existing in a Supreme being in complex monism form, termed as Dual Substances-Monism. Moreover, the solution of the mind-body problem is that, mind and brain are two ontological distinct substances, brain as a real substance in physical man and mind as a non-real substance in non-physical man. Brain and Mind are dually compact as one substance and irreducible in physical context. Moreover, the soul supplies energy and intensity to the non-physical part to enable the brain command the physical part to perform physical actions. The brain accepts commands from the mind for physical execution. This complete cycle is termed as the reciprocate property. In the Mathematics instruction implementation, learning takes place in the reciprocate property; perception of the reality into mind with the control of the brain for mental processing, and then the brain accepts commands from the mind of the processed ideas for execution, the process that develops learners attitude, knowledge, skills and competences. Keywords: Mind, Dualism, Monism, Dual-Aspect Monism, Dual Substance-Monism, Mental Properties, Physical Properties, Physical Man, Non-Physical Man DOI: 10.7176/JEP/14-25-02 Publication date: September 30 th 2023
{"title":"Solution of the Mind-Body Problem and Mathematics Teachers’ Instruction Implementation","authors":"","doi":"10.7176/jep/14-25-02","DOIUrl":"https://doi.org/10.7176/jep/14-25-02","url":null,"abstract":"Philosophers of mind do not have a common understanding about the mind-body problem breading to three schools of thoughts; dualism, monism and dual-aspect monism. Dualists hold that mind and body are two ontological distinct entities in man. Monists hold that mind and body are not two ontologically distinct entities, they are not independent entities, and that man is one and only one supreme metaphysical being that exists. Dual-Aspect Monism holds that there exists a neutral metaphysical substance in man manifesting physical and mental properties. An attempt to solve the mind-body problem begun in the 4 th C, BC, when Plato conceived that, mind is an independent substance in man such that mind and its mental properties cannot be described in terms physical scientific means. Descartes attempted to solve the mind-body problem in the 17 th century, AD and concluded that mind is an independent substance with non-physical characteristics distinct from the physical brain. Through review of the available literature on mind-body problem, it is observed that man is composed of two metaphysical parts: the physical part and non-physical part. The non-physical part is morphological similar in appearance and shape to the physical part existing in a Supreme being in complex monism form, termed as Dual Substances-Monism. Moreover, the solution of the mind-body problem is that, mind and brain are two ontological distinct substances, brain as a real substance in physical man and mind as a non-real substance in non-physical man. Brain and Mind are dually compact as one substance and irreducible in physical context. Moreover, the soul supplies energy and intensity to the non-physical part to enable the brain command the physical part to perform physical actions. The brain accepts commands from the mind for physical execution. This complete cycle is termed as the reciprocate property. In the Mathematics instruction implementation, learning takes place in the reciprocate property; perception of the reality into mind with the control of the brain for mental processing, and then the brain accepts commands from the mind of the processed ideas for execution, the process that develops learners attitude, knowledge, skills and competences. Keywords: Mind, Dualism, Monism, Dual-Aspect Monism, Dual Substance-Monism, Mental Properties, Physical Properties, Physical Man, Non-Physical Man DOI: 10.7176/JEP/14-25-02 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The idea of nature versus nurture has intrigued scholars of different epochs since the mid-19 th century and as such, the precursors of innate intelligence remain at the center of the debate. Psychologists have narrowed the arguments and in different ways the argument could be framed as culture versus cognition. That dichotomous dialect, however, reduces the arguments too far, and researchers realize that there is an interaction between the two, with the two camps wanting to reward or discount their own scholarly predilections. One of the sticking points in arguments of intelligence and the Intelligence Quotient (IQ) are when the interaction between mind and body, or what René Descartes referred to as mind-body dualism, offer clear skills that are heritable beyond eye color. Perfect pitch is one such skill. The extent to which training can compensate for perfect pitch depends on the cultural traits from which the individual originates. Using the filter of an ethnomusicological methodology, the multicultural facets of IQ can be seen in the Western musical tradition of the full orchestra used for symphony. The outcome of this research will be to use this deconstruction of this cultural object (that correlates to IQ by argument) as the foundation for a new expression in symphonic forms explored in our creative research by utilizing Kenyan traditional folk music and rhythms. Keywords: symphonies, culture, cognition, nature versus nurture, IQ, perfect pitch, anthropic principle DOI: 10.7176/JEP/14-26-03 Publication date: September 30 th 2023
