Aim: Chital and sambar are the common wild small herbivores, which are vulnerable to poaching for their meat. Many times poachers claim the wild meat to be that of goat or sheep. Hence, authentic evidences are required to stop such wildlife crime. The present investigation was carried out to study the species specific PCR-RFLP patterns for meat identification of chital and sambar and then differentiation from the meat of goat and sheep. Materials and Methods: Extracted DNA from meat samples were subjected to PCR using the universal primers of 12S rRNA gene. The PCR products were subjected to RFLP and sequencing. Results: The size of amplified PCR products was similar (440 bp) in each species and sequence alignment showed more than 89 % similarities among these species. However, phylogenetic analysis revealed that Chital and Sambar are in one cluster while Goat and sheep are in other cluster. To differentiate between species, restriction digestion of the PCR products was carried out to produce characteristic PCR-RFLP patterns for each species. Restriction digestion with RsaI and AluI enzymes produced distinct PCR-RFLP patterns that differentiated the meat of wild species (chital-sambar) from that of domestic species (goat-sheep). BsrI restriction digestion revealed unique PCR-RFLP pattern in chital differentiating it from the meat of other three species. Restriction digestion with DdeI enzyme led to the production of distinct PCR-RFLP patterns for chital and sambar to identify their meat individually. Conclusion: This study showed the effectiveness of 12S rRNA gene polymorphism in meat identification. The data can be used as evidence against the poachers to convict the wildlife crime in the court of law [Vet World 2013; 6(5.000): 254-259
The study sought the opinions of Faculty of Education Students of University of Uyo on the behavioural problems of juvenile street hawkers in Uyo metropolis. Five research hypotheses were formulated to guide the study. This cross-sectional survey employed multi-stage random sampling technique in selecting 200 regular undergraduate students in the Education Faculty of the University of Uyo for the study. The Juvenile Street Hawkers Opinioniare (JUVSHO) developed by the researchers was used in data collection. The hypotheses were tested using chi square statistic at p≤.05 level of significance and appropriate degrees of freedom. Results indicate that juvenile street hawkers develop maladjusted patterns of behaviour, which in turn impair their academic, moral, social, physical, and psychological growth and development thus affecting their future negatively. Based on these findings, it was recommended that government should provide free basic education, improve workers remuneration, provide academic grants and aids to economically disadvantaged parents, and create jobs for unemployed parents, inter alia, in order to keep children from hawking under the guise of subsisting family income at the expense of their total development. Also, the implications of these findings for counselling psychologists in the school system were given.
This study sought to establish the construct validity for an instrument for measuring anxiety. The researchers used a four-point questionnaire and a seven-point Osgood semantic differential scale on depression to ascertain the convergent validity while two instruments measuring aggression were employed to establish the divergent trait with anxiety using multitrait-multimethod matrix. The face validity was carried out by experts in Educational Measurement and Evaluation. Cronbach Alpha reliability estimates for internal consistency of the items yielded 0.76, 0.98 for anxiety measures; 0.74, 0.85 for depression measures and 0.63, 0.79 for aggression measures respectively. The PPMC coefficient was used to test the hypotheses. Samples of thirty Senior Secondary III students of University of Nigeria Demonstration Secondary School were purposively selected for the study. The results demonstrated moderate convergence (r = 0.20, 0.49, 0.39 for measures of anxiety, depression and aggression respectively) between two different methods of the same trait. Measures assessing anxiety and depression could be distinguished from measures assessing aggression. In conclusion the rejection of the first hypothesis and the retention of the second and third hypotheses based on the correlation confirm the convergent and divergent validities of the instruments; therefore, the instruments for measuring anxiety were deemed valid and reliable.Keywords: Multitrait-multimethod Matrix, Anxiety, Depression, Aggression, Anxiety Measures, Construct Validity Introduction A construct is a psychological trait, attribute or characteristic that is not directly observable. Constructs are assessed in psychology in order to furnish data that could explain some covert behaviour. Examples of psychological constructs include anxiety, depression, aggression, honesty, aptitude, interest, extraversion, introversion, self-control, friendliness, impulsivity etc. These psychological constructs are useful in explaining differences in behaviour among people. Assessment of these constructs requires the use of sound instruments, instruments with unquestionable psychometric properties-if the results obtained from such assessments are to be interpreted and upheld as a true reflection of the construct in question. This brings to bear the need for construct validation.
Any education that is not qualitative enough would impose more danger to the learners and the society at large. This study examined managing the learning environment in schools for improved quality education. The secondary school was the focus while the principals were the target. The presentation of the meaning of learning environment and quality education was captured. The study also explained who the principal is and his responsibilities concerning the educational managerial conception. The study looked at the various components of the learning environment and how they could be managed to produce an acceptable learning environment and its implication in the post-COVID 19 eras. In the end, the paper concluded, among other things, that it is only when the principals are innovative, creative and proactive with their understanding of the learning environment that the desired quality education can be achieved.
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