Abstract:

Subsequent to the appearance of the COVID-19 contagion, governments around the world were confronted with the challenge of combating its spread. It has been established that the infection is predominantly human to human and this reality informed the approaches used to counter it. Governments, particularly those perceived to have impeccable democratic credentials, had the difficult decision to deploy martial laws against laissez faire tactics in order to save lives. Most countries resorted to martial law, which gave leaders of governments unfettered state power to make decisions “to save lives”. Whereas most Western countries took a wait-and-see approach in implementing State of Emergencies, China and most countries in the developing world were quick to declare them. Developing countries’ records on human rights are generally poor. There has been a worldwide human rights confrontation between governments and citizens on the extent of the instruments used to fight COVID 19. Have these instruments been effective? Have they been the only necessary and key instruments to fight the pandemic? To what extent did they impinge on the human rights imperatives of the citizen? This paper interrogates the necessity of using these instruments to combat COVID-19 and their consequences on people’s rights. The paper presents the instruments used in Zimbabwe and Botswana and uses the Human Rights-Based Approach (HRBA) to compare their consequences on people’s freedoms in these countries. This research uses mixed methods in interrogating the impact of the administrative instruments that were used to combat COVID 19. Where necessary, descriptive and ethnographic approaches are employed to deepen the understanding of the impact of these instruments on human rights.

References:

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[6]    Leary VA. The right to health in international human rights law. Health Hum Rights 1994; 1: 24–56.

[7]    Magaisa, A, T, retrieved from, Zimbabwe bans by-elections citing Covid-19, https://nation.africa/

[8]    Magaisa, A. T, Big Saturday Read: Lawfare: The removal of Beatrice Mtetwa, 18 August 2020. https://www.bigsr.co.uk

[9]    Magaisa, A. T, Big Saturday Read: Zimbabwe - a case of political persecution, 8, August 2020. https://www.bigsr.co.uk

[10] Motsamai, M, (2020). Botswana Uses Human Rights Approach in Covid-19 Fight, https://allafrica.com

[11] Mutenheri, F & Kokorwe, K, L. (2020) Globalization or De-linking? Gauging the Efficacy of Global Administration to Global Pandemics in the Face of the Novel Corona Virus Between December 2019 and the First Quarter of 2020, Texila International Journal of Academic Research, Volume 7, Issue 1.

[12] Office of the High Commissioner for Human Rights and the World Health Organization, The Right to Health (Geneva: OHCHR 2008). Available at: https://www.ohchr.org/Documents/Publications/Factsheet31.pdf

[13] Schiariti, V., (2020) The human rights of children with disabilities during health emergencies: the challenge of COVID-19, Mac Keith Press.

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Abstract:

The purpose of this article is to access the use of social media as a form of digital tools on the academic performance of undergraduate students of the University of Ibadan, Nigeria. The paper reviews the actual impact of the use of social media with student’s classroom learning. The descriptive research design was utilized. Two hundred (200) undergraduate students purposively selected from eight faculties. The paper reveals that a great number of students are addicted to the use of social media and frequency use of social networks in digitalization tool becomes an integral part of the students’ development which has resulted in improving students’ academic performance. In conclusion, the paper reveals that the use of social media is part of digital tools that shaping and influencing how students lean and interact with their studies and also, with e-communication with peers this help a student to collaborate and discuss issues related to their academic studies. Social media have a dual impact on student achievement, and it is necessary to approach adolescents' use of social networks with ultimate positive responsibility. With the outcome of the findings, this paper recommends that the government and educational planners should improve the leisure, information exchange among learners, therefore, academic performance can be maintained. The researcher recommends that social media should be used for educational purposes as well, Social Networking Sites should be expanded and new pages should be created to enhance academic activities and avoid setbacks in the students’ academic performance.

References:

[1]    Aba, J. I., & Makinde, T. O. (2020). Use of Social Media in Libraries and Impact on Undergraduates. In Handbook of Research on Digital Devices for Inclusivity and Engagement in Libraries (pp. 350-370). IGI Global.

[2]    Adaja, T. A. & Ayodele, F. A. (2013). Nigerian youths and social media: Harnessing the potentials for academic excellence. Kuwait Chapter of Arabian Journal of Business and Management Review, 33(854), 1-11.

[3]    Alonge, A. J. (2017). Use of Social Media in HIV and Aids Communication among undergraduate students in South-West Nigeria. PhD thesis submitted to School of Journalism and Mass Communication, University of Nairobi, Kenya.

[4]    Asur, S., & Huberman, B. A. (2010). Predicting the future with social media. In 2010 IEEE/WIC/ACM international conference on web intelligence and intelligent agent technology (Vol. 1, pp. 492-499). IEEE.

[5]    Bernard, K.J., & Dzandza, P.E. (2018). Effect of social media on academic performance of students in Ghanaian Universities: A case study of University of Ghana, Legon.

