Archive of Journal
Volume 74, Issue 9, Sep. 2018

MENOPAUSAL SYMPTOMS AND FACTORS AFFECTING IT: A SAMPLE OF TURKISH WOMEN

Volume 74, Sep 2018
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Abstract: The aim of this study was to assess menopausal symptoms and factors affecting it for Turkish women. This descriptive and cross-sectional survey was performed in Adana, Turkey. The study was conducted with a total of 280 women aged between 40–65 years. The data was collected with the personal information form and the Menopause Rating Scale (MRS). Data analysis included determining the percentage, arithmetic average, Kruskal–Wallis test, Mann-Whitney U test, t test, and analysis of variance. In the study it was determined that the average age of the participants were 54.65 ± 6.90 years. The mean score of total MRS was 20.22 ± 10.11. The mean scores of; somatic symptom subscale was 3.94 ± 2.11, psychological symptom subscale was 11.54 ± 6.01, and the urogenital symptom subscale was 4.74 ± 3.72. It was found that the women experienced hot flushes/sweating (51.4%), irritability symptoms (40%), muscle and joint problems (37.1%), and sexual problems at a severe level to very severe level (34.3%). It was also deduced that women did not perceive menopause as a natural process, because they feel that menopause made them lose their femininity. Age, education level, working status, marital status, income status, smoking behavior, exercise, number of pregnancies, and knowledge about menopause statistically affected the total MRS scores of women. These results showed that women experienced severe menopausal symptoms\\r\\nKeywords: menopause, MRS, psychological, somatic, uro-genital symptoms.

Author(s): Evsen Nazik, Sevban Arslan, Seda Karacay Yikar, Hakan Nazik, Funda Ozdemir, Serap Apay

ALGEBRA IN TEXTBOOKS: A COMPARISON OF SOUTH AFRICAN\r\nAND ANGOLAN TEXTBOOKS

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.5

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Abstract: This study compares the algebra sections in three textbooks, one South African grade 9, one South African grade 10, and one Angolan grade 10 textbook. The comparison is fourfold. First, I compare the textbooks in terms of topics. Second, I compare the distribution of the text on explanations, examples and exercises. Third, I use the levels of understanding of algebraic expressions suggested by Sfard and Linchevski (1994) to interrogate progression and consistency of the texts. And finally, I look at the number of steps required to move from task to solution in the examples and exercises, providing a different measure of progression. The data shows that the Angolan textbook has more explanations than the South African textbooks, and far fewer exercises. However, the progression both in terms of levels of understanding of algebraic expressions and in terms of the number of steps required to solve tasks is swifter in the Angolan textbook. Also, there is less focus on symbol manipulation in the Angolan textbook. Though much depends on the ways in which textbooks are used in the classroom, this suggests that the Angolan textbook offers the learners more opportunities to learn.

Author(s): Vimolan Mudaly, Isabel Pedro

GENDER DIFFERENCES IN LOGICAL THINKING AMONG SECONDARY SCHOOL STUDENTS IN MBEYA, TANZANIA

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.6

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Abstract: among secondary school students, the present study aimed at assessing the gender differences in logical thinking among secondary school students in Mbeya, Tanzania. The sample of the investigation comprised 66 secondary school students selected from a private school in the City of Mbeya, Tanzania owned and managed by the author of this study. The participants were administered the Group Assessment Logical Thinking (GALT) Test consisting of ten multiple answers. For each correct response, a score of one point was awarded, thus making a sum score of ten points. A chi-square was employed for determining gender differences in means for male and female respondents who passed and those who did not pass. The results showed that the gender difference was statistically significant, in favour of female respondents who outperformed male respondents in logical thinking: χ2 (1df, N66=51.8, p< 0.001.

Author(s): Tuntufye Selemani Mwamwenda

INFINITY: BETWEEN DIVINITY, TIME, AND ETERNITY

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.1

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Abstract: In following in the footsteps of the idea of infinity it will be shown that assigning a divine status to it accompanied the idea of infinity in early Greek philosophy. Yet, subsequently it was followed up by a dialectical process slowly moving in the direction of a de-divinization of infinity. This process initially shied away from describing God as infinite (in the sense of being unlimited), for the question was how would God be able to engage in self-contemplation if God�s essence is infinite? However, Plotinus, Gregory of Nyssa and Augustine started to differentiate between a succession of numbers (accessible to human beings) and observing such an infinite multiplicity all at once, without any before and after (a capacity ascribed to God only). Much later Maimon continues this legacy, for he assigns the successive infinite to a finite mind and the at once infinite to an absolute mind. Wittgenstein captures the heritage of eternity as the timeless present in his own way when he remarks that if eternity does not mean infinite temporal duration but timelessness, then eternal life belongs to those who live in the present. The distinction between the successive infinite and the at once infinite in a certain sense also characterizes the difference between the two mathematicians Cantor and Weyl. The former does acknowledge the mathematical status of both the successive infinite and at once infinite, but then introduces the absolute infinite which belongs to God. Since he rejects the mathematical employment of the at once infinite, Weyl reserves the actual infinite for God. Yet, Weyl is certainly correct in characterizing mathematics as the science of the infinite. While the axiomatization of mathematics succeeded in avoiding the antinomies G�del has shown (in 1931) that consistency entails incompleteness. Consequently, Hilbert had to acknowledge that the insight of consistency is rather to be attained by intuitive reasoning which is based on evidence and not on axioms. Infinity will always occupy a central position in mathematics and it will constantly prompt mathematicians to account for the difference between the successive infinite and the at once infinite in terms of the interconnections between number and space.

