Primary

The realization of the pressing need to save the planet from imprudent exploitation of the depleting natural resources has impressed upon the collective consciousness of the countries of the world and brought into focus an intensifying thrust on sustainable development. Sustainable development encompasses a wide spectrum of issues that affects every aspect of human life and its implications for the environment. To address these issues there is a strong need for human ingenuity and imagination, efficient decision making, and planning and management skills. Education has the potential of providing the necessary knowledge, skills, and discretion, and instils cultural, behavioural and ideological transformation that brings the desired sensitivity towards the tenets of sustainable development. The literature on sustainable development is replete with studies that examine various facets of the role of education for sustainable development. The purpose of the paper was to bring together various studies on the role of education in sustainable development and to identify important elements, dimensions and challenges of education for sustainable development.

Bipolar disorder is relatively rare in obstetrics and gynecology (ob/gyn) practice compared with depressive and anxiety disorders, but there is a high risk for poor outcomes for patients and their offspring. Ob/Gyn physicians are assuming increasing responsibility for the care of these patients in today's managed care environment, working independently or in collaboration with a psychiatrist. The clinical presentation of bipolar patients may include mania and/or depression, in addition to more minor mood fluctuations that accompany the emotional and physical changes of pregnancy. The key issue in the differential diagnosis is to rule out medical, surgical, medication, and substance etiologies of mania that are potentially reversible. Indications for routine, urgent, and emergent referrals to a psychiatrist are reviewed. Treatment for bipolar women considering pregnancy includes prepregnancy planning education, involving the patient, family, psychiatrist, ob/gyn physician, and ma...

The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled " Availability of Safety and Security Facilities in Public Primary Schools " (ASSFPPS) was used for data collection. Twenty (20) randomly selected primary schools were used for the study. A total of Fifty (50) head teachers and teachers participated by responding to the items on the questionnaire. The data collected were analysed using frequencies and percentages. The findings of the study revealed the dearth of safety and security facilities in primary schools in Kaduna, as there were only very few of such facilities available in the schools that were visited. It was recommended as a matter of urgency that government should provide safety and security facilities such as fences with security barbwires, lockable gates, metal detectors, fire extinguishers, uniformed armed security personnel, close circuit television cameras, among others. Head teachers and other school personnel should be security conscious and alert at all times. School authorities should beef up security in all nooks and corners of their schools to make their schools safe havens for teaching and learning. All staff should be trained in safety and security management. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in our society. A school environment devoid of crime, abduction, rape, violence and the likes is a place where

Abstract A great deal has been written about the use of web-based technologies such as the Internet in promoting learning in education. In schools, research has focused primarily on social interaction and group work, student achievement levels and curriculum development. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT) in a rural primary school in South-west England. The school is unique because it provides a personal networked computer for each of its 41 Year 6 students (aged 10–11 years). A small group of students were interviewed about the learning activities they engaged in over the year, and this paper reports on initial findings with a special emphasis on creative working and thinking (n = 6). A model of creativity is presented with three discrete but related modes of activity — problem solving, creative cognition, and social interaction. The paper provides new findings about the nature of creativity in the context of computer based learning environments.

This document reports on an ongoing project to develop the Global Scale of English (GSE) Vocabulary for Young Learners, a graded lexical framework for EFL learners aged 6 to 11. The framework is aligned to the GSE and the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). This project follows up on a previous study carried out to identify vocabulary targets of adult learners of English (Benigno & De Jong, 2017, available at https://prodengcom.s3.amazonaws.com/GSE-Vocab.pdf and, together with the GSE Learning Objectives for Young Learners, aims to help teachers identify pupils’ learning targets at increasing levels of proficiency.

The adoption of technology in healthcare over the last twenty years has steadily increased, particularly as it relates to medical robotics and Multi-User Virtual Environments (MUVEs) such as Second Life. Both disciplines have been shown to improve the quality of care and have evolved, for the most part, in isolation from each other. In this paper, we present four synergies between medical robotics and MUVEs that have the potential to decrease resource utilization and improve the quality of healthcare delivery. We conclude with some foreseeable barriers and future research directions for researchers in these fields.