{"title":"Symphonies and Cultural Cognition in Perfect Pitch","authors":"","doi":"10.7176/jep/14-26-03","DOIUrl":"https://doi.org/10.7176/jep/14-26-03","url":null,"abstract":"The idea of nature versus nurture has intrigued scholars of different epochs since the mid-19 th century and as such, the precursors of innate intelligence remain at the center of the debate. Psychologists have narrowed the arguments and in different ways the argument could be framed as culture versus cognition. That dichotomous dialect, however, reduces the arguments too far, and researchers realize that there is an interaction between the two, with the two camps wanting to reward or discount their own scholarly predilections. One of the sticking points in arguments of intelligence and the Intelligence Quotient (IQ) are when the interaction between mind and body, or what René Descartes referred to as mind-body dualism, offer clear skills that are heritable beyond eye color. Perfect pitch is one such skill. The extent to which training can compensate for perfect pitch depends on the cultural traits from which the individual originates. Using the filter of an ethnomusicological methodology, the multicultural facets of IQ can be seen in the Western musical tradition of the full orchestra used for symphony. The outcome of this research will be to use this deconstruction of this cultural object (that correlates to IQ by argument) as the foundation for a new expression in symphonic forms explored in our creative research by utilizing Kenyan traditional folk music and rhythms. Keywords: symphonies, culture, cognition, nature versus nurture, IQ, perfect pitch, anthropic principle DOI: 10.7176/JEP/14-26-03 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In contrast to the slower pace of adopting online learning seen in the previous decades, the COVID-19 pandemic brought about a rapid and widespread shift to online education. However, this sudden transition also led to an increase in academic dishonesty, posing a threat to the integrity of online courses. Many educational institutions and educators are uncertain about how to effectively respond to these new forms of cheating. This research aimed to understand the recent changes in academic dishonesty based on the latest literature. The study revealed concerning trends: new methods of contract cheating and collaborative cheating, shifting perceptions of cheating among students, a reported increase in online cheating, and a lack of strong institutional efforts to address these challenges. Despite these difficulties, the study also identified a range of potential solutions, both innovative and well-established, that can help counteract the problem of academic dishonesty, provided there is a willingness and the necessary resources to implement them. Keywords: Academic Dishonesty, Online learning, Contract Cheating, Cheating DOI: 10.7176/JEP/14-25-05 Publication date: September 30 th 2023
{"title":"Navigating Academic Integrity in the Digital Era: Challenges, Strategies, and Solutions","authors":"","doi":"10.7176/jep/14-25-05","DOIUrl":"https://doi.org/10.7176/jep/14-25-05","url":null,"abstract":"In contrast to the slower pace of adopting online learning seen in the previous decades, the COVID-19 pandemic brought about a rapid and widespread shift to online education. However, this sudden transition also led to an increase in academic dishonesty, posing a threat to the integrity of online courses. Many educational institutions and educators are uncertain about how to effectively respond to these new forms of cheating. This research aimed to understand the recent changes in academic dishonesty based on the latest literature. The study revealed concerning trends: new methods of contract cheating and collaborative cheating, shifting perceptions of cheating among students, a reported increase in online cheating, and a lack of strong institutional efforts to address these challenges. Despite these difficulties, the study also identified a range of potential solutions, both innovative and well-established, that can help counteract the problem of academic dishonesty, provided there is a willingness and the necessary resources to implement them. Keywords: Academic Dishonesty, Online learning, Contract Cheating, Cheating DOI: 10.7176/JEP/14-25-05 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Examination malpractice is a widespread concern that corrodes the foundation of educational systems worldwide. This abstract delves into the specific context of Sierra Leone, exploring the causes and far-reaching effects of examination malpractice on the nation's development. The causes include inadequate preparation, societal pressures, corruption, and the absence