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Our research with Grade 9 learners at a school in Soweto was conducted to explore learners’ understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners’ transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners’ definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.

This article focuses on learners’ understanding and their descriptions of the concepts of area and perimeter, how learners solve problems involving area and perimeter and the relationship between them and misconceptions, and the causes of these misconceptions as revealed by learners when solving these problems. A written test was administered to 30 learners and clinical interviews were conducted with three of these learners, selected based on their responses in the test. This article shows that learners lack a conceptual understanding of area and they do not know what a perimeter is. Learners also hold misconceptions about the relationship between area and perimeter. It appears that inadequate prior knowledge of area and perimeter is the root cause of these misconceptions. This article provides suggestions on how to deal with the concepts of area and perimeter. Keywords: area; perimeter; insights; misconceptions; Grade 10

The objective of the current study was to determine whether prenatal iron deficiency induced during gestation in guinea pigs affected locomotor activity and learning and memory processes in the progeny. Dams were fed either iron-deficient anemic or iron-sufficient diets throughout gestation and lactation. After weaning, all pups were fed an iron-sufficient diet. On postnatal day 24 and 40, the pups' locomotor activity was observed within an open-field test, and from postnatal day 25 to 40, their learning and memory processes were assessed within a Morris Water Maze. The behavioural and cognitive tests revealed that the iron deficient pup group had increased locomotor activity, but solely on postnatal day 40, and that there were no group differences in the Morris Water Maze. In the general discussion, we propose that prenatal iron deficiency induces an increase in nervousness due to anxiety in the progeny, which, in the current study, resulted in an increase of locomotor activity.

The aim of this work is to develop an UNESP interactive cartographic guide for Internet. In order to do that, it was created a prototype for the Presidente Prudente Campus - Faculdade de Ciências e Tecnologia (FCT/UNESP). It was carried out the cartographic design, the data modeling, that was based on Geo-OMT (Geographic Object Modeling Technique) approach, and the site modeling, based on OOHDM (Object Oriented Hypermedia Design Method) approach. The main software used to produce the maps were Spring 3.6, ArcView 3.2 and Adobe ImageReady 7. In order to develop the guide for Internet it was used Microsoft FrontPage 4.0 software, CSS (Cascading Style Sheets) and JavaScript. By through this work information about the campi will be available in the Internet. This will help future students gain interest and at same time, know how to get to the campus.

Our research with Grade 9 learners at a school in Soweto was conducted to explore learners' understanding of fundamental fraction concepts used in applications required at that level of schooling. The study was based on the theory of constructivism in a bid to understand whether learners' transition from whole numbers to rational numbers enabled them to deal with the more complex concept of fractions. A qualitative case study approach was followed. A test was administered to 40 learners. Based on their written responses, eight learners were purposefully selected for an interview. The findings revealed that learners' definitions of fraction were neither complete nor precise. Particularly pertinent were challenges related to the concept of equivalent fractions that include fraction elements, namely the numerator and denominator in the phase of rational number. These gaps in understanding may have originated in the early stages of schooling when learners first conceptualised fractions during the late concrete learning phase. For this reason, we suggest a developmental intervention using physical manipulatives to promote understanding of fractions before inductively guiding learners to construct algorithms and transition to the more abstract applications of fractions required in Grade 9.

This article focuses on learners' understanding and their descriptions of the concepts of area and perimeter, how learners solve problems involving area and perimeter and the relationship between them and misconceptions, and the causes of these misconceptions as revealed by learners when solving these problems. A written test was administered to 30 learners and clinical interviews were conducted with three of these learners, selected based on their responses in the test. This article shows that learners lack a conceptual understanding of area and they do not know what a perimeter is. Learners also hold misconceptions about the relationship between area and perimeter. It appears that inadequate prior knowledge of area and perimeter is the root cause of these misconceptions. This article provides suggestions on how to deal with the concepts of area and perimeter.