The main ca use of pronunciati on problems faced by EFL learners is thei r la ck of a suprasegmental ba ckground. Most of those ha vi ng oral comprehension and expression di ffi culties a re unawa re tha t thei r di ffi cul ty comes from thei r negligence of concepts of s tress , pi tch, juncture and linkers. While remedying s tress problems , s tudents should be taught the general rules , emphasising on pri ma ry and seconda ry s tress , using va rious forms of pitch to gi ve emotions to thei r utterances , taking shorter a nd longer pauses between meani ngful thought chunks through junctures , and solidifying such suprasegmentals through cons tant exercises in dialogues as seen in model videos. Na ti ve speakers rea ct more violentl y to unacceptable suprasegmental errors than segmental ones; thus , neglect of such important pronuncia tion elements risk ha rming the quality of communi ca tion. Lea rners of English should consider the good old cli che, It's not what you said, it's how you said it, i f they wa nt to ha ve effecti ve communi ca tion wi th thei r audience.

The idea for the Plan Ceibal en Ingles (Plan Ceibal English) project in Uruguay developed because of a shortage of English teachers in the country. Experienced young learner teachers from elsewhere (Montevideo, Argentina, the Philippines) are brought into the classroom remotely via video-conferencing technology to teach once a week and to help the children's existing classroom teacher, who knows little or no English, to teach two follow-up lessons consisting mainly of practice activities. The classroom teachers are also learning English to enable them to better teach the children in the future.

Through research, evaluation and feedback from children, both of the teachers and other involved parties, we are learning much about this unique flavour of teaching, which requires the remote teacher to present and model the language and the classroom teacher to manage the class. The demands on the remote teacher are high, having to project themselves through the camera into the classroom, engage the learners and manage a variety of technology, including the video conferencing equipment and a laptop with a variety of software and websites so that the teacher can present language, practise pronunciation, show songs and videos, play games, etc. Despite this, what we have found is that the same good practice that applies in the standard primary classroom also applies in this setting, although many tried-and-tested young learner activities and routines have to be adapted to fit the special circumstances.

As well as discussing the practice of remote teaching in this context, informed by existing research, I will also present an analysis of the results of surveys undertaken of school heads, teachers, parents and children and discuss the results of the external evaluation report on the children's progress in English.

The chapter would begin with an outline of the context of the teaching and learning situation in the country and a brief description of Plan Ceibal and its achievements prior to the English programme, which include the distribution of laptops to every state school child and teacher in the country and the setting up of free to schools country-wide high-speed Internet.

This would be followed by a literature review, examining  the relevance of not only studies of best practice for young learners of this age-group (8-12), but also previous attempts in other countries to do something similar (e.g. Plasma Teaching in Ethiopia, the Hole-in-the-Wall project in India) and how the Plan Ceibal English project has learned from these.

Next would be an examination of the special circumstances of this blend of team-teaching and what we have discovered to be successful, based on observation of classes and feedback from all parties concerned, including external project evaluations.

After looking at the lessons learned and changes made so far to the project, I will outline the plans for the future and also discuss what would need to be done if a version of this project were implemented in other countries or areas around the world.

Musculoskeletal pains (MP) especially the lower back, leg, neck and shoulder pain were the common complain among the classroom teachers due to prolong desk working and standing in the classroom. The study was conducted among the primary and secondary school classroom teachers in randomly selected two hundred and seven (207) schools in Egba division of Ogun State, Nigeria. Four thousand five hundred (4,500) modified Nodic Musculoskeletal disorders (MSDs) questionnaires were administered to the classroom teachers to assess their body parts with MSDs and their perceptions on health risk at work but four thousand and sixty (90.2%) participated. The analysis of the study revealed that the total prevalence of MSDs is 70.47%. The result showed that 65.2%, 18.9%, 11.7%, 3.2% and 1.1% of the teachers complained of leg pain (LP), lower back pain (LBP), shoulder pain (SP), Neck pain (NP) and upper back pain (UBP) respectively. The result further revealed that 49.7% of the teachers activated rest or sleep as a way of treatment of their nursing pains. Only 33.6% visit the hospital or clinic while 14.8% and 2.2% indulged in self-medication or otherwise. The results further showed that the classroom teachers are affected by work-related MSDs and that they represent an occupational group with high prevalence of MP. The result concluded that strategies are needed to be developed to reduce the MP in teachers.

