Beliefs

12月 25, 2014

Indigenous Knowledge, Practices, Beliefs and Social Impacts of Porcine Cysticercosis and Epilepsy in Iringa Rural

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=52544#.VJtmIcCAM4

ABSTRACT

Porcine Cysticercosis (PCC) and Human Cysticercosis (HCC)/Neurocysticercosis (NCC) are a burden to the community owing to the reduced value of animals, associated costs of treatment, decreased labour productivity and social discrimination. There is limited knowledge on the management and prevention of PCC and epilepsy in Iringa rural. Therefore, the present study aimed at assessing indigenous knowledge, practices, attitudes and social impacts of PCC and epilepsy in Iringa rural district. A total of 588 people participated in the survey whereby 306 were pig farmers, 223 non-pig farmers and 59 families with epileptic individuals. It was found that 49.8% (χ2 = 0.003, DF = 1, p = 0.954) of pig keepers were aware of PCC, whereas the remaining 50.2% were not aware (χ2 = 25.5, DF = 1, p < 0.001). The prevalence of late onset epilepsy was significantly higher (62.7%) than that of those who manifested seizures and convulsions in childhood 37.3% (χ2 = 3.814, DF = 1, p = 0.51). People in Iringa rural believe epilepsy is caused by evil spirits, witchcraft and/or inheritance. It was concluded that there was limited knowledge on T. solium cysticercosis and epilepsy. This ignorance is the cause of poor practices, negative beliefs and attitudes that negatively affect the social life of People with Epilepsy (PWE) in communities. This study recommends that health education to raise awareness on cysticercosis/taeniosis and epilepsy should be one of the intervention measures for elimination of cysticercosis and epilepsy in Iringa rural district.

Cite this paper

Chacha, M. , Yohana, C. and Nkwengulila, G. (2014) Indigenous Knowledge, Practices, Beliefs and Social Impacts of Porcine Cysticercosis and Epilepsy in Iringa Rural. Health, 6, 2894-2903. doi: 10.4236/health.2014.621328.

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11月 20, 2014

Teachers’ and Teacher Students’ Conceptions of Learning and Creativity

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=51547#.VG1KCDRATyQ

ABSTRACT

The aim of this study was to explore what kinds of conceptions of creativity and learning Finnish teachers and teacher students expressed, and how these conceptions were related to the respondents’ epistemologies (conceptions of knowledge and learning). The participants (n = 89) answered an e-form, consisting of 3 open-ended questions (conceptions of learning, creativity and the connection between the two). In addition, there were 23 two-part Likert-type statements on epistemologies (Lonka et al., 2008) as well as 10 background questions. Mixed method approach was used to analyze the conceptions that the respondents’ expressed. Two qualitative categories of conceptions of learning came from previous research,Constructivity and active epistemology (Lonka, Joram, & Bryson, 1996). A new category also emerged:Collaborativity of learning. The answers about creativity were classified based on whether creativity was viewed as an inborn ability or something changeable, whether focus was on product or process, and whether creativity was seen as collaborative. The participants’ open-ended conceptions of learning reflected a view of learning as teacher-regulated assimilation, whereas their (structured) epistemologies higlighted reflection and deep-level learning. Creativity was viewed as something that can be improved, focusing on the collaborative process. A link between learning and creativity was identified. It shall be of interest to see, how such epistemic stands would be related to group work.

Cite this paper

Vedenpää, I. and Lonka, K. (2014) Teachers’ and Teacher Students’ Conceptions of Learning and Creativity.Creative Education, 5, 1821-1833. doi: 10.4236/ce.2014.520203.

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