bluuebunny/crossref_metadata_2025_split huggingface dataset:
Isolation of Acinetobacter Spp. and its antimicrobial resistance pattern in all lower respiratory samples from ICU
Authors: Sharma Shweta R , Rani Chesta , Farooq Umar , Singh Sudhir , Sharma Vasundhara , Ahamad Imran 
Published: June 2022

. are found in moist natural environment and hospital settings. In ICU . is the most common cause of Respiratory tract infection. . has evolved from a minor infection to one of the most virulent and multidrug-resistant, pathogens in intensive care units. Overuses of the antibiotics patients drug resistant pattern are increase and immune compromise patient are not recover early. This research will help in better infection control and a better knowledge of antibiotic resistance patterns in our area. The aim and objective of this study is isolation of . and its antimicrobial resistance pattern in all lower respiratory samples from ICU. All lower respiratory samples were collected (Sputum, BAL, ET etc.) samples was inoculated on MacConkey and blood agar. At 37 degrees Celsius, culture plates were incubated aerobically for 24 hours. Gram staining and biochemical test were used to identify the Acinetobacter species. All species was isolate further processed on the basis of AST by automated through vitek2 compact.Among 151 samples, 71 (47.01%) were culture positive. was isolated in 31 (43.66%). The number and percentage of in various clinical sample were sputum 14 (45.20%), ET 12 (38.70%), pleural fluid 3 (9.60%), BAL 2 (6.50%). The strains showed maximum resistance to Ampicillin (100%) and pipracillinetazobactum (94.0%), Ceftazidime (86%) followed by gentamycin (77%), Ciprofloxacin (72%). All the strains were sensitive to colistin and Polymyxin B (100%).The rise of resistant strains has resulted in fewer treatment choices. Because of the limited therapeutic options, infection prevention and control methods, including not only standard measures but also antibiotic management strategies in the ICU, are important.
A study of antibacterial action of honey against bacteria isolated from wound infection: An in-vitro study
Authors: Dias Meena , Concessao Sharon Maria 
Published: June 2022

As a consequence of overuse and misuse of antibiotics along with the intrinsic and acquired resistance of bacteria has given rise to multi drug resistant strains. This problem can be overcome by using naturally occurring products which have antibacterial effects. The aim of the study was to evaluate the antimicrobial activity of honey against bacteria isolated from wound infections and to compare the antimicrobial efficacy of different varieties of honey.Prospective observational study was conducted for a period of two months. A total number of 49 bacterial isolates from clinically infected wounds were tested against the antimicrobial activity of honey on 43 bacteria isolated from wound infections. Four varieties of honey were used to test the bacteria.our kinds of honey samples. Wild variety (Apisdorsata) and Wild variety (Apisflorea) had good antibacterial activity against both gram positive and gram negative bacteria compared to Culture variety (Apiscerana) and Commercial honey (Dabur) which showed poor activity. Different honeys showed diverse susceptibility patterns against the tested multi drug resistant bacteria.
Controle dos principais parâmetros de um inversor via rede
Authors: Schlogl Alisson , Schneider Cleisson , José Gross Juarez , Bueno de Lacerda Vagner , Kramer Klaus , Baum Adriano , Oh Alberto Johwan 
Published: June 2022

O objetivo deste artigo foi realizar um estudo e criar uma interface em um painel de controle básico IHM KTP600 Siemens, já utilizado no processo de controle dos principais parâmetros de um inversor de frequência, no qual um dos maiores problemas é o tempo alocado, pelas equipes de manutenção elétrica, na hora de ajustar os parâmetros dos inversores de frequência em manutenções preventivas e corretivas. Serviço este que também, em determinadas situações, se torna mais trabalhoso do que o normal, demandando maior tempo. Desta forma, aproveita-se o painel IHM já usado no processo, realizando apenas as alterações via rede, minimizando este tempo e facilitando o acesso e mudança dos parâmetros. O projeto é baseado em uma programação via CLP, desenvolvimento de telas no painel IHM para visualização e alteração de parâmetros, desenvolvimento de uma comunicação via rede para que seja possível realizar o controle do inversor.
RAPD Analysis for Genetic Variability of Soybean Mutant Resulting from Gamma Rays Irradiation in M6 Generation
Authors: . Nilahayati , . Rosnina , Syahputra Jaka 
Published: June 2022

