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src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options</div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ufs.academia.edu/FelixOkoye">Felix Okoye</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://rsust.academia.edu/IkechiAgbugba">Ikechi Agbugba</a></span></div><div class="wp-workCard_item"><span>Early Career Academics in Educational Research. African Higher Education: Developments and Perspectives (18). BRILL</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Developing the next generation of academics is essential due to the changing academic landscape, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEI s vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECA s and academic mentees in Africa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126124737"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126124737"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126124737; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126124737]").text(description); $(".js-view-count[data-work-id=126124737]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126124737; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126124737']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=126124737]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126124737,"title":"Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options","translated_title":"","metadata":{"doi":"10.1163/9789004714717_009","abstract":"Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. 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Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. 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I Have Interestes In Methods Such As Social Network Analysis and Actor network Theory","url":"https://www.academia.edu/Documents/in/Behaviour_Change_and_Risk_Perception._I_Have_Interestes_In_Methods_Such_As_Social_Network_Analysis_a"},{"id":1208617,"name":"Sustainability","url":"https://www.academia.edu/Documents/in/Sustainability"},{"id":1721256,"name":"Supporting Early Career Faculty","url":"https://www.academia.edu/Documents/in/Supporting_Early_Career_Faculty"},{"id":1787993,"name":"Early-Career Researcher Development","url":"https://www.academia.edu/Documents/in/Early-Career_Researcher_Development"},{"id":3130510,"name":"Early career professionals","url":"https://www.academia.edu/Documents/in/Early_career_professionals"}],"urls":[{"id":45951283,"url":"https://www.researchgate.net/publication/386328619_Early_Career_Academics'_Development_in_Africa_Reflections_on_the_Brain_Re-Engineering_Concept_as_Formal_Institutionalised_Mentoring_Options"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-126124737-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="126145740"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126145740/Early_Career_Academics_Development_in_Africa_Reflections_on_the_Brain_Re_Engineering_Concept_as_Formal_Institutionalised_Mentoring_Options"><img alt="Research paper thumbnail of Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options" class="work-thumbnail" src="https://attachments.academia-assets.com/120068184/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126145740/Early_Career_Academics_Development_in_Africa_Reflections_on_the_Brain_Re_Engineering_Concept_as_Formal_Institutionalised_Mentoring_Options">Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options</a></div><div class="wp-workCard_item"><span>Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Developing the next generation of academics is essential due to the changing academic landscape, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECAs in HEIs of Africa and developing nations. ECAs face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEIs vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECAs and academic mentees in Africa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2f0b0de0c46fcf4397bd7e5c93cc01e7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120068184,"asset_id":126145740,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120068184/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126145740"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126145740"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126145740; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126145740]").text(description); $(".js-view-count[data-work-id=126145740]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126145740; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126145740']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2f0b0de0c46fcf4397bd7e5c93cc01e7" } } $('.js-work-strip[data-work-id=126145740]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126145740,"title":"Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options","translated_title":"","metadata":{"doi":"10.1163/9789004714717_009","abstract":"Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-126145740-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550602"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111550602/Reinventing_Student_Teacher_Relationship_in_Higher_Education_Institutions_of_Developing_Nations_Lessons_From_the_University_of_the_Free_State"><img alt="Research paper thumbnail of Reinventing Student–Teacher Relationship in Higher Education Institutions of Developing Nations: Lessons From the University of the Free State" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Reinventing Student–Teacher Relationship in Higher Education Institutions of Developing Nations: Lessons From the University of the Free State</div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550602"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550602"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550602; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550602-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550601"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111550601/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_"><img alt="Research paper thumbnail of South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!</div><div class="wp-workCard_item"><span>Academia letters</span><span>, Jun 16, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South A...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550601"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550601]").text(description); $(".js-view-count[data-work-id=111550601]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550601']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111550601]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550601,"title":"South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!","translated_title":"","metadata":{"abstract":"Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.","publication_date":{"day":16,"month":6,"year":2022,"errors":{}},"publication_name":"Academia letters"},"translated_abstract":"Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.","internal_url":"https://www.academia.edu/111550601/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_","translated_internal_url":"","created_at":"2023-12-16T02:54:56.510-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":69891602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.","impression_tracking_id":null,"owner":{"id":69891602,"first_name":"Felix","middle_initials":null,"last_name":"Okoye","page_name":"FelixOkoye","domain_name":"ufs","created_at":"2017-10-15T05:20:22.362-07:00","display_name":"Felix Okoye","url":"https://ufs.academia.edu/FelixOkoye"},"attachments":[],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language"},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":17951,"name":"Learning And Teaching In Higher Education","url":"https://www.academia.edu/Documents/in/Learning_And_Teaching_In_Higher_Education"},{"id":35646,"name":"Community Empowerment","url":"https://www.academia.edu/Documents/in/Community_Empowerment"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy"},{"id":3686510,"name":"Coronavirus Disease 2019 (COVID-19)","url":"https://www.academia.edu/Documents/in/Coronavirus_Disease_2019_COVID-19_"}],"urls":[{"id":37184794,"url":"https://doi.org/10.20935/al5800"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550601-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550599"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111550599/Higher_institution_dropouts_in_South_Africa_during_Covid_19_have_we_got_our_priorities_right_in_resolving_teaching_and_learning_challenges"><img alt="Research paper thumbnail of Higher institution dropouts in South Africa during Covid-19: have we got our priorities right in resolving teaching and learning challenges?" class="work-thumbnail" src="https://attachments.academia-assets.com/109057196/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111550599/Higher_institution_dropouts_in_South_Africa_during_Covid_19_have_we_got_our_priorities_right_in_resolving_teaching_and_learning_challenges">Higher institution dropouts in South Africa during Covid-19: have we got our priorities right in resolving teaching and learning challenges?</a></div><div class="wp-workCard_item"><span>Research and analysis journal</span><span>, Oct 21, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Apparently, the 'overwhelming' and abrupt changes and transformation that is ongoing in teaching ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Apparently, the 'overwhelming' and abrupt changes and transformation that is ongoing in teaching and learning at the higher education institutions (HEIs) due to COVID-19. Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="33864417e8d7f75f6bdee91034731b29" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109057196,"asset_id":111550599,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109057196/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550599"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550599"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550599; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550599]").text(description); $(".js-view-count[data-work-id=111550599]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550599; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550599']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "33864417e8d7f75f6bdee91034731b29" } } $('.js-work-strip[data-work-id=111550599]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550599,"title":"Higher institution dropouts in South Africa during Covid-19: have we got our priorities right in resolving teaching and learning challenges?","translated_title":"","metadata":{"publisher":"Valley International","ai_title_tag":"Dropout Challenges in South African Higher Education Post-COVID","grobid_abstract":"Apparently, the 'overwhelming' and abrupt changes and transformation that is ongoing in teaching and learning at the higher education institutions (HEIs) due to COVID-19. Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners?","publication_date":{"day":21,"month":10,"year":2021,"errors":{}},"publication_name":"Research and analysis journal","grobid_abstract_attachment_id":109057196},"translated_abstract":null,"internal_url":"https://www.academia.edu/111550599/Higher_institution_dropouts_in_South_Africa_during_Covid_19_have_we_got_our_priorities_right_in_resolving_teaching_and_learning_challenges","translated_internal_url":"","created_at":"2023-12-16T02:54:55.454-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":69891602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":109057196,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/109057196/thumbnails/1.jpg","file_name":"getdoc.pdf","download_url":"https://www.academia.edu/attachments/109057196/download_file","bulk_download_file_name":"Higher_institution_dropouts_in_South_Afr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109057196/getdoc-libre.pdf?1702724667=\u0026response-content-disposition=attachment%3B+filename%3DHigher_institution_dropouts_in_South_Afr.pdf\u0026Expires=1744279549\u0026Signature=BMaf4LiiPqxDl7x0sPL3OAPG~jigTnMWScvudGTtS7R9N65Ednz9C1LJSL~14QlHd70GFVlxvjGFlcY5Jw-7AvnB~Itxqa6G7R4F7zmHNQmGNbD7pXzALgPd6kCvejFdXChQLXhkIS-NqL909PINUXyJZ~3v3SdgEfolhQLG6uL7NDMvX6AjAfoEsYwjvLk~c8vCn1MGfUX-W4SoJPmeuaewusI~~Nhy7tb3VbIJ-bjrnyydMIplDkCDSsIjJ1sB1xeGsZihruGWXzRf77iBkQhOApfqfU9na8lbkDwsLwjpNhWG5tzPu-6tJG-iGGZefTcfjMSZllVi9JTU0X8C2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Higher_institution_dropouts_in_South_Africa_during_Covid_19_have_we_got_our_priorities_right_in_resolving_teaching_and_learning_challenges","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"Apparently, the 'overwhelming' and abrupt changes and transformation that is ongoing in teaching and learning at the higher education institutions (HEIs) due to COVID-19. Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. 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Fresh stems of Desmodium velutinum were air dried at room temperature for 3 days. The stems were pulverized into fine powder which was extracted with methanol (80% v/v). The concentrated extract was fractionated using ethylacetate, n-hexane and aqueous methanol. Phytochemical analyses and bioactive composition were done using standard methods and HPLC. The fractionation of 40 g of Desmodium velutinum stem methanol extract using ethylacetate gave a percentage yield of 11 %, 40 g of n-hexane yielded 8 % and 40 g of aqueous methanol gave a 16 % percentage yield. The phytochemical analyses showed the presence of tannins, flavonoids, phenolics and alkaloids with concentrations 5.02±1.22 mg/g, 2.64±0.01 mg/g, 7.02±1.18 mg/g and 3.61±0.04 mg/g respectively. The highperformance liquid chromatography (HPLC) analysis of the aqueous fraction of Desmodium velutinum stem showed the presence of different constituents of flavonoids, phenols, and tannins in varying concentrations. The flavonoids include gallic acid, chlorogenic acid, rutin hydrate, caffeic acid and apigenin and two (2) unidentified flavonoid compounds with different retention time. The phenols identified were ascorbic acid, p-coumaric acid, rutin, ferrulic acid, and apigenin while the tannins identified were tannic acid and gallotannin as well as eight (8) unidentified tannic compounds with different retention time. These phytochemicals identified in Desmodium velutinum stem possess antioxidant properties which may be used in preventing and alleviating diseases. Desmodium velutinum may therefore be a potential source of new drugs in orthordox medicine.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e14b5bae1dc1345d3d2b91980dab4c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109057163,"asset_id":111550598,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109057163/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550598"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550598"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550598; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550598]").text(description); $(".js-view-count[data-work-id=111550598]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550598; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550598']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e14b5bae1dc1345d3d2b91980dab4c2" } } $('.js-work-strip[data-work-id=111550598]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550598,"title":"Phytochemicals and elucidation of polyphenol compounds of aqueous-methanol fraction of \u0026lt;em\u0026gt;Desmodium\u0026lt;/em\u0026gt; \u0026lt;em\u0026gt;velutinum\u0026lt;/em\u0026gt; stem using high performance liquid chromatography","translated_title":"","metadata":{"grobid_abstract":"The aim of this study was to analyse and identify phytochemicals and bioactive constituents present in Desmodium velutinum stem. Fresh stems of Desmodium velutinum were air dried at room temperature for 3 days. The stems were pulverized into fine powder which was extracted with methanol (80% v/v). The concentrated extract was fractionated using ethylacetate, n-hexane and aqueous methanol. Phytochemical analyses and bioactive composition were done using standard methods and HPLC. The fractionation of 40 g of Desmodium velutinum stem methanol extract using ethylacetate gave a percentage yield of 11 %, 40 g of n-hexane yielded 8 % and 40 g of aqueous methanol gave a 16 % percentage yield. The phytochemical analyses showed the presence of tannins, flavonoids, phenolics and alkaloids with concentrations 5.02±1.22 mg/g, 2.64±0.01 mg/g, 7.02±1.18 mg/g and 3.61±0.04 mg/g respectively. The highperformance liquid chromatography (HPLC) analysis of the aqueous fraction of Desmodium velutinum stem showed the presence of different constituents of flavonoids, phenols, and tannins in varying concentrations. The flavonoids include gallic acid, chlorogenic acid, rutin hydrate, caffeic acid and apigenin and two (2) unidentified flavonoid compounds with different retention time. The phenols identified were ascorbic acid, p-coumaric acid, rutin, ferrulic acid, and apigenin while the tannins identified were tannic acid and gallotannin as well as eight (8) unidentified tannic compounds with different retention time. These phytochemicals identified in Desmodium velutinum stem possess antioxidant properties which may be used in preventing and alleviating diseases. Desmodium velutinum may therefore be a potential source of new drugs in orthordox medicine.","publication_date":{"day":3,"month":11,"year":2021,"errors":{}},"publication_name":"Proceedings of 7th International Electronic Conference on Medicinal Chemistry","grobid_abstract_attachment_id":109057162},"translated_abstract":null,"internal_url":"https://www.academia.edu/111550598/Phytochemicals_and_elucidation_of_polyphenol_compounds_of_aqueous_methanol_fraction_of_and_lt_em_and_gt_Desmodium_and_lt_em_and_gt_and_lt_em_and_gt_velutinum_and_lt_em_and_gt_stem_using_high_performance_liquid_chromatography","translated_internal_url":"","created_at":"2023-12-16T02:54:55.240-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":69891602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":109057163,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/109057163/thumbnails/1.jpg","file_name":"presentation.pdf","download_url":"https://www.academia.edu/attachments/109057163/download_file","bulk_download_file_name":"Phytochemicals_and_elucidation_of_polyph.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109057163/presentation-libre.pdf?1702724685=\u0026response-content-disposition=attachment%3B+filename%3DPhytochemicals_and_elucidation_of_polyph.pdf\u0026Expires=1744279549\u0026Signature=bGarPFN6h~JshazaS-GE18-vwi5iuclnzCrB6rGg8D50wtBKwrO0GPw6MBve7BNqz7pUj-9BQw5by7jdL6HozoYNGUYOpU4grKGNckA5MeN0lPWNUpVqsEh7fuUKyPg~J~mCF0JWB3I5zZBHRkjxuGpq06L8kJeV3EFLgi4vNq1blulL6dIXuxM0zx-6b3j21fX~ga-DOowXhJCLUGojWfYCRGkPySDOfHtgM06zTv6TqbeML-CueltL5fYB0bKvNc70JaU2Gc35KqiyK8crcV4ZZc37GV1d~2GJNt-vVaItiEyxbn46DZYYJheIArST8CZG-dZSYBU5XrQQKOR4Rg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Phytochemicals_and_elucidation_of_polyphenol_compounds_of_aqueous_methanol_fraction_of_and_lt_em_and_gt_Desmodium_and_lt_em_and_gt_and_lt_em_and_gt_velutinum_and_lt_em_and_gt_stem_using_high_performance_liquid_chromatography","translated_slug":"","page_count":17,"language":"en","content_type":"Work","summary":"The aim of this study was to analyse and identify phytochemicals and bioactive constituents present in Desmodium velutinum stem. Fresh stems of Desmodium velutinum were air dried at room temperature for 3 days. The stems were pulverized into fine powder which was extracted with methanol (80% v/v). The concentrated extract was fractionated using ethylacetate, n-hexane and aqueous methanol. Phytochemical analyses and bioactive composition were done using standard methods and HPLC. The fractionation of 40 g of Desmodium velutinum stem methanol extract using ethylacetate gave a percentage yield of 11 %, 40 g of n-hexane yielded 8 % and 40 g of aqueous methanol gave a 16 % percentage yield. The phytochemical analyses showed the presence of tannins, flavonoids, phenolics and alkaloids with concentrations 5.02±1.22 mg/g, 2.64±0.01 mg/g, 7.02±1.18 mg/g and 3.61±0.04 mg/g respectively. The highperformance liquid chromatography (HPLC) analysis of the aqueous fraction of Desmodium velutinum stem showed the presence of different constituents of flavonoids, phenols, and tannins in varying concentrations. The flavonoids include gallic acid, chlorogenic acid, rutin hydrate, caffeic acid and apigenin and two (2) unidentified flavonoid compounds with different retention time. The phenols identified were ascorbic acid, p-coumaric acid, rutin, ferrulic acid, and apigenin while the tannins identified were tannic acid and gallotannin as well as eight (8) unidentified tannic compounds with different retention time. These phytochemicals identified in Desmodium velutinum stem possess antioxidant properties which may be used in preventing and alleviating diseases. Desmodium velutinum may therefore be a potential source of new drugs in orthordox medicine.","impression_tracking_id":null,"owner":{"id":69891602,"first_name":"Felix","middle_initials":null,"last_name":"Okoye","page_name":"FelixOkoye","domain_name":"ufs","created_at":"2017-10-15T05:20:22.362-07:00","display_name":"Felix Okoye","url":"https://ufs.academia.edu/FelixOkoye"},"attachments":[{"id":109057163,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/109057163/thumbnails/1.jpg","file_name":"presentation.pdf","download_url":"https://www.academia.edu/attachments/109057163/download_file","bulk_download_file_name":"Phytochemicals_and_elucidation_of_polyph.