Unnatural Death of Foetus: A Forensic Study | Book Publisher International

Death may occur naturally, un-naturally, or as the result of a combination of both originating from oneself or another person. Foetal death is a death prior to the complete expulsion of a product of conception, irrespective of the period of pregnancy. The death is indicated by the fact that after such separation, the foetus does not breathe nor show any other evidence of life, such as the beating of the heart, pulsation of the umbilical cord, or definitive movement of voluntary muscles. Heartbeats are to be distinguished from transient cardiac contractions; respirations are to be distinguished from fleeting respiratory efforts or gasps. For all foetal deaths aged 20 weeks and above as calculated from the start of the last menstrual period to the date of delivery, a different form called certificate of fetal death must be prepared and the causes of death completely filled out by the certifier

Author(s) Details

Ibtisam Jasim Sodani
Forensic DNA Center for Research and Training / Al-NahrainUniversity, Baghdad, Iraq.

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Nigerian Coastal Environmental Systems and Processes | Book Publisher International

Since Copenhagen 2002 declaration … Several books and research works have been published on different aspects of climatic variability and effects on the survival of planet and man. Particular reference have been made on the effects of climate change and sea level rise on the coastal regions. From studies and scientific discourse it appears the coastal environmental system is the most affected by the global warming and the consequent sea level rise. Previous published works on coastal environment range from Physical Science and Social Science to Humanities. Some of these works focused on impact of climate change onhuman, others on mitigation, adaptation and coping aspects of climate change on the coastal areas. Nigerian coastal areas have also received attentions of authors in the last three decades such works include Ibe and Awosika(1995) Dublin-Green et al (1997), Awosika and Ibe (1989), Awosika (1995), Egberongbe et al 2006; Etuonovbe , 2007; Fabiyi, 2008 and Edafienene et al 2010.

Author(s) Details

Oluseyi Fabiyi
Federal University of Technology, Akure, Nigeria.

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The Motives for Learning in Elementary Students: The Parents and Teachers Agency | Chapter 09 | Perspectives of Arts and Social Studies Vol. 1

According to conception of cultural and historical development, motives represent essential structural component of any kind of activity. Learning at school is a kind of collective joint activity according to activity theory. Motives might be conformed and evaluated during learning process as its essential element. Different motive might be acquired during interactions within learning process. Pupils might share their motives, but also might present differential variants of combinations of types motives: external and internal motives. The objective of this chapter is consideration of formation and assessment of motives of pupils. The authors propose the qualitative way of analysis of the sphere of motives by specifically organized interview with teachers and parents. The procedure of interactive drawings with pupils is proposed as a new and original way for analysis of motives. The study was accomplished in a private school in the Puebla city, Mexico, with the pupils of the third grade of primary school. The results show the presence of both external and internal motives in pupils. External motives can be divided into three groups: motives, which support the learning process, motives, which are indifferent to the learning process and motives, which become serious obstacles for cognition. Different strategies of analysis of the motives permit to understand better participation of different factors in conformation of the sphere of motives at school age. The data of the study have pointed out that the methods of qualitative assessment permitted to obtain important information about the sphere of motivation of pupils for learning activity as internal motives of learning activity. Other motives were external and were related to diverse external aspects of school live as friends, classroom, kindness of the teacher, playing games and so on. Positive external motivation is the predominant type of school motivation within included population of the third school grade of private primary school. Three initial years of education at primary school are not enough for formation of internal motives of study. At the same time, it is possible to observe that positive attitude of parents and teacher may influence on positive motives of the pupils. In all observed cases, we may conclude the presence of positive motivation of children. The motivation of the pupils was external and internal types. The motivation of the teacher was academic and internal. The motivation of the parents was positive of both external and internal types, exactly as the children. We might conclude that system of teaching based on activity theory is capable of introducing of initial positive motivation in pupils and teacher therefor it is possible to expect gradual changes of children’s motivation into profound internal interest for future studies.

Author(s) Details

Yulia Solovieva

Puebla Autonomous University, Mexico.

Adriana Mata

Program in Educational Sciences, Iberoamericana University, Puebla, Mexico.

