The research was aimed at eliminating Vibrio cholerae from raw sewage collected from home spills of Chegutu, Zimbabwe. An experimental approach was used in which homogenized raw sewage, inoculated with Chlorella vulgaris culture was distributed equally into three tanks and left to stand for three weeks. Samples were extracted from the three tanks and tested for the presence of Vibrio cholerae and physico-chemical parameters once in seven days. Results showed a continuous decrease in the quantities of Vibrio cholerae as well as physico-chemical parameters. Vibrio cholerae was totally eliminated from the sewage within 21 days. Chlorella vulgaris can be used as a bioremediation agent to eliminate the Vibrio cholerae from sewage. The research recommends that the prototype designed from this research could be used at a large scale in the elimination of Vibrio cholerae in Municipal raw sewage.
<p style="text-align: justify;">This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.</p>
The study focused on the microbiological quality of dried fish sold in the streets and supermarkets in Harare Central Business District. The analysis was based on determining the microbiological load of dried fish samples. Samples were systematically collected from three different streets and three different supermarkets each week. The study period was from January 2020 to April 2020.The samples were analyzed for Salmonella spp., Staphylococcus aureus, Escherichia coli, Aspergillus spp and Penicillium spp. The methods used were pour plate, streaking and microscopy. Results obtained from this study showed that street sold fish microbial levels were within unacceptable levels food safety standards. Supermarket sold dried fish microbial levels were also within the unacceptable levels. In comparing the levels of indicator microorganisms between streets and supermarkets, the results showed that the contamination of level was similar for all the microorganisms except Salmonella. Purchasing dried fish in supermarkets does not guarantee food safety. It was concluded that street and supermarket sold dried fish pose high food safety concerns and can be a potential source of foodborne illnesses.
Industrial Clothing Design and Construction (ICDC) is a practical course that requires students to acquire work experience during their training in preparation for the world of work. The purpose of this study was to explore the assessment procedures for Work Related Learning (WRL) used in ICDC in the Polytechnic Colleges in Zimbabwe. A qualitative research approach utilising a case study research design was used. Research sites and participants were purposively sampled. Two Polytechnic Colleges and three Host Industries were selected. Eight lecturers, three industrial supervisors, two external assessors, two policy makers and ten students were purposively selected for this study. Data were collected through interviews with lecturers, industrial supervisors, external assessors and policy makers. Focus group discussions with students and review of documents used for assessment during WRL were also used for data collection. Data were analysed using thematic data analysis technique. The findings revealed that there are no clearly defined policies on WRL for ICDC. The processes involved in assessment during WRL were considered as haphazard and inadequate. This study therefore recommends intensive professional development workshops aimed at improving the way assessment is realised in Polytechnic Colleges in Zimbabwe. Similar workshops can also be extended to other stakeholders who are in the assessment matrix. This will have an impact on policy formulation for WRL and the realisation of education 5.0 through research and innovation.
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