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109057163/presentation-libre.pdf?1702724685=\u0026response-content-disposition=attachment%3B+filename%3DPhytochemicals_and_elucidation_of_polyph.pdf\u0026Expires=1744279549\u0026Signature=bGarPFN6h~JshazaS-GE18-vwi5iuclnzCrB6rGg8D50wtBKwrO0GPw6MBve7BNqz7pUj-9BQw5by7jdL6HozoYNGUYOpU4grKGNckA5MeN0lPWNUpVqsEh7fuUKyPg~J~mCF0JWB3I5zZBHRkjxuGpq06L8kJeV3EFLgi4vNq1blulL6dIXuxM0zx-6b3j21fX~ga-DOowXhJCLUGojWfYCRGkPySDOfHtgM06zTv6TqbeML-CueltL5fYB0bKvNc70JaU2Gc35KqiyK8crcV4ZZc37GV1d~2GJNt-vVaItiEyxbn46DZYYJheIArST8CZG-dZSYBU5XrQQKOR4Rg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":109057162,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/109057162/thumbnails/1.jpg","file_name":"presentation.pdf","download_url":"https://www.academia.edu/attachments/109057162/download_file","bulk_download_file_name":"Phytochemicals_and_elucidation_of_polyph.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109057162/presentation-libre.pdf?1702724682=\u0026response-content-disposition=attachment%3B+filename%3DPhytochemicals_and_elucidation_of_polyph.pdf\u0026Expires=1744279549\u0026Signature=KzJS6QS02CqquGlnmuzg7~bWM2uQl5YaCHnNMlLduO~UQhOBVgjcXSlssGiur~cTxk51EXipH-5il8wYekF2swbST2wJCLd5PcXLSJa5Ry3XIBcQtIDbk6WsUEZz0SLPAu3y73kgQjk1XOx8dudjAud3ww3a5IPjVurOIiylKrAsP1aZPhAl233fRbnvU07qhkkWVnTWEKYdsqsN1F93yug9eKStliLSjRAn79KNBEHB99u79wLAwEtpNVQhc64xSqQb9Il-qn~4NlwK4t2ttT7pqHQebz0VjH0PpvptbD~SH3qp8Lj1myNwLW64~~4rOgxiX-BgKDjI9ahHwXX3nw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":523,"name":"Chemistry","url":"https://www.academia.edu/Documents/in/Chemistry"},{"id":4656,"name":"Chromatography","url":"https://www.academia.edu/Documents/in/Chromatography"},{"id":110666,"name":"Phytochemical","url":"https://www.academia.edu/Documents/in/Phytochemical"},{"id":348794,"name":"Ethyl Acetate","url":"https://www.academia.edu/Documents/in/Ethyl_Acetate"},{"id":382472,"name":"DPPH","url":"https://www.academia.edu/Documents/in/DPPH"},{"id":832148,"name":"Polyphenol","url":"https://www.academia.edu/Documents/in/Polyphenol"},{"id":1356430,"name":"Chlorogenic Acid","url":"https://www.academia.edu/Documents/in/Chlorogenic_Acid"},{"id":1356441,"name":"Caffeic Acid","url":"https://www.academia.edu/Documents/in/Caffeic_Acid"},{"id":2928253,"name":"Rutin","url":"https://www.academia.edu/Documents/in/Rutin"}],"urls":[{"id":37184792,"url":"https://sciforum.net/paper/download/11580/presentation"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550598-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550597"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111550597/Plastic_Littering_and_Waste_Management_in_Pietermaritzburg_South_Africa_Exploring_the_Snack_Food_Consumer_Littering_and_Responsibility_towards_the_Environment"><img alt="Research paper thumbnail of Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Exploring the Snack-Food Consumer Littering and Responsibility towards the Environment" class="work-thumbnail" src="https://attachments.academia-assets.com/109057192/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111550597/Plastic_Littering_and_Waste_Management_in_Pietermaritzburg_South_Africa_Exploring_the_Snack_Food_Consumer_Littering_and_Responsibility_towards_the_Environment">Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Exploring the Snack-Food Consumer Littering and Responsibility towards the Environment</a></div><div class="wp-workCard_item"><span>Research and analysis journal</span><span>, Oct 21, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study is located in the discipline of environmental ethics as it explores the snack-food (or ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study is located in the discipline of environmental ethics as it explores the snack-food (or plastic) littering and consumer responsibility towards the environment. The theory of consequentialism and Stewardship were used to provide ethical perspectives and background for the reconstruction of the consumers' social and moral responsibility towards the environment. The study applies mixed research approach. Focus group, interviews and questionnaire were used to collect data; whereas thematic and statistical analysis were used for data analysis. The study finding shows (1) an increased plastic littering in the Pietermaritzburg city; (2) consumers' indifference towards plastic littering and shifting of cleaning responsibility to the government; and (3) the household plastic-littering consumers indifference towards the consequences of plastic littering to the environment, and the escalating government expenditure towards environmental management. The study recommends an intensified civic responsibility campaign, and anti-littering strategies that can ethically (in)form consumer consciousness and responsibility towards the environment. It also recommends the government to develop a robust policy to control plastic littering. The government must promote a shared sense of responsibility towards the environment by integrating the plastic-producing industries and business dealers into the overall waste management plan. Encouraging plastic recycling businesses must was also recommended.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-111550597-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-111550597-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796543/figure-1-the-of-respondents-considered-chewing-gum-as-litter"><img alt="The 71% of respondents considered chewing gum as litter, 75% considered nappies, condoms, needles and other things as litter. Our main concern, food packaging, had percentages ranging from 50%-69% of respondents considering them as litter, as well as plastic bags and foil. Only 35% considered dog excrement as litter, and 42% considered organic waste as litter. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796546/figure-2-plastic-littering-and-waste-management-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796551/figure-3-significant-number-eat-any-type-of-packaged-food-at"><img alt="A significant number (14) eat any type of packaged food at the highest intensity level of 7 and 8. Majority (33) eat any type of packaged food at the lowest level, whereas 6 eat any type of packaged food at the second level. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796555/figure-4-this-is-clear-indication-that-people-are-aware-of"><img alt="This is a clear indication that people are aware of their nonchalant littering behaviour but with hope that government would clear the litter. However, individual drive to take the responsibility is still lacking. Further probing inquires whether their friends do litter. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796559/figure-5-in-testing-to-know-whether-people-know-the-existing"><img alt="In testing to know whether people know the existing social norms or rules regarding littering: Figure 5.6 while 46% believes it is never acceptable to litter, 32% believes littering is permitted especially when there are no bins available 18% of the responses indicated that they would do absolutely nothing to a littering friend, whilst only 14% would say nothing but pick up the litter themselves and throw it into the bin. Meanwhile, 64% would tell their friends not to litter. But would that be enough? " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796565/figure-6-the-majority-consciously-dismissed-the-statement"><img alt="The majority (86%) consciously dismissed the statement that it is ok to litter when it is crowded, while 11% were neutral and 1% thought that it was fine. The question remains though: how useful would one’s conscious belief be in the absence of the corresponding practice(s)? " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796568/figure-7-over-of-the-respondents-agreed-with-the-statement"><img alt="Over 45% of the respondents agreed with the statement that it was ok to litter where there is already litter, 42% disagreed with the statement, and 11% were neutral. The social psychology has been that the government would always clear the litter especially if found in excess. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796572/figure-5-most-respondents-seems-to-believe-it-is-okay-to"><img alt="Figure 5.9 (Most respondents seems to believe it is okay to litter with ‘small’ items) Over half (56%) of the participants strongly disagreed with the notion that it was fine to litter small items such as receipts and chewing gum, 36 % strongly agreed and 8% were neutral. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796575/figure-9-the-probing-question-to-measure-the-guilt-people"><img alt="The probing question to measure the guilt people felt after littering, using a scale of 1 to 10. Where (1) is not at all guilty, (2) is neutral and (3) is extremely guilty. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_009.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796580/figure-5-according-to-the-responses-feel-extremely-guilty"><img alt="According to the responses, 40% feel extremely guilty after littering. Another 40 % were neutral, 15% indicated that they would not feel guilty, and 5% gave no response. Figure 5:11 (Do respondents feel guilty after littering?) lix Ifeanyichukwu Okoye et al/ Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Explorit e Snack-Food Consumer Littering and Responsibility towards the Environment. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_010.