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Factors that Affect Student Motivation in Organic Chemistry: Measuring Correlations to Gauge Student Attitudes | Chapter 08 | Perspectives of Arts and Social Studies Vol. 1

Motivation is the personal investment that an individual has reaching a desired state or outcome. In learning, motivation influences the direction, intensity, persistence, and quality of learning behaviors in which students engage. To measure the motivation of students enrolled in undergraduate organic chemistry courses, a survey was developed to gauge student attitudes about the course value, self-efficacy, and class environment. The survey consisted of twelve statements to which respondents indicated agreement through a seven point Likert response scale. Since course value, self-efficacy, and a supportive class environment are all purported to be necessary factors to positively motivate students, pairwise correlations between the student responses were measured and assessed. Although correlation was generally found in responses to statements pertaining to a specific factor, the lack of correlation between these three factors indicates that individual students probably did not perceive all three factors to be present simultaneously. This may contribute to students’ non-optimal performance despite generally positive responses to individual statements. Despite responses that indicate all three factors purportedly required for motivation are present in organic chemistry classes, no correlation between the three is evidenced upon statistical analysis. The low correlation of several statements with other statements reveals that students have an overall low perception of the role of science classes and organic chemistry in their education.

Author(s) Details

Kathryn Cannon

Department of Chemistry, Penn State Abington College, 1600 Woodland Road, Abington, PA, 19001, USA.

Maureen Breen

Department of Finance, Drexel University, 3141 Chestnut Street, Philadelphia, PA, 19104, USA.

Kevin Cannon

Department of Chemistry, Penn State Abington College, 1600 Woodland Road, Abington, PA, 19001, USA.

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The Social-role Play for the Formation of the Symbolic Perceptive Actions in Preschool Children | Chapter 07 | Perspectives of Arts and Social Studies Vol. 1

The goal of this study is to identify how it is possible to promote the development of symbolic perceptive actions by social role play in preschool children. 20 preschool children between 5 and 6 years old from the city of Bogota were included in the study. The level of symbolic development was assessed by application of qualitative protocol designed for this purpose before and after inclusion of the children in the social role-play. The results showed low level of symbolic development before participation on the playing activity. After participation in program based on social role-play the children showed enriched development of symbolic actions. Such changes were observed by implementation of the same protocol after the program. The results have permitted to propose some indicators of positive symbolic development at perceptive level in the social role play. Among such indicators there are: possibility of using visual representations (drawings) to solve problems that may occur during the play, to regulate the behavior of others and the behavior itself and to organize the actions corresponding to the roles. We discuss the inclusion of external perceptual means inside social role-play in order to guarantee development of symbolic function. Obtained data permits to make an important reflection in relation to method for assessment of psychological development commonly used in preschool institutions. We stress that the level of development of symbolic activity depends not on social conditions, but on participation in specific organized guided activity between children with specific communicational purposes. The social role-play might be considered as one of the paths for such development. The content of plays and inclusion of possibility for creation and usage of symbolic representation is a powerful strategy for positive development of preschool children. Our findings might be useful for reconsideration of traditional methods used in preschool institutions in Latin America and new positive revalidation of the meaning of social role-play for preschool age within the theory of cultural and historical development.

Author(s) Details

Claudia Ximena González-Moreno

Pontifical Javeriana University, Bogota, Colombia.

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Teaching of Grammar Categories: An Approach According to Activity Theory | Chapter 06 | Perspectives of Arts and Social Studies Vol. 1

Acquisition of grammar and methods for teaching of grammar is a topic of discussion within educational system in many countries. Normally, pupils at primary and secondary school show strong difficulties in independent writing production, which depends, among other things, on general knowledge of basics of grammar. No original strategies or innovation methods are proposed in traditional education. The chapter represents an effort to show a new pedagogical approach to teaching initial grammar categories. The aim of the study was to obtain qualitative pedagogical data during the work with basic grammar categories through prior acquisition of certain skills of orientation and reflective comprehension of differences between essential characteristics of each type of word (basic grammar category). Initial categories are also understood as basic and general grammar categories. The study was carried out with Mexican regular pupils of second grade of primary school. Specific symbolic orientation was created to facilitate identification of essential features of basic grammar categories. According to the results of the study, all pupils have shown positive acquisition of intellectual actions for comparison and individual production of basic grammar categories. The authors discuss effectiveness of positive results, which were obtained by application of new pedagogical experience. Our proposal is based on strategies of guided orientation according to cultural historical psychology and activity theory. The results have shown positive effects of the program for acquisition of initial grammar concepts by Mexican pupils. Orientation base of actions and usage of external means for orientation (special cards) were main instrument, which allowed to achieve effectiveness in reflective knowledge of pupils and in grammar awareness. The main principles of guided and joint activity including teacher and pupils in classroom were applied with success for formation of general grammar concepts. Formative experiment applied to introductive teaching of grammar categories proved to be useful method in educational psychology. Orientation used in teaching should take into account types, levels and essential contents feature of concepts of grammar: general grammar categories.