of values education. These elements contribute to a culture where cheating is normalized. The effects, in turn, reverberate across the fabric of society. The quality of the workforce diminishes, meritocracy erodes, education standards decline, and the nation's competitiveness is compromised. Economic growth, social cohesion, and moral values are all adversely impacted. In order to improve the quality of the education system, the country must invest in improving educational infrastructure, cultivating ethical values, and implementing strict enforcement and monitoring mechanisms during examinations. Eradicating examination malpractice is pivotal to realizing a robust education system and sustainable national development in Sierra Leone. Keywords: Examination malpractice , National Development, education system DOI: 10.7176/JEP/14-26-04 Publication date: September 30 th 2023
{"title":"Examination Malpractice in Sierra Leone: Causes and Effects on National Development","authors":"","doi":"10.7176/jep/14-26-04","DOIUrl":"https://doi.org/10.7176/jep/14-26-04","url":null,"abstract":"Examination malpractice is a widespread concern that corrodes the foundation of educational systems worldwide. This abstract delves into the specific context of Sierra Leone, exploring the causes and far-reaching effects of examination malpractice on the nation's development. The causes include inadequate preparation, societal pressures, corruption, and the absence of values education. These elements contribute to a culture where cheating is normalized. The effects, in turn, reverberate across the fabric of society. The quality of the workforce diminishes, meritocracy erodes, education standards decline, and the nation's competitiveness is compromised. Economic growth, social cohesion, and moral values are all adversely impacted. In order to improve the quality of the education system, the country must invest in improving educational infrastructure, cultivating ethical values, and implementing strict enforcement and monitoring mechanisms during examinations. Eradicating examination malpractice is pivotal to realizing a robust education system and sustainable national development in Sierra Leone. Keywords: Examination malpractice , National Development, education system DOI: 10.7176/JEP/14-26-04 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Gastric cancer is a type of tumor that develops in the lining of the stomach. Most common histological type is adenocarcinoma of varying degree of differentiation. Other known types are gastric lymphomas or mesenchymal tumors. Treatment of gastric cancer depends on the stage, but surgery can be the only curative option. Early gastric cancer patients benefit from mini-invasive techniques such as endoscopic mucosal resection. However, more advanced stages require major surgical resection. Gastric cancer treatment is complemented by chemotherapy, radiotherapy and targeted immunotherapy. There is a common consensus that most cases of advanced gastric cancer (stage IV) with liver metastases do not benefit from major surgery, but should continue other treatment options. In emergency cases surgical intervention may be unavoidable. Case presentation Our patient is a 49 years old male diagnosed 4 months prior to the current events with gastric adenocarcinoma, with a liver metastasis of 4×5cm in the VI-th segment. He was ongoing a chemotherapy course. During the 3rd cycle of chemotherapy, he suffers from major hemorrhage manifested with melena and hematemesis. He was treated at the nearest regional hospital. The surgeons concluded that the patient should undergo emergent surgery to stop the hemorrhage. A subtotal gastrectomy was performed. Just about the moment for the abdominal closure, the metastasis of the VI-th segment ruptures, with a following abundant intraperitoneal hemorrhage. Under the conditions of unattainable hemostasis, the surgeons bandage the lesion and the right lobe with gauzes and prepare the immediate transfer of the patient in our clinic where he underwent a second intervention for the resection of the segment VI of the liver where metastasis was ruptured. On the 10 th postoperative day, the patient was discharged in an improved condition. Discussion Gastric cancer with hepatic metastases is an advanced stage and thus has a poor prognosis. In these cases, the first-line treatment is systemic chemotherapy. Surgery is most often performed only in severe gastro-intestinal symptoms such as hematemesis and melena that do not respond to conservative measures, or to overcome obstruction. Conclusion The majority of retrospective studies does not support the surgical resection surgery in advanced cases, as it is detrimental to the overall prognosis. On the other hand, the benefits hepatic resection for colorectal cancer metastases have been clearly established. Conversion therapy for stage IV gastric cancer is a topic of ongoing investigation and the frontier of oncologists and general surgeons. Keywords: General Surgery, Gastric Cancer, Liver Metastasis, Liver Resection, Ruptured Metastasis. DOI: 10.7176/JEP/14-27-05 Publication date: September 30 th 2023