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796583/figure-11-in-the-response-above-indicated-disgust-indicated"><img alt="In the response, 35% above indicated disgust, 18% indicated that litter does not affect them, 18% felt uncomfortable, 9% indicated admiration as their choice, and 9% said they would be angry about it. Fioure 5.13: Do people blame the sovernment for their litterins behaviour? " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_011.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796590/figure-12-the-of-the-respondents-strongly-disagreed-with-the"><img alt="The 47% of the respondents strongly disagreed with the statement that the government was responsible for their litter, 38% thought that the government was responsible for their litter and not them, and 16% were neutral. The participants were further asked about the effective ways that could stop them from littering " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_012.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796600/figure-13-most-participants-thought-that-availing-more-bins"><img alt="Most participants thought that availing more bins would be effective, but we already have that in the city. The 3% did not know, 18% thought that educating children about littering is effective, 22% thought providing information about littering would be effective, 9% revealed that on-the-spot fines will be effective, and 12% thought shock imagery will be effective. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_013.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796609/table-1-plastic-littering-and-waste-management-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/109057192/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796619/table-2-when-asked-about-how-frequently-the-participants"><img alt="When asked about how frequently the participants litter items, 23 participants noted that they sometimes litter food packaging items and 27 people mentioned plastics, whereas 18 participants revealed that they sometimes discard chewing gum. In probing further on the problem under study and to understand the nature of these littering behaviors, participants were asked when they normally litter. ‘elix Ifeanyichukwu Okoye et al/ Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Explorin: he Snack-Food Consumer Littering and Responsibility towards the Environment. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796623/table-3-plastic-littering-and-waste-management-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/109057192/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796629/table-5-the-question-on-the-way-forward-results-in-the"><img alt="(Table 5.5) The question on the way forward results in the following outcomes. 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In order to understand this phenomenon, the study investigates the question on: how does poverty affect the emotional well-being of elementary school students in South Africa? The non-empirical study explores the literature from related studies to answer the research question. The literature review critically examines the effect of poverty on the emotional well-being of children, as well as the strategies used by the government to alleviate the poverty impact at rural school children. The strategies were found to have implementation deficiencies which enables the researcher to argue on the importance of improving the implementation strategies. The finding also reveals that despite the government’s interventions to curb the problem of child poverty, yet there are policy implementation “gaps” here and there. 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The study recommends more study and con...","publisher":"International Journal of Scientific Research and Management","ai_title_tag":"Child Poverty's Impact on Student Well-Being","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"International Journal of Scientific Research and Management"},"translated_abstract":"The research examines the impact of poverty on the emotional well-being of elementary school students in South African rural communities. In order to understand this phenomenon, the study investigates the question on: how does poverty affect the emotional well-being of elementary school students in South Africa? The non-empirical study explores the literature from related studies to answer the research question. The literature review critically examines the effect of poverty on the emotional well-being of children, as well as the strategies used by the government to alleviate the poverty impact at rural school children. 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Lessons From COVID-19!" class="work-thumbnail" src="https://attachments.academia-assets.com/107696985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82801668/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_">South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!</a></div><div class="wp-workCard_item"><span>Academia Letters</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South A...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b9e98746d074bd82f05c6d4cd83f2cb7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107696985,"asset_id":82801668,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107696985/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82801668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82801668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82801668; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82801668]").text(description); $(".js-view-count[data-work-id=82801668]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82801668; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82801668']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b9e98746d074bd82f05c6d4cd83f2cb7" } } $('.js-work-strip[data-work-id=82801668]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82801668,"title":"South Africa Can We Move From “So What” to “Now What”? 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Lessons From COVID-19!" class="work-thumbnail" src="https://attachments.academia-assets.com/87618990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81640604/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_">South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!</a></div><div class="wp-workCard_item"><span>Academia Letters</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article originates from the qualitative study conducted at the University of The Free State ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article originates from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. The study interviewed undergraduate students and their lecturers to gather information toward a smooth transition into the post-pandemic although most elites are apprehensive and still ask the question: "so what?" instead of "now what?" This left one wondering when political jingoism, rhetoric, denialism, and "intellectual patriotism" would give way for the "true walking of the talk" to ensue. The article provides a link between quality education and economic development such that with the help of quality education, any pandemic may be managed with the help of new technology, innovation and proper steps. It thus recommends that the governments of developing nations, such as South Africa should consider innovative ways to build the human capital; the ICT infrastructure, cost of internet data, and easy access to connectivity should be the critical components of educational delivery; transforming and widening the participation of students from historically marginalised communities remains critical to a smooth transition into the post-pandemic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="962dd03ec2456800eb2b4ed50b3b9096" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87618990,"asset_id":81640604,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87618990/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81640604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81640604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81640604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81640604]").text(description); $(".js-view-count[data-work-id=81640604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81640604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81640604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "962dd03ec2456800eb2b4ed50b3b9096" } } $('.js-work-strip[data-work-id=81640604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81640604,"title":"South Africa Can We Move From “So What” to “Now What”? 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To my brothers Engr. Chukwudi Okoye, Late Izuchuwkwu Okoye, and Maduabuchi Okoye (a.k.a Nwokoye) for being pillars of strength for me especially for the many years I have been away from home. To friends and all those whose names are not here mentioned, thank you for your encouragement and for being source of inspiration to me. It is through your support that I achieved this tremendous success. I also owe an enormous depth of gratitude:  to Professor Wayne Hugo for his immense guidance and support throughout the study; mostly for believing in me despite all odds.  to my supervisor Dr Thabile Mbatha for her enduring patience, motivation and constant guidance throughout the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed747db379167ffb79dec55255f5ba39" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79238022,"asset_id":68949329,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79238022/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="68949329"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="68949329"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68949329; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68949329]").text(description); $(".js-view-count[data-work-id=68949329]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68949329; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='68949329']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ed747db379167ffb79dec55255f5ba39" } } $('.js-work-strip[data-work-id=68949329]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":68949329,"title":"The use of languages in mainstream grade 4 schools in KwaZulu-Natal : implications for policy development","translated_title":"","metadata":{"ai_title_tag":"Language Use in Grade 4 Schools in KwaZulu-Natal: Policy Implications","grobid_abstract":"I wish to thank my parents Mark and Rose Okoye for their love, prayer and encouragements-I love you so very much! 