Author(s) Details

Daniel Rosas Alvarez

Teacheron Psychology, Residence in Clinical Neuropsychology, Faculty of Higher Studies Zaragoza, National Autonomous University of Mexico, México.

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The Agricultural Extension System of Family Farm Schools in Cameroon | Chapter 05 | Perspectives of Arts and Social Studies Vol. 1

This chapter analyzes the extension system used by Family Farm Schools in providing agricultural information to farmers to alleviate rural poverty and hunger in Cameroon. It examines the background of Family Farm Schools and the unemployment problem of school leavers and advances the view that moving away from pure state paternalism to a partnership between the state, private sector, NGOs, donors, civil society, and rural communities in promoting of agricultural training and extension would improve the asset levels and autonomy of rural youths. Data was obtained through field observations, focus discussions and programme documents. The conclusion highlights the unsatisfactory financial position of the Family Farm Schools’ extension system and suggests the way forward to develop a newly conceived policy agenda for agricultural training and extension using this system; adopt a diversified and pluralistic strategy for funding the programme; build a platform for dialogue and collaboration with the relevant extension service providers; and evaluate the programme within the economic growth and poverty reduction strategy for government action. The agricultural extension techniques propagated by Family Farm Schools are but one part of meeting the challenge of poverty alleviation via education and self-employment. Equally demanding is the task of developing structures and support services that will ensure that eventual graduates have opportunities to invest in agriculture. This requires the setting up of a credible rural development bank for providing financial services to farmers and concessions of agricultural land of reasonable sizes to be acquired by the young farmers for crop and livestock production. Other incentives like favourable prices, access to markets, transport facilities, agricultural inputs and effective linkages with agricultural research should be made available to encourage the young farmers. Global developments require a new vision and the promotion of improved best practices if agricultural extension systems are to be revitalized and made more effective to meet the diverse needs of farmers. In the absence of these efforts, innovative training and extension systems may prepare skilled youth who are committed to agricultural development goals but who have no means for effective implementation of their action plans. The development of agriculture is the key to alleviate rural poverty in Cameroon. The youths need the right education and training to enable them participate in farming as family business enterprises.

Author(s) Details

Fonteh Athanasius Amungwa

Associate Professor, Agricultural Extension and Rural Development, Chair of Social Economy and Family Management at the Higher Technical Teacher Training College, University of Buea, Cameroon.

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Women and HIV/AID in Zambia | Chapter 04 | Perspectives of Arts and Social Studies Vol. 1

Introduction: The possibility of an AIDS free generation cannot be realized unless we are able to prevent HIV infection in young women. Therefore, information on sexual behaviour could help to mitigate the spread of HIV/AIDS by developing effective prevention strategies. Global estimates show decline HIV prevalence among young people, little is known about the burden of HIV and AIDS and how their needs for HIV prevention, care and treatments have been addressed. In Zambia, HIV and AIDS prevalence among the girls is still high (8.8%) compared to boys of the same age (4.3%) and many young people women engage in sexually activities very early with partners who are five years their senior and who may already have had a number of sexual partners.

Aim: The aim of the study wasto explore sexual behaviour among women aged 15 -25 years.

Study Design: Qualitative study.

Place and Duration of the Study: Nangoma mission hospital catchment area in Central province, and Chikankata Hospital catchment area in Chikankata district of Southern Province.

Methodology: We conducted 8 focus group discussions with 72 participants. The discussions were conducted using the same topic guide for all the groups, transcribed and subjected to framework analysis.

Results: The study findings indicate that many young women were sexually active and initiated sexual activity at an early age. Factors that contributed to early initiation of sexual activities include fear of rejection by stable partners, betrothals, coercion into marriages by guardians, incest, lack of negotiation skills with sexual partners and poverty. Many participants’ sexual partners at first intercourse were more than five years older than themselves. Some of the study participants had multiple sexual partners due to various factors such as curiosity, fear of partner violence, lack of assertiveness, sign of beauty and poverty. Many participants in both groups engaged in unprotected sex due to various reasons. Some had never seen a condom before, some trusted their sexual partners and thought there was no need to use a condom, others stated their partners didn’t’ allow them to use a condom. Other participants didn’t use a condom because it wasn’t available, others couldn’t use it due to misconceptions such as lack of sexual enjoyment. In some situations, participants couldn’t use a condom because of the environment in which they found themselves, those with casual sexual partners stated that sexual intercourse is usually performed in the bush and in hurry for fear of being discovered by passersby. Some participants couldn’t use the condom on account of their doctrine. A few participants used the condom for pregnancy protection. The study revealed that most participants would not initiate condom use with their sexual partners for fear of rejection, abandonment, infidelity and being suspected of having HIV and AIDS however, some participants were willing to initiate condom use with their sexual partners for pregnancy protection. Many participants in didn’t discuss sexual matters nor HIV and AIDS, and sexually transmitted infections with their sexual partners. A few participants discussed issues on pregnancy protection with their husbands.