Subjective memory complaints are one of the major concerns of the elderly and remain a challenging area in gerontology. There are previous studies that identify different factors affecting subjective memory complaints. However, an extended model that correlates life-space on subjective memory complaints remains a blank spot. The objective of this study is to investigate the role of life-space, social activity and depression on subjective memory complaints among the selective group of Filipino elderly in the community. To test the factors affecting subjective memory complaints, a structural equation modeling was employed among all parameters. One hundred eighty-nine Filipino elderly aged 60 years and above located in Parañaque City, Makati City and Malabon City were given a multiaspect questionnaire consisting of a robotfoto, Life-Space Assessment (LSA), Research and Development (RAND) Social Health Battery, Geriatric Depression Scale (GDS), and Subjective Memory Questionnaire (SMQ). Results revealed that life-space and social activity inversely affect depression while subjective memory complaints are directly affected by depression. New pathways emerged suggesting the interrelationship between life-space and social activity. Additionally, social activity directly affects subjective memory complaints. This study provides a confirmation of the impact of the factors affecting subjective memory complaints. Incorporation of these factors into the existing practice can help the health care providers in optimizing the quality of care rendered and quality of life of the elderly.

This case study explored Grade 12 learners' misconceptions in limits of functions. The study aimed at understanding problems that learners face in learning the concepts of limit by analyzing misconceptions that learners have and identifying the possible sources of these misconceptions to take remedial action. An exploratory research design was adopted, and purposive sampling employed to select 35 Grade 12 learners (21 females and 14 males) who wrote a test on limits. From the 35 learners who wrote the test, five learners were interviewed guided by their written responses. Theoretically, the study was guided by the constructivism theory and used a systematic error conceptual framework to categories the learners misconceptions according to extrinsic and intrinsic calculus misconceptions. The study sought to answer the questions: (a) What type of misconceptions do Grade 12 learners exhibit in responding to limit questions? (b) What are the possible sources of these misconceptions? The study found that Learners exhibited misconceptions on the limit concept and related symbolism. Learners who had a flawed understanding of algebraic concepts struggled to apply limits correctly. The weak foundation on algebraic skills impacted negatively on their learning of new concepts on limits. The study recommends that, educators should always check and make sure that learners have appropriate prior knowledge before the teaching of new concepts in calculus. It is recommended that that teaching and learning approaches need to be adjusted to give equal weight to both the procedural and the conceptual understanding of mathematical knowledge in learners. [ABSTRACT FROM AUTHOR]

During the last century, Latin American countries experienced a rapid decrease in mortality rates and a shift in cause-of-death structure, marked by significant reductions in infectious and parasitic diseases. These mortality changes initially manifested in urban areas and progressed more rapidly in countries with higher levels of urbanization. At the end of the century, mortality decline slowed, and the increase in life expectancy showed signs of stagnation in some countries. This study investigates age-specific mortality trends and causes of death during the period 2000–2010, aiming to discern whether the slowdown represents an overall lack of progress or is concentrated within specific subpopulations. Given the historical positive correlation between urbanization and mortality decline in Latin America, we analyze five countries across three spatial groups: main and large cities (over 500,000 inhabitants); medium-sized and small cities (20,000 to 499,000 inhabitants); and towns/rural areas combined (under 20,000 inhabitants) in Brazil, Chile, Colombia, Mexico, and Venezuela. Principal component and hierarchical cluster analyses classify similarities and differences in age-specific mortality trends among spatial groups. Additionally, using the algorithm of the contour replacement decomposition method, we estimate age and cause-of-death contributions to differences in life expectancy at birth among subpopulations. Findings reveal a successful or ongoing transition in the most urbanized countries and spatial groups, juxtaposed with a failed or delayed transition in less urbanized areas. This period marks the end of the convergence cycle associated with a reduction in communicable diseases and declining cardiovascular mortality in ages 45 to 74. Simultaneously, a new cycle of divergence emerges, centered around mortality in older adult ages (75 years and above), driven by the greater effectiveness of the main and large cities in reducing cardiovascular disease lethality.