To systematically review the evidence on dietary omega-3 fatty acid and fish intake in the primary prevention of age-related macular degeneration (AMD). Seven databases were systematically searched with no limits on publication year or language using standardized criteria. Randomized controlled trials and prospective cohort, case-control, and cross-sectional studies were included. Of 2754 abstracts identified, 3 prospective cohort, 3 case-control, and 3 cross-sectional studies met the criteria. Measures of associations were pooled quantitatively using meta-analytic methods. Nine studies provided data on a total sample of 88 974 people, including 3203 AMD cases. A high dietary intake of omega-3 fatty acids was associated with a 38% reduction in the risk of late AMD (pooled odds ratio [OR], 0.62; 95% confidence interval [CI], 0.48-0.82). Fish intake at least twice a week was associated with a reduced risk of both early AMD (pooled OR, 0.76; 95% CI, 0.64-0.90) and late AMD (pooled OR, ...

It is no longer news that the Nigeria education sector is faced with challenges which emanated from negligence in policy implementation especially the PRIMARY EDUCATION SYSTEM which unfortunately is the foundation and bedrock of all further education in life. 
One thing has remained a big challenge of humans from time past till date, the scarcity of people who can take charge, courageously speak and stand for what is good and profitable for all”especially at this time when educational malpractice has become a norm in the society. This book written by a concerned Scholar cum the National President of National association of Nursery and Primary Education Instructors in Nigeria ( ANPEIN), is timely and specifically  written to address the  root causes of the nationwide epidemic educational issue which  sensitizes the general public, create awareness and explore ways through which such epidemic issue  can be curtailed.
The book also makes comparison between primary 5 & 6 curriculum and reveals that a great difference exist.
The children these days, struggle in secondary schools and in life generally, as a result of this malpractice. The psychological trauma and effect of this practice extends throughout life of these children.
Here is a true-life narration of a victim of this unethical practice to substantiate the argument:
I left in primary 5. Up till now, with the knowledge I have today, I struggle through life at every level. Because I was moved when I was not ready! I was exceptional, yes! But it didn’t help me. I had to do an analysis a lot later in life to see why some things happened to be academically, emotionally, and psychologically. It went back to my foundation after all.
Bring Back Primary 6 Movement (BBP6M) intends to create awareness on the benefits of pupils completing full 6-year programme of primary education and proclaim the detriments of doing otherwise with the aims to:
i. encourage parents and school owners to ensure pupils below primary 6 are not graduated or moved from primary school to be admitted into secondary school.
ii. encourage government authorities to enforce this motive
iii. make schools and corporate organizations buy the idea and enforce this movement in their operations
iv. encourage schools to raise matured children for all-round success in secondary school and beyond.
v. build a nation of emotionally, intellectually and morally competent minds that will make a difference in leadership and character.
These will be achieved through provision of information regularly on the subject via different platforms and encouraging schools to make Primary 6 a very active and functional class thereby fulfilling the TRANSITIONAL purpose of the level beyond academics.
To fully implement the Primary Education System of 6-3-3-4 Policy, the practitioners need to take responsibility. We need to fight the menace, do it right, to get it right. If we get it right in the sector, no workforce will ever dictate the age of entry into organizations or anybody dares to bend or change the rule. The system can only be cleaned when things are done rightly.
So we advocate for its implementation by
Non acceptance of DECLARATION OF AGE for admission into primary 1 but BIRTH CERTIFICATE;
Government' takeover of issuance of TESTIMONIAL for only Primary six pupils;
Stop common entrance exams rather individual school organizes admission exams (placement or transfer exams) for individuals/pupils who want to get into secondary schools.
These recommendations and other valuable tips are what this book dwells greatly on which will help educate the stakeholders and aid them make informed decisions concerning the primary education. As a scholarly writer, I appreciate Mr. Simeon Fowowe for this intellectual piece. Thank you for the honour given to me  to write this foreword.
I recommend the book to every stakeholder willing to bring back the primary 6 education in Nigeria

Introduction: The primary-secondary care interface provides significant opportunities for medication errors to arise. There has been limited research into mechanisms to facilitate seamless transfer across this interface. The aim of this study was to focus on the potential contribution of community pharmacy services at the interface.