Conclusion: The study shows that women engage in risk sexual behaviour. Continued sensitization is required in order to prevent women from engaging in risky sexual behaviour. It is concluded that several knowledge gaps existed among young women in relation to HIV and AIDS and that some

Author(s) Details

Dr. Catherine Mubita-Ngoma

Department of Nursing Sciences, University of Zambia, School of Medicine, P.O.Box 50110, Lusaka, Zambia.

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Study of Learning Problems in Adolescents from the Historical-cultural Perspective in Neuropsychology | Chapter 03 | Perspectives of Arts and Social Studies Vol. 1

The background of the article is historical and cultural neuropsychology, which proposes analysis of learning activity from the level of its functional brain organization. Qualitative assessment of difficulties and functional analysis of syndromes permits to determine brain cortical and subcortical factors or mechanisms, which participate in fulfillment of different actions and operations of learning activity at school age. The objective of the present article is to contribute to consideration of ways and methods of neuropsychological assessment in cases of adolescents with learning disabilities and to share the opinion about the advantages of neuropsychological approach for the understanding of neuropsychological nature of learning disabilities in adolescents. Two cases of female adolescents with learning disability were included in the study. The scheme for neuropsychological assessment created for Spanish speaking patients was applied. Such kind of assessment permits to detect unique brain mechanism or factor responsible for pupil’s difficulties. The results have pointed out systemic difficulties in factors of motor sequential organization and regulation and control. Identification of concrete functional mechanism responsible for difficulties helps to obtain precise neuropsychological diagnostic of learning disabilities. The functional deficit of motor sequential organization and regulation and control and voluntary activity might be identified as possible reasons of learning disabilities and problems for realization of intellectual actions in secondary school. We conclude that the methodology of qualitative analysis of neuropsychological syndrome proposed by Luria might serve as an example of usage of systemic approach for cases of learning disabilities in children and adolescents.

Author(s) Details

Yulia Solovieva

Faculty of Psychology, Puebla Autonomous University, Mexico.

María del Rosario Bonilla Sánchez

Department of Neuropsychological Diagnosis and Rehabilitation, Faculty of Psychology, Puebla Autonomous University, Mexico.

Luis Quintanar Rojas

Department of Neuropsychological Diagnosis and Rehabilitation, Faculty of Psychology, Puebla Autonomous University, Mexico.

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The Role of Problem-based Learning in Post-graduate Pain Medicine Education? | Chapter 02 | Perspectives of Arts and Social Studies Vol. 1

Doctors are expected to assist, teach, train and assess colleagues at almost all stages of their careers yet doctors themselves have received little formal training on how to teach. Teaching is as much a science as an art. Teachers should know their audience to help personalize the learning experience. We propse that substituting a traditional “lecture series” structure with a postgraduate Problem Based Learning (PBL) structure in the context of a pain medicine educational program could improve trainee satisfaction and PBL experience. The implementation of a PBL system into a pain medicine postgraduate program created a positive learning atmosphere, improved the trainee satisfaction and ultimately should enrich the learning experience in the area of pain medicine. Adapting to the learning needs of individuals interested in pain medicine is important so that we create a positive learning atmosphere, improve the trainee satisfaction and enrich the learning experience in the area. Then perhaps more young doctors will uncover the professional enjoyment and exciting challenges pain medicine provides those of us already involved on a daily basis.

Author(s) Details

Dr. Dominic A. Hegarty

BSc., BMedSc., MB., MSc. (Pain Management), PhD. FCARSCI, FFPMCAI, FIPP

Consultant in Pain Management and Neuromodulation,Mater Private Hospital Cork, Ireland.

Senior Clinical Lecturer UCC, Ireland.

Honorary Consultant, Guy’s & St. Thomas’ Hospital, London, England.

Clinical Lead Neuromodulation Research, Tyndall National Institute, Ireland.

Honorary Treasurer World Institute of Pain (WIP)

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