Background: Soybean is one of the most important commodities around the globe. Increasing soybean production absolutely continue to be pursued because soybean consumption increased steadily. One way that can be done is assembly technology of new superior varieties that have better and adaptive properties. The aim of this study was to determine molecular diversity of soybean mutants lines resulting from gamma irradiation in M6 generation. Methods: Molecular analysis with RAPD markers was carried out in the Tropical Balitbu Laboratory Sumatera Barat, Indonesia in November 2021. The tested genotypes consisted of 8 genotypes, namely Kipas Putih variety (elderly), Anjasmoro variety (comparison), M.1.1.3, M.5.2.1, M.5.2.3 l, M.1.1.8, M.1.1.9 and M.1.1.17 mutant lines. The primers used were RAPD 2 (5´-GTTTCGCTCC-3´), RAPD. 3 (5´-GTAGACCCGT-3´), RAPD 4 (5´-AAGAGCCCGT-3´) and RAPD 5 (5´-AACGCGCAAC-3´). Result: The results of the RAPD analysis showed that there were differences in size of amplicon between the mutants and the parents, namely the RAPD 2 primer (1400 bp band) and the RAPD 5 primer (550 bp and 1000 bp band). The parents had a pattern of DNA bands but in the M.5.2.3 and M.1.1.9 mutants the DNA band was absent. The parent RAPD 5 primers (1000 bp, 550 bp) had a DNA banding pattern but in the M.1.1.3 and M.1.1.8 mutants there was no DNA banding pattern. This indicated that the M.1.1.3, M.5.2.3, M.1.1.8 and M.1.1.9 mutants had different genetic diversity from their parent (Kipas Putih variety).
Correlation Coefficients and Path Coefficient Analysis of Yield and Yield Attributing Traits in Desi Cotton (Gossypium herbaceum)
Authors: Aishwarya B. , Wadeyar B.S. , Motagi B.N. , Ashwatham V.H. 
Published: June 2022

Background: Cotton is globally important crop valued for its single cell trichome called fibre. Cotton fibre is popularly called as white gold or king of fibre crops. Cotton fibre or seed cotton yield per plant is the economically important traits which is dependent other yield attributing traits and also influenced by the fibre quality traits. So present study was focused on the association of yield and yield attributing and fibre quality traits. Methods: An experiment was conducted at College of Agriculture, Vijayapur campus during late kharif season during 2020-21 to evaluate 145 advanced breeding lines of desi cotton along with checks using augmented design in 7 blocks for yield and yield attributing traits. The material used in the study was developed by College of agriculture, Dharwad at Department of Genetics and Plant Breeding. Correlation and path coefficient analysis was conducted for twelve yield and fibre quality traits. Result: Significant positive correlation of seed cotton yield per plant with boll weight, number of bolls per plant, ginning outturn and fibre fineness was reported, whereas negative significant correlation was reported by days to 50% flowering with seed cotton yield per plant. Path analysis revealed that highest positive direct effect on seed cotton yield per plant was shown by number of bolls per plant followed by boll weight and highest negative direct effect was shown by fibre fineness. Highest indirect effect on seed cotton yield per plant was contributed by. ginning outturn. The traits that are significantly positively correlated and having positive effect on seed cotton yield play a major role in the selection of high yielding seed cotton genotypes.
Pupil diversity in teacher preparation curriculum
Authors: Kratochvílová Jana , Lojdová Katerina , Vlčková Katerina 
Published: June 2022