{"title":"Ruptured Hemorrhagic Liver Metastasis in a Gastric Cancer Patient – Case Report","authors":"","doi":"10.7176/jep/14-27-05","DOIUrl":"https://doi.org/10.7176/jep/14-27-05","url":null,"abstract":"Background Gastric cancer is a type of tumor that develops in the lining of the stomach. Most common histological type is adenocarcinoma of varying degree of differentiation. Other known types are gastric lymphomas or mesenchymal tumors. Treatment of gastric cancer depends on the stage, but surgery can be the only curative option. Early gastric cancer patients benefit from mini-invasive techniques such as endoscopic mucosal resection. However, more advanced stages require major surgical resection. Gastric cancer treatment is complemented by chemotherapy, radiotherapy and targeted immunotherapy. There is a common consensus that most cases of advanced gastric cancer (stage IV) with liver metastases do not benefit from major surgery, but should continue other treatment options. In emergency cases surgical intervention may be unavoidable. Case presentation Our patient is a 49 years old male diagnosed 4 months prior to the current events with gastric adenocarcinoma, with a liver metastasis of 4×5cm in the VI-th segment. He was ongoing a chemotherapy course. During the 3rd cycle of chemotherapy, he suffers from major hemorrhage manifested with melena and hematemesis. He was treated at the nearest regional hospital. The surgeons concluded that the patient should undergo emergent surgery to stop the hemorrhage. A subtotal gastrectomy was performed. Just about the moment for the abdominal closure, the metastasis of the VI-th segment ruptures, with a following abundant intraperitoneal hemorrhage. Under the conditions of unattainable hemostasis, the surgeons bandage the lesion and the right lobe with gauzes and prepare the immediate transfer of the patient in our clinic where he underwent a second intervention for the resection of the segment VI of the liver where metastasis was ruptured. On the 10 th postoperative day, the patient was discharged in an improved condition. Discussion Gastric cancer with hepatic metastases is an advanced stage and thus has a poor prognosis. In these cases, the first-line treatment is systemic chemotherapy. Surgery is most often performed only in severe gastro-intestinal symptoms such as hematemesis and melena that do not respond to conservative measures, or to overcome obstruction. Conclusion The majority of retrospective studies does not support the surgical resection surgery in advanced cases, as it is detrimental to the overall prognosis. On the other hand, the benefits hepatic resection for colorectal cancer metastases have been clearly established. Conversion therapy for stage IV gastric cancer is a topic of ongoing investigation and the frontier of oncologists and general surgeons. Keywords: General Surgery, Gastric Cancer, Liver Metastasis, Liver Resection, Ruptured Metastasis. DOI: 10.7176/JEP/14-27-05 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 2030 Agenda for Sustainable Development is a landmark agreement negotiated and approved by the 193 Member States of the United Nations. Comprised of 17 Sustainable Development Goals (SDGs), 169 targets and 332 indicators, it aims to address the economic, social, environmental and political dimensions of sustainable development in a comprehensive and integrated way. The SDG Agenda is clear that achieving gender equality is not only an important goal in and of itself but also a catalyst for achieving a sustainable future for all. Education plays a pivotal role in contributing to the human resource development and to the nation’s general economic development in today’s globalizing context. Vision 2030 places great emphasis on the link between education and the labour market; the need to create entrepreneurial skills and competences; and the need to strengthen partnerships with the private sector. This has considerable importance for the structure and focus of the education system and curriculum. Keywords: Gender, Education, Alignment, Achievement, Vision 2030 and Sustainable Development Goals DOI: 10.7176/JEP/14-27-09 Publication date: September 30 th 2023
{"title":"Gender and Education in Kenya: Alignment to Achievement of Vision 2030 and Sustainable Development Goals","authors":"","doi":"10.7176/jep/14-27-09","DOIUrl":"https://doi.org/10.7176/jep/14-27-09","url":null,"abstract":"The 2030 Agenda for Sustainable Development is a landmark agreement negotiated and approved by the 193 Member States of the United Nations. Comprised of 17 Sustainable Development Goals (SDGs), 169 targets and 332 indicators, it aims to address the economic, social, environmental and political dimensions of sustainable development in a comprehensive and integrated way. The SDG Agenda is clear that achieving gender equality is not only an important goal in and of itself but also a catalyst for achieving a sustainable future for all. Education plays a pivotal role in contributing to the human resource development