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-34863038-figures'); } }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Felix Okoye</h3></div><div class="js-work-strip profile--work_container" data-work-id="126146583"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/126146583/Early_Career_Academics_Development_in_Africa_Reflections_on_the_Brain_Re_Engineering_Concept_as_Formal_Institutionalised_Mentoring_Options"><img alt="Research paper thumbnail of Early Career Academics' Development in Africa Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options" class="work-thumbnail" src="https://attachments.academia-assets.com/120068927/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/126146583/Early_Career_Academics_Development_in_Africa_Reflections_on_the_Brain_Re_Engineering_Concept_as_Formal_Institutionalised_Mentoring_Options">Early Career Academics' Development in Africa Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options</a></div><div class="wp-workCard_item"><span>Book chapter</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Developing the next generation of academics is essential due to the changing academic landscape, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEI s vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECA s and academic mentees in Africa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a3f6c3936445512a53b5f9450375258" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120068927,"asset_id":126146583,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120068927/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126146583"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126146583"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126146583; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126146583]").text(description); $(".js-view-count[data-work-id=126146583]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126146583; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126146583']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a3f6c3936445512a53b5f9450375258" } } $('.js-work-strip[data-work-id=126146583]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126146583,"title":"Early Career Academics' Development in Africa Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options","translated_title":"","metadata":{"doi":"10.1163/9789004714717_009","abstract":"Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. 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African Higher Education: Developments and Perspectives (18). BRILL</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Developing the next generation of academics is essential due to the changing academic landscape, ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEI s vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECA s and academic mentees in Africa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126124737"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126124737"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126124737; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126124737]").text(description); $(".js-view-count[data-work-id=126124737]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126124737; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126124737']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=126124737]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126124737,"title":"Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options","translated_title":"","metadata":{"doi":"10.1163/9789004714717_009","abstract":"Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. 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Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECAs in HEIs of Africa and developing nations. ECAs face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEIs vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECAs and academic mentees in Africa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2f0b0de0c46fcf4397bd7e5c93cc01e7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120068184,"asset_id":126145740,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120068184/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126145740"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126145740"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126145740; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126145740]").text(description); $(".js-view-count[data-work-id=126145740]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126145740; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126145740']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2f0b0de0c46fcf4397bd7e5c93cc01e7" } } $('.js-work-strip[data-work-id=126145740]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126145740,"title":"Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options","translated_title":"","metadata":{"doi":"10.1163/9789004714717_009","abstract":"Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550602-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550601"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111550601/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_"><img alt="Research paper thumbnail of South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!</div><div class="wp-workCard_item"><span>Academia letters</span><span>, Jun 16, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South A...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550601"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550601]").text(description); $(".js-view-count[data-work-id=111550601]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550601']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111550601]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550601,"title":"South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!","translated_title":"","metadata":{"abstract":"Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. 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Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. 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Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="33864417e8d7f75f6bdee91034731b29" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109057196,"asset_id":111550599,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109057196/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550599"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550599"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550599; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550599]").text(description); $(".js-view-count[data-work-id=111550599]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550599; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550599']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "33864417e8d7f75f6bdee91034731b29" } } $('.js-work-strip[data-work-id=111550599]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550599,"title":"Higher institution dropouts in South Africa during Covid-19: have we got our priorities right in resolving teaching and learning challenges?","translated_title":"","metadata":{"publisher":"Valley International","ai_title_tag":"Dropout Challenges in South African Higher Education Post-COVID","grobid_abstract":"Apparently, the 'overwhelming' and abrupt changes and transformation that is ongoing in teaching and learning at the higher education institutions (HEIs) due to COVID-19. 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Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners?","impression_tracking_id":null,"owner":{"id":69891602,"first_name":"Felix","middle_initials":null,"last_name":"Okoye","page_name":"FelixOkoye","domain_name":"ufs","created_at":"2017-10-15T05:20:22.362-07:00","display_name":"Felix Okoye","url":"https://ufs.academia.edu/FelixOkoye"},"attachments":[{"id":109057196,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/109057196/thumbnails/1.jpg","file_name":"getdoc.pdf","download_url":"https://www.academia.edu/attachments/109057196/download_file","bulk_download_file_name":"Higher_institution_dropouts_in_South_Afr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109057196/getdoc-libre.pdf?1702724667=\u0026response-content-disposition=attachment%3B+filename%3DHigher_institution_dropouts_in_South_Afr.pdf\u0026Expires=1744279549\u0026Signature=BMaf4LiiPqxDl7x0sPL3OAPG~jigTnMWScvudGTtS7R9N65Ednz9C1LJSL~14QlHd70GFVlxvjGFlcY5Jw-7AvnB~Itxqa6G7R4F7zmHNQmGNbD7pXzALgPd6kCvejFdXChQLXhkIS-NqL909PINUXyJZ~3v3SdgEfolhQLG6uL7NDMvX6AjAfoEsYwjvLk~c8vCn1MGfUX-W4SoJPmeuaewusI~~Nhy7tb3VbIJ-bjrnyydMIplDkCDSsIjJ1sB1xeGsZihruGWXzRf77iBkQhOApfqfU9na8lbkDwsLwjpNhWG5tzPu-6tJG-iGGZefTcfjMSZllVi9JTU0X8C2Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum"},{"id":53132,"name":"Analysis","url":"https://www.academia.edu/Documents/in/Analysis"},{"id":3686510,"name":"Coronavirus Disease 2019 (COVID-19)","url":"https://www.academia.edu/Documents/in/Coronavirus_Disease_2019_COVID-19_"}],"urls":[{"id":37184793,"url":"https://doi.org/10.18535/raj/v4i10.03"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550599-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550598"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111550598/Phytochemicals_and_elucidation_of_polyphenol_compounds_of_aqueous_methanol_fraction_of_and_lt_em_and_gt_Desmodium_and_lt_em_and_gt_and_lt_em_and_gt_velutinum_and_lt_em_and_gt_stem_using_high_performance_liquid_chromatography"><img alt="Research paper thumbnail of Phytochemicals and elucidation of polyphenol compounds of aqueous-methanol fraction of &lt;em&gt;Desmodium&lt;/em&gt; &lt;em&gt;velutinum&lt;/em&gt; stem using high performance liquid chromatography" class="work-thumbnail" src="https://attachments.academia-assets.com/109057163/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111550598/Phytochemicals_and_elucidation_of_polyphenol_compounds_of_aqueous_methanol_fraction_of_and_lt_em_and_gt_Desmodium_and_lt_em_and_gt_and_lt_em_and_gt_velutinum_and_lt_em_and_gt_stem_using_high_performance_liquid_chromatography">Phytochemicals and elucidation of polyphenol compounds of aqueous-methanol fraction of &lt;em&gt;Desmodium&lt;/em&gt; &lt;em&gt;velutinum&lt;/em&gt; stem using high performance liquid chromatography</a></div><div class="wp-workCard_item"><span>Proceedings of 7th International Electronic Conference on Medicinal Chemistry</span><span>, Nov 3, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study was to analyse and identify phytochemicals and bioactive constituents prese...