Background: Antenatal care is a maternal health service provided throughout pregnancy to identify risks of complications and reduce maternal and perinatal mortality. The study aimed to assess the prevalence and reasons for the late initiation of antenatal care. Methods: A facility-based cross-sectional study was conducted at three primary healthcare centres in Limpopo province, South Africa, from October to November 2020. A consecutive sample of 231 pregnant women who received antenatal care during the data collection period participated in the study. Data analysis was performed using SPSS version 25. Results: The findings indicate that 43.12% of the women initiated antenatal care late. The most common reasons for late initiation included lack of information, cultural beliefs, distance to the facility, waiting times, and the operating hours of the facility. Conclusion: There is an urgent need to develop and implement educational programs for antenatal care, strengthen community-based services, and evaluate staff workload at the study sites.

The agriculture sector is pivotal for the income and livelihoods of rural populations in the Global South, particularly in arid regions where small-scale livestock farming has emerged as a viable source of sustenance and economic stability. This study explores the potential of subsistence goat farming to enhance climate resilience among smallholder farmers in Umguza District, Zimbabwe. Data were gathered through 15 face-to-face interviews, eight key informant discussions, and two focus group sessions, with participants selected with the assistance of local leadership. The findings reveal that climate change vulnerability stems from erratic rainfall patterns, the failure of rain-fed agriculture, pervasive poverty, social inequality, limited access to extension services, and the impact of HIV/AIDS. Consequently, smallholder farmers face acute challenges including food insecurity, water scarcity, and livestock loss. Goat farming has been identified as a crucial strategy for building resilience, particularly because goats demonstrate higher survival rates than cattle during drought conditions. However, farmers face significant barriers, including lack of start-up capital, access to high-quality breeds, and insufficient information regarding disease management. The study emphasizes the need for further investigation into the effectiveness of subsistence goat farming as a climate adaptation strategy, advocating for community-led initiatives that integrate traditional knowledge, local resources, and social structures. By prioritizing community-based resilience efforts, smallholder farmers can develop tailored strategies to effectively combat the challenges posed by climate change in Zimbabwe.

Introduction A proportion of people develop Long Covid after acute COVID-19, but with most studies concentrated in high-income countries (HICs), the global burden is largely unknown. Our study aims to characterise long-term COVID-19 sequelae in populations globally and compare the prevalence of reported symptoms in HICs and low-income and middle-income countries (LMICs).Methods A prospective, observational study in 17 countries in Africa, Asia, Europe and South America, including adults with confirmed COVID-19 assessed at 2 to

Abstract Background Both enhancing life expectancy and decreasing inequalities in lifespan between social groups are significant goals for public policy. To date, however, methodological tools to study progress in both dimensions simultaneously have been lacking. There is also a consensus that absolute and relative inequalities in lifespan must be studied together. Methods We introduce a novel graphical representation that combines national mortality rates with both absolute and relative measures of social inequality in mortality. To illustrate our approach, we analyze French and German data stratified by place of residence. Results For all-age mortality, in France we find a steady pace of decline in both mortality and in regional inequalities in mortality over recent decades. In Germany, substantial progress was made in the 1990s, mostly driven by convergence between eastern and western Germany, followed by a period of slower progress. Age-specific analyses for Germany reveal a worrying divergence in regional trends at ages 35–74 in recent years, which is particularly pronounced among women. Conclusion Our novel visual approach offers a way to simultaneously examine two dimensions of progress in longevity, and facilitates meaningful comparisons between populations, even when their current mortality rates differ. The applied methods can be easily reproduced in any country for which long-term mortality series stratified by region, or any relevant socioeconomic characteristic, are available. It is useful for both scientific analysis and policy advice.

Researchers from University of Victoria (Canada) and East China Normal University (China) have worked on development of career guidance materials for middle schools. Conducted needs assessment of Chinese middle school students, their parents, and teachers. Results were juxtaposed with Canadian sample, highlighting both similarities and differences in needs of middle school students in the two countries. (Author/NB)