and to the nation’s general economic development in today’s globalizing context. Vision 2030 places great emphasis on the link between education and the labour market; the need to create entrepreneurial skills and competences; and the need to strengthen partnerships with the private sector. This has considerable importance for the structure and focus of the education system and curriculum. Keywords: Gender, Education, Alignment, Achievement, Vision 2030 and Sustainable Development Goals DOI: 10.7176/JEP/14-27-09 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135640920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to investigate the relationship between parental involvement and collaborative learning competencies among pre-primary school learners in Ganze, Kilifi County, Kenya. A descriptive research design was employed to gather data from parents, teachers, and learners. The researchers utilized a stratified random sampling technique to ensure a representative sample. The study reveals that parental involvement is a significant predictor of pre-primary school learners' acquisition of collaborative competencies in Ganze, Kilifi County, Kenya. The model utilized in the study explains 88.3% of the total variance in collaborative competencies, indicating a strong relationship between the dependent and independent variables. The results demonstrate that parental involvement, learners' achievement of collaborative skills, and determinants of parental involvement significantly influence collaborative competencies. Specifically, when the independent variables are held constant, parental involvement/activities contribute 27.6%, learners' achievement of collaborative skills contributes 20.2%, and determinants of parental involvement contribute 44.5% towards collaborative competencies. These findings highlight the importance of actively involving parents in supporting and promoting collaborative learning among pre-primary school learners. By recognizing and fostering parental involvement, educators and stakeholders can enhance the development of collaborative competencies in young learners, ultimately contributing to their overall educational outcomes. The study made various recommendations: To strengthen parental involvement and collaborative competencies, actively engage parents in learning activities and establish a strong partnership with educators, maintain regular communication with parents, provide resources, and offer training opportunities to support their involvement, Keywords: Parental Involvement, Collaborative Competencies DOI: 10.7176/JEP/14-26-05 Publication date: September 30 th 2023
{"title":"Parental Involvement as a Predictor of Pre-Primary School Learners’ Acquisition of Collaborative Competencies in Ganze, Kilifi County Kenya","authors":"","doi":"10.7176/jep/14-26-05","DOIUrl":"https://doi.org/10.7176/jep/14-26-05","url":null,"abstract":"This study aimed to investigate the relationship between parental involvement and collaborative learning competencies among pre-primary school learners in Ganze, Kilifi County, Kenya. A descriptive research design was employed to gather data from parents, teachers, and learners. The researchers utilized a stratified random sampling technique to ensure a representative sample. The study reveals that parental involvement is a significant predictor of pre-primary school learners' acquisition of collaborative competencies in Ganze, Kilifi County, Kenya. The model utilized in the study explains 88.3% of the total variance in collaborative competencies, indicating a strong relationship between the dependent and independent variables. The results demonstrate that parental involvement, learners' achievement of collaborative skills, and determinants of parental involvement significantly influence collaborative competencies. Specifically, when the independent variables are held constant, parental involvement/activities contribute 27.6%, learners' achievement of collaborative skills contributes 20.2%, and determinants of parental involvement contribute 44.5% towards collaborative competencies. These findings highlight the importance of actively involving parents in supporting and promoting collaborative learning among pre-primary school learners. By recognizing and fostering parental involvement, educators and stakeholders can enhance the development of collaborative competencies in young learners, ultimately contributing to their overall educational outcomes. The study made various recommendations: To strengthen parental involvement and collaborative competencies, actively engage parents in learning activities and establish a strong partnership with educators, maintain regular communication with parents, provide resources, and offer training opportunities to support their involvement, Keywords: Parental Involvement, Collaborative Competencies DOI: 10.7176/JEP/14-26-05 Publication date: September 30 th 2023","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135641091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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