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study was to analyse and identify phytochemicals and bioactive constituents present in Desmodium velutinum stem. Fresh stems of Desmodium velutinum were air dried at room temperature for 3 days. The stems were pulverized into fine powder which was extracted with methanol (80% v/v). The concentrated extract was fractionated using ethylacetate, n-hexane and aqueous methanol. Phytochemical analyses and bioactive composition were done using standard methods and HPLC. The fractionation of 40 g of Desmodium velutinum stem methanol extract using ethylacetate gave a percentage yield of 11 %, 40 g of n-hexane yielded 8 % and 40 g of aqueous methanol gave a 16 % percentage yield. The phytochemical analyses showed the presence of tannins, flavonoids, phenolics and alkaloids with concentrations 5.02±1.22 mg/g, 2.64±0.01 mg/g, 7.02±1.18 mg/g and 3.61±0.04 mg/g respectively. The highperformance liquid chromatography (HPLC) analysis of the aqueous fraction of Desmodium velutinum stem showed the presence of different constituents of flavonoids, phenols, and tannins in varying concentrations. The flavonoids include gallic acid, chlorogenic acid, rutin hydrate, caffeic acid and apigenin and two (2) unidentified flavonoid compounds with different retention time. The phenols identified were ascorbic acid, p-coumaric acid, rutin, ferrulic acid, and apigenin while the tannins identified were tannic acid and gallotannin as well as eight (8) unidentified tannic compounds with different retention time. These phytochemicals identified in Desmodium velutinum stem possess antioxidant properties which may be used in preventing and alleviating diseases. Desmodium velutinum may therefore be a potential source of new drugs in orthordox medicine.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e14b5bae1dc1345d3d2b91980dab4c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109057163,"asset_id":111550598,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109057163/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550598"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550598"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550598; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550598]").text(description); $(".js-view-count[data-work-id=111550598]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550598; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550598']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e14b5bae1dc1345d3d2b91980dab4c2" } } $('.js-work-strip[data-work-id=111550598]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550598,"title":"Phytochemicals and elucidation of polyphenol compounds of aqueous-methanol fraction of \u0026lt;em\u0026gt;Desmodium\u0026lt;/em\u0026gt; \u0026lt;em\u0026gt;velutinum\u0026lt;/em\u0026gt; stem using high performance liquid chromatography","translated_title":"","metadata":{"grobid_abstract":"The aim of this study was to analyse and identify phytochemicals and bioactive constituents present in Desmodium velutinum stem. Fresh stems of Desmodium velutinum were air dried at room temperature for 3 days. The stems were pulverized into fine powder which was extracted with methanol (80% v/v). The concentrated extract was fractionated using ethylacetate, n-hexane and aqueous methanol. Phytochemical analyses and bioactive composition were done using standard methods and HPLC. The fractionation of 40 g of Desmodium velutinum stem methanol extract using ethylacetate gave a percentage yield of 11 %, 40 g of n-hexane yielded 8 % and 40 g of aqueous methanol gave a 16 % percentage yield. The phytochemical analyses showed the presence of tannins, flavonoids, phenolics and alkaloids with concentrations 5.02±1.22 mg/g, 2.64±0.01 mg/g, 7.02±1.18 mg/g and 3.61±0.04 mg/g respectively. The highperformance liquid chromatography (HPLC) analysis of the aqueous fraction of Desmodium velutinum stem showed the presence of different constituents of flavonoids, phenols, and tannins in varying concentrations. The flavonoids include gallic acid, chlorogenic acid, rutin hydrate, caffeic acid and apigenin and two (2) unidentified flavonoid compounds with different retention time. The phenols identified were ascorbic acid, p-coumaric acid, rutin, ferrulic acid, and apigenin while the tannins identified were tannic acid and gallotannin as well as eight (8) unidentified tannic compounds with different retention time. These phytochemicals identified in Desmodium velutinum stem possess antioxidant properties which may be used in preventing and alleviating diseases. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550598-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550597"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111550597/Plastic_Littering_and_Waste_Management_in_Pietermaritzburg_South_Africa_Exploring_the_Snack_Food_Consumer_Littering_and_Responsibility_towards_the_Environment"><img alt="Research paper thumbnail of Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Exploring the Snack-Food Consumer Littering and Responsibility towards the Environment" class="work-thumbnail" src="https://attachments.academia-assets.com/109057192/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111550597/Plastic_Littering_and_Waste_Management_in_Pietermaritzburg_South_Africa_Exploring_the_Snack_Food_Consumer_Littering_and_Responsibility_towards_the_Environment">Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Exploring the Snack-Food Consumer Littering and Responsibility towards the Environment</a></div><div class="wp-workCard_item"><span>Research and analysis journal</span><span>, Oct 21, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study is located in the discipline of environmental ethics as it explores the snack-food (or ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study is located in the discipline of environmental ethics as it explores the snack-food (or plastic) littering and consumer responsibility towards the environment. The theory of consequentialism and Stewardship were used to provide ethical perspectives and background for the reconstruction of the consumers' social and moral responsibility towards the environment. The study applies mixed research approach. Focus group, interviews and questionnaire were used to collect data; whereas thematic and statistical analysis were used for data analysis. The study finding shows (1) an increased plastic littering in the Pietermaritzburg city; (2) consumers' indifference towards plastic littering and shifting of cleaning responsibility to the government; and (3) the household plastic-littering consumers indifference towards the consequences of plastic littering to the environment, and the escalating government expenditure towards environmental management. The study recommends an intensified civic responsibility campaign, and anti-littering strategies that can ethically (in)form consumer consciousness and responsibility towards the environment. It also recommends the government to develop a robust policy to control plastic littering. The government must promote a shared sense of responsibility towards the environment by integrating the plastic-producing industries and business dealers into the overall waste management plan. Encouraging plastic recycling businesses must was also recommended.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-111550597-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-111550597-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796543/figure-1-the-of-respondents-considered-chewing-gum-as-litter"><img alt="The 71% of respondents considered chewing gum as litter, 75% considered nappies, condoms, needles and other things as litter. Our main concern, food packaging, had percentages ranging from 50%-69% of respondents considering them as litter, as well as plastic bags and foil. Only 35% considered dog excrement as litter, and 42% considered organic waste as litter. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796546/figure-2-plastic-littering-and-waste-management-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796551/figure-3-significant-number-eat-any-type-of-packaged-food-at"><img alt="A significant number (14) eat any type of packaged food at the highest intensity level of 7 and 8. Majority (33) eat any type of packaged food at the lowest level, whereas 6 eat any type of packaged food at the second level. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796555/figure-4-this-is-clear-indication-that-people-are-aware-of"><img alt="This is a clear indication that people are aware of their nonchalant littering behaviour but with hope that government would clear the litter. However, individual drive to take the responsibility is still lacking. Further probing inquires whether their friends do litter. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_004.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796559/figure-5-in-testing-to-know-whether-people-know-the-existing"><img alt="In testing to know whether people know the existing social norms or rules regarding littering: Figure 5.6 while 46% believes it is never acceptable to litter, 32% believes littering is permitted especially when there are no bins available 18% of the responses indicated that they would do absolutely nothing to a littering friend, whilst only 14% would say nothing but pick up the litter themselves and throw it into the bin. Meanwhile, 64% would tell their friends not to litter. But would that be enough? " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_005.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796565/figure-6-the-majority-consciously-dismissed-the-statement"><img alt="The majority (86%) consciously dismissed the statement that it is ok to litter when it is crowded, while 11% were neutral and 1% thought that it was fine. The question remains though: how useful would one’s conscious belief be in the absence of the corresponding practice(s)? " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_006.