Materials & Methods: The opinions of community and hospital pharmacists were sought in relation to the current situation by means of questionnaires. A log book of communications between a community pharmacy and hospitals was maintained. A comparison of new discharge and post-discharge prescriptions was also performed. The data was coded and analysed in SPSS v.16.

Results: There is currently little communication across the interface at the time of discharge, with 11% of community pharmacists reporting no contact by a hospital at this time and a further 80% stating that they were only contacted occasionally. Hospital pharmacists reported ongoing difficulties in attempting to obtain a medication history on admission. Both parties agreed that the introduction of standard protocols and a designated seamless care pharmacist would improve medication safety at the interface. Most communication occurred between the community pharmacy and hospital on a Friday and also after 3 pm in the evening. When communication did occur the issue was resolved in 81% of all cases. Medication that required a follow up prescription from a patient’s family doctor following a hospital visit was incorrectly transcribed by the family doctor in 27% of cases.

Discussions, Conclusion: The involvement of community pharmacists occurs irregularly at present. There is dissatisfaction with the current situation. Pharmacists at either side of the interface are aware of the importance of the role that the other plays in seamless care, with both parties favouring the introduction of processes to facilitate seamless care at the interface. The involvement of the community pharmacist in the discharge process, through the dispensing of hospital discharge prescriptions, helped to reduce the number of medication errors that could occur at the primary-secondary care interface.

Classroom, without any iota of exaggeration, is like a theatre or studio where different arts works are moulded into shapes and sizes. Learners are the art work, while the teachers are the artists and the process of moulding is the teaching and learning process, and the strategies and methods used are the materials. Therefore, classroom is a studio where learning and smooth transition from home to the larger society is promoted. No doubt too, there are a lot of pedagogical activities that can make or mar children which are carried out in the classroom irrespective of its level and this compendium chronicles the ABC of teaching the subjects in both primary and secondary schools.
Studies in the various subject areas and levels of education have established that, several factors are responsible for the poor performance of students in the various subjects and at all levels of education. But, at the base of all, is one glaring fact, the quality of teaching in each of these subjects and at the various levels of education system leaves much to be desired.
It is against this background that, many authors address, the causes, the factors and solutions to the poor performance of students in the various subjects at different levels of our education system. Most importantly, there are some chapters that address the better way to teach and the best way to make teaching more rewarding in our classroom. The import of this effort resolve is to explain how to make our learners, more successful in the various subject they offer at different levels of school system.
The expert/professionals have taken pains to research wide in order to apply the available resources at their disposal to address the major issues of how best learner can learn.
The essence of teaching is learning. If students don’t learn, invariably, teachers have not taught. No doubt, the essence of sending students to school is to learn and learn the application of putting what they have learnt into practice. Interestingly now, this product is for you, the classroom practitioners, read it, digest it and use it. Read those other subject metholodogies and strategies apart from your, because some of them contain materials that are relevant to you.
Finally, with our experience in the practice of education and teaching in particular, we are of the opinion that, teachers at all levels of our school system, should prioritise what can make students learn and learn very well.
May your enterprise thrive in this profession.

The book, Bring Back our Languages, came to being as a result of perceived alarming mis-use of English language among students and parents and the reckless abandonment of indigenous languages in Nigerian schools and homes.  The latest law by Lagos State government, to make every Wednesday a vernacular day in her schools is a welcome development as it will promote a deliberate use of Yoruba language and the implementation of the long-awaited provision of use of the indigenous languages in the National Policy on education, Section 1(8) item G which is reproduced here: “Every child shall be taught in the mother tongue or language of the immediate community for the first four years of basic education in addition, it is expected that every child shall learn one Nigerian language. (NPE, 2013)

The authors are of the opinion, that for the proposals in this text to be achieved, Government must do what it is mandated in the same policy document “Section 2 No 16 item J – Ensure development of orthography of more Nigerian languages; and produce textbooks. Supplementary readers and other instructional materials in Nigeria languages. (NPE, 2013)

The highlightsinthe text includes- major indigenous languages, minority, non-majority Nigeria dialects, history of English language, errors usually commonly used by elites cited, selected Poems, Rhymes, Folktales, etc were actually picked from some texts which were (referenced appropriately) and from personal experience of the authors.
Hope the facts, figures and dates quoted in the text will be useful for those who are willing to learn their mother tongue. It is a wake-up call to those who are highly indigenous and desirous to learn their mother tongues.