This study focused on the concept of pupil diversity in the planned curriculum of teacher preparation programmes. The professional training of teachers influences the knowledge, skills and attitudes student teachers regarding diversity (Akiba, 2011); however, most research studies have utilised quantitative research focused on planned curriculum or learning outcomes. We chose a qualitative approach to uncover how pupil diversity is implemented within the planned curriculums of selected teacher education programmes. Based on a content analysis of syllabi and conceptual documents from teacher preparation programmes at a selected faculty of education, two conceptual approaches towards diversity within curriculums, one explicit and one implicit, are described. These concepts can be further interpreted in relation to the ideological, content and methodological dimensions of the curriculum.
Insights into community engagement at a University of Technology in South Africa
Authors: Chandramohan Sandhya , Bhagwan Raisuyah 
Published: June 2022

Community engagement (CE) has been identified as an important pillar alongside teaching and research in higher education. Despite this it has emerged slowly within the South African landscape due to a lack of understanding regarding engagement. Drawing on in-depth interviews, this study sought to explore how academics (N=14), at a University of Technology in KwaZulu-Natal, South Africa understood CE and the processes involved in engagement. The study found that CE was a symbiotic relationship that involved collaboration with communities in order to understand community needs, nurture community partnerships, and ensure sustainable engagement initiatives. Finally, the data reflected that in order to enable social change, the community should be honoured as a source of knowledge and the university should recognise the benefits of engagement.
Towards a humane learner punishment: A Lesotho secondary schools' teachers perspective
Authors: Rakolobe Kelello , Tlali Tebello 
Published: June 2022

This study examined teachers’ interpretation of the Lesotho Education Act of 2010’s phrase “cruel, inhuman and degrading punishment” and its impact on how learners are disciplined. For some researchers, punishment in schools is associated with corporal punishment. For this reason, researchers often focus on the issue of abolishing corporal punishment, thereby overlooking other non-physical forms of punishment despite them being equally agonising. This study departed from the interpretivist paradigm and adopted a qualitative approach. An open-ended qualitative research questionnaire was used to generate data. This was followed up with focus group interviews conducted with the teachers in some selected Lesotho secondary schools. The findings indicate that teachers interpret the above phrase as a mere referring to the abolishment of corporal punishment. Hence teachers still use other forms of cruel, degrading and inhumane punishments such as insulting and ridiculing the learners, despite the legislation protecting children against abuse. These forms of teacher behaviour not only constitute learner abuse, but also compromise the professional ethics by which teachers ought to abide. The recommendation made by the study is that teachers should be mindful of the teaching professional ethics taught to them during their pre-service training. In addition, Lesotho’s Ministry of Education and Training, in collaboration with other stakeholders, should train teachers on children’s rights and how to safeguard such rights in the school setting.
Parental level of education and career decision-making among Grade 12 learners in South Africa
Authors: Ajayi Oluwakemi , Moosa Moeniera , Aloka Peter 
Published: June 2022

This study examined the relationship between parental level of education and career decision-making among Grade 12 learners in South Africa. The study was guided by Super’s life span theory. The ex-post facto research was used to determine if there is a relationship between learner’s career decision-making and parental level of education. The sample comprised 204 Grade 12 learners from six township secondary schools in Ekurhuleni East district, Gauteng, South Africa. The Career Decision Scale (CDS) was used to collect data. The responses were indicated on a 5-point Likert scale that measured learners’ career decisionmaking and parental level of education. Reliability of the CDS was ascertained using Cronbach’s alpha and a co-efficient value of .842 was reported. In addition, construct validity was ensured by Kaiser- Meyer-Oklin measure (KMO Index) and Bartlett’s Test of Sphericity. The inferential statistics with the support of the Analysis of Variance (ANOVA) and Tukey HSD as post hoc tests were used to analyse data. The finding of the study shows that there is a significant relationship between parental level of education and learners’ career decision-making. The career decision-making mean score for the learners whose parental education is university level was significantly higher than the learners whose parents had secondary education (M. Diff.=.19, p=.02) and primary education (M. Diff.=.64, p<.01).Equally, a significant difference in the level of career decision-making was established between learners whose parents had college education and primary education, and between learners whose parents had secondary education and primary education. The study recommends that school principals should develop career talk programmes to facilitate learners’ career opportunities to better understand their career options, to encourage and support learners towards accomplishing career success.
School leaders’ responsibilities for ensuring safe schools for teaching and learning during COVID-19
Authors: Venketsamy Roy , Hu Zijing 
Published: June 2022