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796568/figure-7-over-of-the-respondents-agreed-with-the-statement"><img alt="Over 45% of the respondents agreed with the statement that it was ok to litter where there is already litter, 42% disagreed with the statement, and 11% were neutral. The social psychology has been that the government would always clear the litter especially if found in excess. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_007.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796572/figure-5-most-respondents-seems-to-believe-it-is-okay-to"><img alt="Figure 5.9 (Most respondents seems to believe it is okay to litter with ‘small’ items) Over half (56%) of the participants strongly disagreed with the notion that it was fine to litter small items such as receipts and chewing gum, 36 % strongly agreed and 8% were neutral. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_008.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796575/figure-9-the-probing-question-to-measure-the-guilt-people"><img alt="The probing question to measure the guilt people felt after littering, using a scale of 1 to 10. Where (1) is not at all guilty, (2) is neutral and (3) is extremely guilty. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_009.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796580/figure-5-according-to-the-responses-feel-extremely-guilty"><img alt="According to the responses, 40% feel extremely guilty after littering. Another 40 % were neutral, 15% indicated that they would not feel guilty, and 5% gave no response. Figure 5:11 (Do respondents feel guilty after littering?) lix Ifeanyichukwu Okoye et al/ Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Explorit e Snack-Food Consumer Littering and Responsibility towards the Environment. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_010.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796583/figure-11-in-the-response-above-indicated-disgust-indicated"><img alt="In the response, 35% above indicated disgust, 18% indicated that litter does not affect them, 18% felt uncomfortable, 9% indicated admiration as their choice, and 9% said they would be angry about it. Fioure 5.13: Do people blame the sovernment for their litterins behaviour? " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_011.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796590/figure-12-the-of-the-respondents-strongly-disagreed-with-the"><img alt="The 47% of the respondents strongly disagreed with the statement that the government was responsible for their litter, 38% thought that the government was responsible for their litter and not them, and 16% were neutral. The participants were further asked about the effective ways that could stop them from littering " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_012.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796600/figure-13-most-participants-thought-that-availing-more-bins"><img alt="Most participants thought that availing more bins would be effective, but we already have that in the city. The 3% did not know, 18% thought that educating children about littering is effective, 22% thought providing information about littering would be effective, 9% revealed that on-the-spot fines will be effective, and 12% thought shock imagery will be effective. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/figure_013.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796609/table-1-plastic-littering-and-waste-management-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/109057192/table_001.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796619/table-2-when-asked-about-how-frequently-the-participants"><img alt="When asked about how frequently the participants litter items, 23 participants noted that they sometimes litter food packaging items and 27 people mentioned plastics, whereas 18 participants revealed that they sometimes discard chewing gum. In probing further on the problem under study and to understand the nature of these littering behaviors, participants were asked when they normally litter. ‘elix Ifeanyichukwu Okoye et al/ Plastic Littering and Waste Management in Pietermaritzburg, South Africa: Explorin: he Snack-Food Consumer Littering and Responsibility towards the Environment. " class="figure-slide-image" src="https://figures.academia-assets.com/109057192/table_002.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796623/table-3-plastic-littering-and-waste-management-in"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/109057192/table_003.jpg" width="114" height="68" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/15796629/table-5-the-question-on-the-way-forward-results-in-the"><img alt="(Table 5.5) The question on the way forward results in the following outcomes. 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The theory of consequentialism and Stewardship were used to provide ethical perspectives and background for the reconstruction of the consumers' social and moral responsibility towards the environment. The study applies mixed research approach. Focus group, interviews and questionnaire were used to collect data; whereas thematic and statistical analysis were used for data analysis. The study finding shows (1) an increased plastic littering in the Pietermaritzburg city; (2) consumers' indifference towards plastic littering and shifting of cleaning responsibility to the government; and (3) the household plastic-littering consumers indifference towards the consequences of plastic littering to the environment, and the escalating government expenditure towards environmental management. The study recommends an intensified civic responsibility campaign, and anti-littering strategies that can ethically (in)form consumer consciousness and responsibility towards the environment. It also recommends the government to develop a robust policy to control plastic littering. The government must promote a shared sense of responsibility towards the environment by integrating the plastic-producing industries and business dealers into the overall waste management plan. Encouraging plastic recycling businesses must was also recommended.","publication_date":{"day":21,"month":10,"year":2021,"errors":{}},"publication_name":"Research and analysis journal","grobid_abstract_attachment_id":109057192},"translated_abstract":null,"internal_url":"https://www.academia.edu/111550597/Plastic_Littering_and_Waste_Management_in_Pietermaritzburg_South_Africa_Exploring_the_Snack_Food_Consumer_Littering_and_Responsibility_towards_the_Environment","translated_internal_url":"","created_at":"2023-12-16T02:54:55.030-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":69891602,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":109057192,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/109057192/thumbnails/1.jpg","file_name":"86.pdf","download_url":"https://www.academia.edu/attachments/109057192/download_file","bulk_download_file_name":"Plastic_Littering_and_Waste_Management_i.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/109057192/86-libre.pdf?1702724689=\u0026response-content-disposition=attachment%3B+filename%3DPlastic_Littering_and_Waste_Management_i.pdf\u0026Expires=1744279549\u0026Signature=V~M7zybpe3PKGqH5ekBi7~ATLeAeiLMPqT4xtTZpk4ZCtcOOjq9u6s0P9jl19JsC8x8i7rcVJtiRqjeOccEZ9~wxuR0g59zAQlZZdKqEPVte8KtvnxxRL-0Cvs9P16QLgKXb1iREoeF5g2TktCNw~sE2-Cf7JTGfeXK1d2z6gYQ6OUMbq6BvhWXWBbLN6qa56VPULd9st2kq9s4XMgvse~LVrnL9ORAXAgq~Echl1HdOW9Elttk5Pd9eMtaxbR2DSUok58cxrKTW0HaVZzw~kiBwlkonZNhK2iR08febqRESSm2qKvnh8CCVm5Dl1dglQGwImHTvthdo0d1YBi7A6A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Plastic_Littering_and_Waste_Management_in_Pietermaritzburg_South_Africa_Exploring_the_Snack_Food_Consumer_Littering_and_Responsibility_towards_the_Environment","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"The study is located in the discipline of environmental ethics as it explores the snack-food (or plastic) littering and consumer responsibility towards the environment. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-111550597-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550596"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111550596/Topic_Barriers_to_Learning_Linger_into_Post_Pandemic_for_Multi_Campus_Institutions_in_Developing_Nations_A_Case_of_the_University_of_the_Free_State"><img alt="Research paper thumbnail of Topic: Barriers to Learning Linger into Post-Pandemic for Multi-Campus Institutions in Developing Nations: A Case of the University of the Free State" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Topic: Barriers to Learning Linger into Post-Pandemic for Multi-Campus Institutions in Developing Nations: A Case of the University of the Free State</div><div class="wp-workCard_item"><span>SSRN Electronic Journal</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550596"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550596"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550596; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550596]").text(description); $(".js-view-count[data-work-id=111550596]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550596; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550596']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111550596-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111550469"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111550469/Child_Poverty_and_Food_Scheme_in_Rural_South_African_Schools_The_Prospects_and_Limits_Towards_Improving_the_Emotional_Well_Being_of_The_Elementary_School_Students"><img alt="Research paper thumbnail of Child Poverty and Food Scheme in Rural South African Schools: The Prospects and Limits Towards Improving the Emotional Well-Being of The Elementary School Students" class="work-thumbnail" src="https://attachments.academia-assets.com/109057130/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111550469/Child_Poverty_and_Food_Scheme_in_Rural_South_African_Schools_The_Prospects_and_Limits_Towards_Improving_the_Emotional_Well_Being_of_The_Elementary_School_Students">Child Poverty and Food Scheme in Rural South African Schools: The Prospects and Limits Towards Improving the Emotional Well-Being of The Elementary School Students</a></div><div class="wp-workCard_item"><span>International Journal of Scientific Research and Management</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The research examines the impact of poverty on the emotional well-being of elementary school stud...