Author(s): Danie Strauss

Formal Operations and Combinatorial Reasoning at High School Level in Tanzania

Volume 74, Sep 2018
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Abstract: According to Piaget, formal operations means one�s ability to perform mental operations with abstract, intangible concepts such as justice or poverty or mankind and be in a position to provide a satisfactory explanation. The focus of this investigation was to assess combinatorial reasoning in formal operations as it obtains among secondary school students in Tanzania. The sample comprised 120 boys and girls selected from four secondary schools in Tanzania, who were administered a questionnaire on combinatorial reasoning. The results showed that the majority of participants were still at concrete operations and transitional stage. There were only 17.5% participants who a mastery of combinatorial reasoning, thus confirming the notion that only a small portion of adolescents are capable of operating at the formal operations stage. Such finding challenges the universality of Piaget�s theory of cognitive development

Author(s): Tuntufye S Mwamwenda

SECONDARY SCHOOL STUDENTS ASSESSMENT OF GENDER DIFFERENCES IN FORMAL OPERATIONS COMBINATORIAL REASONING IN KENYA

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.8

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Abstract: According to Piaget, formal operations means ones ability to perform mental operations with abstract, intangible concepts such as justice or poverty or mankind and be in a position to provide a satisfactory explanation. The focus of this investigation was combinatorial reasoning among secondary school students in Kenya. The sample comprised 150 boys and girls selected from two secondary schools in the City of Nairobi, Kenya, who were administered a questionnaire on combinatorial reasoning. The results showed that the majority of participants were either at concrete operations or were at the transitional stage. Only 30 per cent had a good mastery of combinatorial reasoning ability. Such observation brought into question Piaget’s notion that cognitive development theory is universal. Furthermore, the finding confirmed the view that many secondary school students are not operating at the formal operations stage.

Author(s): Tuntufye S Mwamwenda

BRAIN DRAIN IN AFRICA: THE DILEMMA OF HUMAN FLIGHT IN AFRICA

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.7

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Abstract: The aim of this investigation was to examine the extent to which people have been moving from one African country to another, as well as moving from Africa to other continents particularly Europe and America where Africa has had stronger ties than may be the case with Asia and Australia. Such movement of people constitutes what is referred to as brain drain. The investigation was based on 15 African countries selected from: North, South, East, West and central Africa, thus constituting a stratified random sample. The results showed that rather than brain drain declining, it has been increasing for the past 50 years, since most of these countries gained their independence. Such brain drain is driven by various social, economic, political, instability and security factors. While such factors are being dealt with to halt such drainage of work force, it has remained a challenge that has no resolution in sight for the foreseeable future.

Author(s): Tuntufye Selemani Mwamwenda

University Students Critical Logical Thinking and academic Performance in Kenya

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.9

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Abstract: Abstract: The aim of this investigation was examine University Students� Critical Logical Thinking and Academic Performance in Kenya. This was motivated by research investigations which have shown that, successful academic performance among university students is closely associated with the extent to which, students engage in critical logical thinking. Participants in this study were randomly drawn from two undergraduate classes of second and third year students in the College of Humanities and Social Sciences. The sample size comprised 139 females and 77 males, giving a total of 216 university students. A Group Assessment Logical Thinking Test consisting of ten multiple questions was administered to the sample.The second component of testing comprised a percentage composite score of assignments, tests and semester examinations in various Psychology courses. A t-test was employed to determine whether the means of the two groups of respondents were statistically significant. The results showed that, the means were statistically significant in favour of those who had attained critical thinking skills. t(214df, N216)=7.145, p< 0.001. Stated differently, those who had mastery over logical thinking� their academic performance was superior to those who were not in possession of such critical logical thinking skills. Educators profess that learning how to think critically is one of the most vital and indispensable components of learning. Yet specific tools for critical thinking are rarely provided to students.