The outbreak of the coronavirus disease was declared an international public health emergency as the virus spread across many countries and territories. Due to the rapid rate the virus was spreading, the South African president announced the closure of schools in March 2020. The protection of children and teachers was incredibly important. Precautions were necessary to prevent the potential spread of COVID-19 in school settings; however, care had to be taken to avoid stigmatising students and staff who may have been exposed to the virus. With a phased-in approach to grades returning to school, school leaders had to ensure that their environment was safe, conducive, welcoming, respectful, inclusive and supportive at all times. A qualitative case study, involving individual interviews with principals, was conducted using the Health Theoretical Framework of attitudes, behaviours and communication (ABCs) to investigate how school leaders were ensuring a safe and conducive environment for teachers and learners. The findings highlighted establishing an emergency School Management Team to be the COVID-19 point of contact, implementing social distancing, frequent sanitising, mask-wearing, daily screening, encouraging flexible school times and promoting the outdoor classroom. Staff with comorbidities were assigned noncontact duties.
Teachers’ experiences of parents' involvement in Foundation Phase learning during COVID-19
Authors: Grobler Annemie 
Published: June 2022

This interpretive study documents experiences of teachers regarding the impact of parental participation on the learning process of Foundation Phase learners during the COVID-19 pandemic in 2020. The period investigated stretched from the “hard” lockdown in South Africa instituted on 26 March 2020, until the reopening of the physical classroom for Foundation Phase learners on 24 August 2020. A qualitative approach was taken to generate data from participants who taught Grade 1 classes during 2020, using a self-constructed questionnaire with openand closed-ended items. The study population was localised to the Mangaung municipal area in the Free State, South Africa. The theoretical framework of socio-constructivism informed the inquiry. The key elements in this learning theory are the learners, curriculum, teachers and society. During the mentioned period, learners were deprived of the two key inputs of teachers and society, leading to an intensified dependency on parental involvement as a source of guidance. The questionnaire afforded teacher respondents the opportunity to voice their concerns, frustrations, successes and recommendations for future management of similar situations. Coding of the responses identified the theme of communication to emerge. Further thematic analysis refined the findings to indicate that teachers deemed parental involvement essential in i) providing technological support for their children; and ii) interpreting the tasks set for their Grade 1 learners. Barriers to effective communication as perceived by teachers were i) the language barrier where parents were unable to speak the language of learning and teaching of the school; ii) the digital divide posed by parents without effective digital support; and iii) the schooling level of parents who could not interpret the assignments for their children. The recommendation is that going forward, i) parents should have access to and embrace technological advances to support their children’s learning; ii) themselves practice a learning culture at home, and iii) model positive values to their children by active involvement in their learning.
A quasi-ethnographical exploration of how young learners establish their learning practices in their environmental space: The township community and their homes
Authors: Du Plooy Lucinda 
Published: June 2022

This paper explores how two selected learners establish their learning practices in their environmental space, that is, their township community and home space. The study combines the lenses of “Space” and “Learning” to capture their movement in and around the township showing how they inhabit space, how they interact with networks and processes in their environment, and how they ultimately transcend their spatial positioning. Methodologically, this quasi-ethnographic study, underpinned by an interpretivist metatheoretical framework, draws on my field notes, verbatim responses acquired through interviews with these children and their parents, observations of their neighbourhood and their homes, photographs and artefacts. These qualitative research tools helped to address the main research question: What is the nature of the learning practices of learners in the environmental space; that is: the space of the township community and home? The results show that these learners and their parents produce multiple and hybrid literacies and engage in rich educational practices despite the lived realities of the township space. Furthermore, it shows that learners develop a productive agency to counterpoise their spatial positioning enabling them to become co-constructors of their lived space.
The experiences of teacher educators managing teaching and learning during times of crises at one initial teacher education provider in South Africa
Authors: Amos-Williams Taryn , Sayed Yusuf , Singh Marcina 
Published: June 2022

