American Journal of Educational Research and Reviews


Review article of American Journal of Educational Research and Reviews SYMPTOMS OF INFECTION REFERRED TO AS HIV/AIDS 1Md. Abu Salek, 2Jannatun Nayeem 1Department of Mathematics, Bhawal Bodre Alam Government College, 2Department of Arts and Science Human immunodeficiency virus infection and acquired immune deficiency syndrome (HIV/AIDS) is a spectrum of conditions caused by infection with the human immunodeficiency virus (HIV). Following initial infection, a person may not notice any symptoms or may experience a brief period of influenza-like illness. Typically, this is followed by a prolonged period with no symptoms. As the infection progresses, it interferes more with the immune system, increasing the risk of common infections like tuberculosis, as well as other opportunistic infections, and tumors that rarely affect people who have working immune systems. These late symptoms of infection are referred to as AIDS. This stage is often also associated with weight loss. HIV is spread primarily by unprotected sex (including anal and oral sex), contaminated blood transfusions, hypodermic needles, and from mother to child during pregnancy, delivery, or breastfeeding. Some bodily fluids, such as saliva and tears, do not transmit HIV. Keywords: Symptoms of Infection, HIV/AIDS ...

Domestic Violence Against Women in the Effutu Municipalityin the Central Region of Ghana: Implications for Counselling

Research article of American Journal of Educational Research and Reviews Domestic Violence Against Women in the Effutu Municipalityin the Central Region of Ghana: Implications for Counselling Phoebe Agyei (Ms) and Rev. Kwesi Nkum Wilson (PhD) Department of Social Welfare, Effutu Municipality Department of Psychology and Education, University of Education, Winneba The study investigated the prevalence of domestic violence within the Effutu Municipality, it also examined how counselling programmes can assist in addressing domestic violence within the municipality. The study employed a cross sectional survey design and collected both quantitative and qualitative data. A simple random sampling technique was used in the selection of 300 respondents for the quantitative study, while purposive sampling technique was used in the selection of 12 interviewees for the qualitative aspect of the study. Quantitative data collected were analysed using descriptive and inferential analysis while qualitative data was analysed using content and thematic analyses. The study revealed that Christians and traditionalists differed in their views with regards to cultural and life-time perceptions about domestic violence. Additionally, educational level attained also influenced respondents’ perceptions on domestic violence against women in the Effutu Municipality. It was also revealed that though, there are institutions that offer services to reduce or forestall the incidence of domestic violence; both victims and perpetrators did not receive any counselling in any form. It is therefore recommended that Effutu municipal assembly hire professionally trained counsellors, and attach them to the various institutions that deal with issues bordering on domestic violence. Keywords: Domestic Violence, Women and Counselling ...

An Assessment of Quality Issues in the provision of Early Childhood Development B in Zimbabwe

Research article of American Journal of Educational Research and Reviews An Assessment of Quality Issues in the provision of Early Childhood Development B in Zimbabwe J. Musiyiwa and E.Chikwiri Women`s University in Africa, 459 Arcturus Road, Manresa Park. Harare, Zimbabwe The study sought to assess the quality of service delivery for the Early Childhood Development B (ECD B) programme in Zimbabwe. The study covered all the ten provinces of Zimbabwe and adopted both qualitative and quantitative approaches. The qualitative approach was largely used to elicit views on quality provision of ECD B in Zimbabwe through the use of Focus Group Discussions, interviews, document analysis and observations. Questionnaires were used to solicit information from key informants such as head teachers, teachers-in-charge and teachers. The population from which the sample was drawn included all primary schools, Education officials at district, provincial and head office levels as well as registered ECD B centres in Zimbabwe. Random, convenience and purposive sampling procedures were used to select the study sample. The study used two types of quality indicators for Early Childhood Development programmes namely structural and process quality indicators. According to Lamb (2000) structural quality indicators of ECD programmes include: teacher-pupil ratio (number of children per teacher), qualifications, experience and working conditions of teachers. Process quality indicators of ECD programmes include: the physical environment (consisting of indoor and outdoor facilities), curriculum and assessment. Findings revealed that quality is compromised because most ECD B classes in Zimbabwe are manned by unqualified teachers because qualified teachers are still very few. Teacher effectiveness which is brought about by knowledgeable and qualified teachers is a key component of quality ECD B provision. The study also revealed that it is a challenge to get qualified teachers to work in poor rural and otherwise difficult-to-reach communities thus compromising the provision of quality ...

Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Research article of American Journal of Educational Research and Reviews Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study Yalçın KANBAY*, Elif IŞIK*, Özgür ASLAN*, Pınar TEKTAŞ**, Nurhayat KILIÇ* *Artvin Coruh University Faculty of Health Science ** PhD Many studies have demonstrated that critical thinking skill increases the academic achievement (Tümkaya, 2011) and improves problem-solving skills (Bowles, 2000; Küçükgüçlü and Kanbay, 2011) and that students with high critical thinking scores are more successful in professional practices (Bowles, 2000). In addition to these, critical thinking skills take an important place in terms of nursing education as they enable providing reliable, effective and quality nursing care (Daly, 1998; Oerman, 1998; Paul and Heaslip, 1995). It is observed that university education, which constitutes the step before individuals go into the professional life, does not develop critical thinking skills adequately although it has an important function in the personal and professional lives of individuals (Kanbay et al., 2012, Kanbay and Okanlı, 2017). Many studies have shown that critical thinking skills of university students are at a low level (Kantek et al., 2010; Akkuş et al., 2010; Arslan et al., 2009; Bulut et al., 2009) or generally at a medium level (Beşer and Kıssal, 2009; Küçükgüçlü and Kanbay 2011; Korkmaz, 2009; Şen, 2009; Çetin, 2008; Kanbay et al., 2013). Critical thinking skills enable individuals to question and accept the information and to make effective decisions by developing alternative points of view. In this respect, individuals should gain critical thinking skills to be able to critically approach the information at all stages of education from pre-school education to higher education (Akça and Taşçı, 2009). This can only be achieved through an educational system aimed at critical thinking (Kökdemir, 2003). For this reason, critical thinking should be explained and developed in the objectives of ...

Dr. Mridul Bose
Associate Professor, Department of Physics, Jadavpur University

Prof. Dr. Ugur DEMIRAY
Anadolu University, Yunusemre Campus 26470-Eskisehir TURKEY

Dr. Suresh Garg
Professor of Physics, School of Sciences, IGNOU

Dr. Mohd. Akhtar Siddiqui
Professor in Education, Institute of Advanced Studies in Education, Faculty of Education, Jamia Millia Islamia, New Delh

Dr. Adams Otuoze Umoru Onuka 
Institute of Education, University of Ibadan

Dr. Medine BARAN
Assistant Professor, Dicle University, Diyarbakır -Turkey

Dr. Santosh Kumar Behera
Assistant Professor, Department of Education, Sidho-Kanho-Birsha University

Dr. Naser Jamil Alzaidiyeen
Assistant Professor, The Kingdom of Saudi Arabia/ Majmaah University College of Science and Humanities

Assistant Professor In Mathematics, Govt. Degree & PG College, PUTTUR, Chittoor(Dt),Andhra Pradesh,INDIA

Dr.Tahani Mohammed Alabous
Associate professor, World Islamic University

PRINCIPAL, Government Degree College, Rayalaseema University

Dr. M.W. Lumadi
Professor in Curriculum & Instructional Studies, Former Director, School of Postgraduate Studies at NWU and Member of Council

Dr. M. V. Vithanapathirana
Professor, Faculty of Education, University of Colombo

Dr. Laima Kyburienė
Assoc.professor, Kauno kolegija/University of Applied Sciences, Kedainiai Jonusas Radvila Study Center

Dr. Isaac N. Nwankwo
Senior Lecturer, Dept. of Educ. Mgt. & Policy, Faculty of Education, Nnamdi Azikiwe University

Dr. G.Sankar
S/o V.Ganesan, Manora Colony, Mallippattinam (Po), Pattukkottai (Tk), Thanjavur – 614 723, TamilNadu.

Dr. Suresh Mani Tripathi
Assistant Professor (Law) Govt. Naveen Law College Bhatapara. Distt- Baloda Bazar-Bhatapara, India

Dr. S.Arivoli
Assistant Professor/EEE, VSB College of Engineering Technical Campus, Coimbatore-642109

Dr. Ionel BONDOC
Associate Professor, University of Agricultural Sciences and Veterinary Medicine Iasi, Faculty of Veterinary Medicine Iasi (ROMANIA), Department of Public Health

Dr. Priyabrat Gochhayat
Sambalpur University, Odisha

Dr. Begum Sertyesilisik
Assoc. Prof. at the Istanbul Technical University

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1.Philipp Aufenvenne,Miriam Kuckuck, Nina Leimbrink, Max Pochadt, Malte Steinbrink. Integration through Peers – A Study on the Integration of Migrant Children in Pupil Networks in four German Secondary Schools . American Journal of Educational Research and Reviews, 2018,3:19. DOI: 10.28933/ajerr-2018-02-0101 
2.Seock-Ho Kim, Mi-Ran Kim, Naanhee K. Kim, and Yoonhee K. Kim. Pyramid Power in Colors. American Journal of Educational Research and Reviews, 2018,3:23. DOI: 10.28933/ajerr-2018-05-0303

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American journal of educational research and reviews