Author(s): Prof Tuntufye S Mwamwenda, Prof Priscilla Kariuki

LANGUAGE: A BARRIER WHEN TEACHING AND LEARNING BUSINESS STUDIES

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.4

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Abstract: This study set out to explore how a Critically Reflective approach to teaching and learning assists Business Studies English Second Language Learners’ in understanding terms exclusive to the subject. The objective of this study was to explore how an action research intervention can assist these learners in understanding Business Studies. This study was informed by the critical paradigm which sought to bring about change both professionally and social. The integration of the critical reflection theory and Kolb’s experiential learning theory were used as theoretical frameworks. Both theories were used for the purpose of improving teaching and learning by questioning the individual’s presuppositions. This study reveals how the teacher and learners’ gradually change their existing frame of reference by becoming questioning minds. Various data collection methods were employed to retrieve rich detailed information. Some of these methods included introspection, observation and feedback from participants. The findings reveal how English Second Language Learners (ESLLs) construct new knowledge and make meaning of concepts when exposed to visual aids. When ESLLs are exposed to resources that they can relate to, meaningful learning occurs.

Author(s): Vimolan Mudaly, Kajal Singh

PREVENTION OF VIOLENCE AND PROMOTION OF THE CULTURE OF PEACE DURING ELECTION PERIOD IN AFRICA

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.3

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Abstract: Elections do not begin and end with the act of casting a ballot paper on the day of elections: it represents a process that starts long before, and continues after, the election has been held. It is a process of renewal and sustainability of democracy itself; reaffirmation of faith in its institutions; allocation of resources and power; and therefore, a means for ensuring stability that underpins democratic governance and socio-economic development of the people and the continent. This article focuses on the causes of electoral violence; how too often elections are marred by volatile political environments during the campaign period and on the day of election; fraud and corruption; and suppression of dissent. The article further highlights that despite well prescribed national, regional and international norms, principles and standards which should be understood and adhered to by all parties, elections continue to be marred by violence; winner-takes-it-all syndrome and lack of credibility by the electoral commission. The article further sheds lights on how the youth on the African continent remain ostracised in terms of involvement in the election process and how they are used as scapegoats to promote the political and humanitarian crises. The article overall findings are that, lack of peace during elections has the ghastly effect of unleashing death, human suffering and material damage (some of which spills over to successive government administrations) and lawlessness which creates a fertile ground for further violation of human rights. The recommendations are: There is need to foster dialogue for peaceful resolution of conflicts; engaging in high impact research which address deeply embedded issues arising from the nomination and campaign process; promoting ethical conduct during the campaign period. The organisation and conduct of peaceful, free and fair democratic elections which is well prescribed by national, regional and international norms, principles and standards should be understood and adhered to by parties. Lastly, government institutions and officials, civil society awareness and empowerment on how democracy, democratic institutions and processes work is critical.

Author(s): B. B. Chitsamatanga, Nasila. S. Rembe

Dayak and China's Ethnic Social Relation Patterns in Realizing National Integration In Perspective Functional Structures

Volume 74, Sep 2018
doi: 10.21506/j.ponte.2018.9.2

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Abstract: The mixing of Dayaks with Chinese people that took place many years ago. Social relations between ethnic Dayaks and Chinese can be said to be harmonious. In living together, ethnic Dayak and Chinese who have cultural differences engage in a reciprocal relationship called social interaction which in turn will develop into social relations. Social interaction is a necessary condition for the occurrence of social activities. In social activities there will be a dynamic social interrelationship between people and people, people with groups and groups with groups. With the attitude of tolerance of every citizen community will be established social integration. The purpose of this research is with the pattern of social relations between Dayak ethnic with China, integration values planted by each ethnic Dayak and China will be found Dayak and China soalal relations patterns that can form the integration of the nation. The method used in this study is descriptive qualitative which is a research approach with flexible strategies and procedures but can describe a phenomenon in accordance with the actual situation. This study concludes that 1) the pattern of social relations between ethnic Dayak ethnic Chinese is in the form of social relationships associative (is +) is a process that is formed cooperation, accommodation, assimilation and acculturation that tends to unite or the formation of solidarity in society in Siantan Pontianak Utara . 2) The integration implanted by each ethnic Dayak and China is in the form of cultural preservation. Chinese ethnic with Chinese culture, tomb, Comgomeh, while ethnic Dayak with the traditions of agriculture (nugal), nyangahan, natalan and the slogan of the Dayak "Adel ka talino, bacuramin ka 'saruga, basengat ka' jubata". It means "justice to man, reflecting on heaven, breathing to God". The motto has a message to nurture nature as well as to respect one another. Dayak and Chinese ethnic cultures are still preserved and they even participate in celebrating cultures even though they are different tribes. 3) The pattern of social relations between Dayak ethnic and Chinese in establishing the Integration is with the cooperation between the central government and local government which is forwarded to the Dayak and Chinese ethnic families to jointly realize the integration through 4 steps AGIL. Keywords: social relations, integration

Author(s): Emi Tipuk Lestari, Tri Marheni Puji Astuti; Cahyo Budi Utomo; At. Sugeng P.