As a response to the exponential increase in COVID-19 cases, the South African government implemented the closure of schools and many universities in March 2020, with some universities operating under partial lockdown conditions. In this context of closure and lockdown, many universities have shifted to forms of virtual and online learning. Teacher education programmes were no exception, with many teacher educators having to transform their teaching under COVID restrictions to prepare future teachers. This article presents a snapshot of how teacher educators responded to the COVID-19 crisis between 2020 and 2021, and the implications of what has been deemed “emergency remote modes” of teaching for the future of higher education pedagogy. We look specifically at the effect of COVID-19 on teacher educators’ sense of self and wellbeing at one institution in South Africa. These teacher educators teach on the Bachelor of Education Foundation Phase programme. We examine the way in which teacher educators in a university setting supported the learning needs of student teachers as they develop their skills and pedagogic approaches. This qualitative study included interviews with eight purposively sampled foundation phase teacher educators. Several themes emerged from the semi structured interviews. These include the implications of the pandemic on teacher educator pedagogy, the effects on teacher educator wellbeing, and the institutional context of education, including support mechanisms. Teacher educators highlighted possible solutions for the future and how institutions could best adapt its primary objective of teaching and learning during times of crises and disruptions.
Connecting embodied learning to social and environmental responsibility for the realisation of Life Orientation outcomes
Authors: Swarts Pieter 
Published: June 2022

There is a lack of knowledge about how embodied educational practices can be used to challenge and problematise traditional Life Orientation teaching approaches that normally result in a lack of learner engagement on socio- environmental challenges. The objective of this small-scale exploratory qualitative study was therefore to establish whether Grade 10 Life Orientation teachers encouraged embodied learning experiences that are grounded in learners’ lived experiences, creativity, expressive potential and perspectives. Data were generated from lesson observations combined with semi-structured individual interviews that were analysed thematically. The findings revealed that the participating teachers struggled to transform complex social and environmental matters into concrete embodied educational experiences for their learners. An additional finding highlighted the importance of how the Life Orientation curricula can serve as a stimulus to aid an embodied teaching-learning approach towards social and environmental responsibility. These findings provide a starting point for the development of a framework to guide Life Orientation teachers to employ embodied learning practices and, thus, meet the outcomes of the subject as envisaged in policy statements.
Accessing resources that promote quality education for young children: Experience of early childhood development centres' principals
Authors: Aina Adebunmi , Bipath Keshni 
Published: June 2022

Research has indicated that educational resources used at early childhood development (ECD) centres advance and enrich the developmental domains, health and wellbeing of young children. However, most ECD centres in South Africa seem to lack many educational resources that enhance quality early childhood care and education (ECCE). This study aimed to explore the experience of the ECD principals in accessing learning resources for their centre. A qualitative research approach that employed a multiple case study research design was utilised. Data were gathered through individual semi-structured interviews with four principals and four practitioners from the four selected ECD centres. The collected data were analysed thematically. This study was guided by Britto, Yoshikawa and Boller’s (2011) framework as a theoretical base. The findings revealed that ECD centres only access resources from the users’ fees charged and a stipend from the government, which seems insufficient to promote quality ECCE. This study recommends that ECD principals become proactive regarding effective management and leadership skills by engaging with internal and external environment opportunities to access learning resources effectively. This study further recommends that ECD principals be exposed to various seminars, workshops, symposiums and training where they can network with influencers and develop their leadership and relational abilities that will assist them in being creative when accessing learning resources.