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The research examines the impact of poverty on the emotional well-being of elementary school students in South African rural communities. In order to understand this phenomenon, the study investigates the question on: how does poverty affect the emotional well-being of elementary school students in South Africa? The non-empirical study explores the literature from related studies to answer the research question. The literature review critically examines the effect of poverty on the emotional well-being of children, as well as the strategies used by the government to alleviate the poverty impact at rural school children. The strategies were found to have implementation deficiencies which enables the researcher to argue on the importance of improving the implementation strategies. The finding also reveals that despite the government’s interventions to curb the problem of child poverty, yet there are policy implementation “gaps” here and there. The study recommends more study and con...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="41bcd4b1e26189bde7f304d7410d5487" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109057130,"asset_id":111550469,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109057130/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111550469"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111550469"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111550469; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111550469]").text(description); $(".js-view-count[data-work-id=111550469]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111550469; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111550469']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "41bcd4b1e26189bde7f304d7410d5487" } } $('.js-work-strip[data-work-id=111550469]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111550469,"title":"Child Poverty and Food Scheme in Rural South African Schools: The Prospects and Limits Towards Improving the Emotional Well-Being of The Elementary School Students","translated_title":"","metadata":{"abstract":"The research examines the impact of poverty on the emotional well-being of elementary school students in South African rural communities. 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Lessons From COVID-19!" class="work-thumbnail" src="https://attachments.academia-assets.com/107696985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82801668/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_">South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!</a></div><div class="wp-workCard_item"><span>Academia Letters</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South A...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Borrowing from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. Most elites still ask, “So what?” instead of “Now what?” This left one wondering when political jingoism, rhetoric, denialism, and “intellectual patriotism would” give way for the “true walking of the talk” to ensue. The world’s experiences of the COVID-19 pandemic, from all ramifications, were cathartic. Developmentally, the onus is on the countries to regroup. Initiating relevant development policies and momentum towards a better post-pandemic era remains a sinequanon.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b9e98746d074bd82f05c6d4cd83f2cb7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107696985,"asset_id":82801668,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107696985/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82801668"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82801668"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82801668; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82801668]").text(description); $(".js-view-count[data-work-id=82801668]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82801668; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82801668']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b9e98746d074bd82f05c6d4cd83f2cb7" } } $('.js-work-strip[data-work-id=82801668]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82801668,"title":"South Africa Can We Move From “So What” to “Now What”? 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Lessons From COVID-19!" class="work-thumbnail" src="https://attachments.academia-assets.com/87618990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81640604/South_Africa_Can_We_Move_From_So_What_to_Now_What_Lessons_From_COVID_19_">South Africa Can We Move From “So What” to “Now What”? Lessons From COVID-19!</a></div><div class="wp-workCard_item"><span>Academia Letters</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article originates from the qualitative study conducted at the University of The Free State ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article originates from the qualitative study conducted at the University of The Free State [UFS], South Africa to examine the difficulties facing academic activities during the COVID-19 pandemic. The study interviewed undergraduate students and their lecturers to gather information toward a smooth transition into the post-pandemic although most elites are apprehensive and still ask the question: "so what?" instead of "now what?" This left one wondering when political jingoism, rhetoric, denialism, and "intellectual patriotism" would give way for the "true walking of the talk" to ensue. The article provides a link between quality education and economic development such that with the help of quality education, any pandemic may be managed with the help of new technology, innovation and proper steps. It thus recommends that the governments of developing nations, such as South Africa should consider innovative ways to build the human capital; the ICT infrastructure, cost of internet data, and easy access to connectivity should be the critical components of educational delivery; transforming and widening the participation of students from historically marginalised communities remains critical to a smooth transition into the post-pandemic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="962dd03ec2456800eb2b4ed50b3b9096" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87618990,"asset_id":81640604,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87618990/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81640604"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81640604"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81640604; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81640604]").text(description); $(".js-view-count[data-work-id=81640604]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81640604; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81640604']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "962dd03ec2456800eb2b4ed50b3b9096" } } $('.js-work-strip[data-work-id=81640604]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81640604,"title":"South Africa Can We Move From “So What” to “Now What”? 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To my brothers Engr. Chukwudi Okoye, Late Izuchuwkwu Okoye, and Maduabuchi Okoye (a.k.a Nwokoye) for being pillars of strength for me especially for the many years I have been away from home. To friends and all those whose names are not here mentioned, thank you for your encouragement and for being source of inspiration to me. It is through your support that I achieved this tremendous success. I also owe an enormous depth of gratitude:  to Professor Wayne Hugo for his immense guidance and support throughout the study; mostly for believing in me despite all odds.  to my supervisor Dr Thabile Mbatha for her enduring patience, motivation and constant guidance throughout the study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed747db379167ffb79dec55255f5ba39" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79238022,"asset_id":68949329,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79238022/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="68949329"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="68949329"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68949329; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68949329]").text(description); $(".js-view-count[data-work-id=68949329]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68949329; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='68949329']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ed747db379167ffb79dec55255f5ba39" } } $('.js-work-strip[data-work-id=68949329]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":68949329,"title":"The use of languages in mainstream grade 4 schools in KwaZulu-Natal : implications for policy development","translated_title":"","metadata":{"ai_title_tag":"Language Use in Grade 4 Schools in KwaZulu-Natal: Policy Implications","grobid_abstract":"I wish to thank my parents Mark and Rose Okoye for their love, prayer and encouragements-I love you so very much! 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Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEI s vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECA s and academic mentees in Africa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a3f6c3936445512a53b5f9450375258" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120068927,"asset_id":126146583,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120068927/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126146583"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126146583"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126146583; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=126146583]").text(description); $(".js-view-count[data-work-id=126146583]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 126146583; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='126146583']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a3f6c3936445512a53b5f9450375258" } } $('.js-work-strip[data-work-id=126146583]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":126146583,"title":"Early Career Academics' Development in Africa Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options","translated_title":"","metadata":{"doi":"10.1163/9789004714717_009","abstract":"Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. 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