[6]    Camilia, O. N., Ibrahim, S. D., & Dalhatu, B. L. (2013). The effect of social networking sites usage on the studies of Nigerian students. The International Journal of Engineering and Science, 2(7), 39-46.

[7]    Govender, DW and Kayode, AE (2020). Examining Availability and Frequency use of Computer-Based Technology Resources among Students in Nigerian Universities. PONTE, Academic Journal. Apr.2020, Vol.76, Issue 4. http://dx.doi.org/10.21506/j.ponte.2020.4.26.

[8]    Kauser, S., & Awan, A. G. (2019). Impact of using social media on academic performance of students at graduate level: Evidence from Pakistan. Global Journal of Management, Social Sciences and Humanities, 5(1), 116-142.

[9]    Kayode A. E. (2020). Computer-based Technology Skills and Academic Performance of Students in Nigeria Universities. PhD thesis, School of Education, University of KwaZulu-Natal, University of South Africa.

[10] Naveen, C. L., & Nagesh, R. (2017). Use of social media & Its impact on academic

[11] performance of engineering students: A study. Library Progress (International), 37(2), 154-163.

[12] Sponcil, M., & Gitimu, P. (2013). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research, 4, 1.

[13] Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)–A literature review. Computers in human behavior, 29(5), A60-A68.

Abstract:

In the last ten years, there have been conscious attempts by every nation to integrate digital tools into their educational system especially at the tertiary level. Nigeria is no exception. The policymakers in Nigeria at the federal and state levels have felt the need to integrate Information Communication Technology (ICT) in their educational policies. It is felt that in this globalized world the country must embrace digital technology to enhance support teaching and learning environment. It is the belief that in the present globalized world every nation should embrace digital technology to be competitive and also have knowledge-based society as well as information society or as Castells, (1996) has put it “Network Society” and also Perevozchikova, et.al. (2020). The COVID-19 pandemic has also made it imperative that countries should advance towards e-learning. The future of education is therefore intertwined with Information Communication Technologies (ICTs). The Nigerian government has realized that the new normal or post-COVID-19 pandemic environment has made the traditional method of teaching and learning outmoded.

It is therefore in this regard that most policymakers in Nigeria are advocating an advance towards ICT hence there is what we can call paradigm-shift in terms of teaching and learning in Nigeria now. This paper discusses the Nigerian guidelines on digital education highlighting the challenges and the prospects of digital education. It concludes that digital education must be embraced because the post-COVID-19 pandemic has made it impossible to continue with the traditional mode of teaching/learning.

References:

[1]    Ajiboye, S. 2020, http://www.vanguardngr.com/2020/05/post-covid-19-education-will depend-on-technology-driven-teaching-teaching-ajiboye-trcn-boss/accessed June 3^rd, 2020.

[2]    Alaimo, C., Kallinikos, J., & Valderrama, E. 2020, Platforms as service ecosystems: Lessons from social media. Journal of Information Technology, 35(1), 25-48.

[3]    Appadurai, A. 2005, Modernity at large: cultural dimension of globalization. University of Minnesota Press, Minneapolis, USA.

[4]    Atoy Jr, M. B., Garcia, F. R. O., Cadungog, R. R., Cua, J. D. O., Mangunay, S. C., & de Guzman, A. B. 2020, Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness. Journal        of Librarianship and Information Science, 0961000619898213.

[5]    Ayodele, O. 2020, The new information feudalism: Africa’s relationship with the global information society. South African Journal of International Affairs, 27(1), 67-87.

[6]    Castells, M. 1996, The rise of the network society. Oxford, UK: Blackwell.

[7]    Conley, V. A. 1997, Rethinking Technologies, Minnesota: University of Minnesota.

[8]    Fafunwa, A. B. 2018, History of education in Nigeria. Routledge.

[9]    Garcia-Penalvo, F. J., Hernandez-Garcia, A., Conde, M. A., Fidalgo-Blanco, A., Sein-Echaluce, M. L., Alier-Forment, M., & Iglesias-Pradas, S. 2017, Enhancing education for the Knowledge society era with learning ecosystems. In Open Source Solutions for Knowledge Management and Technological Ecosystems (pp. 1-24). IGI Global.

[10] Giddens, A. 1990, The consequences of modernity. Cambridge: Polity Press.

[11] Hanandez, R. M. 2017, Impact of ICT on Education: Challenges and Prospectives. Propositosy Reprisentaciones, Vol.5, No 1.

[12] Hosen, S. 2020, What is the driving force of globalization? International Journal of Publication and Social Studies, Vol. 5, issue 2.

[13] Ivanov, D. V. 2020, Augmented Modernity: Effects of Post-Globalization and Post-Virtualization. Sotsiologicheskie issledovaniya, (5), 44-55.

[14] Jameson, F. 2015, “The Aesthetics of Singularity” New Left Review, 92 Second Series.

[15] Kurilovas, E. 2020, On data-driven decision-making for quality education. Computers in Human Behavior, 107, 105774.

[16] Lyotard, J. F. 1979, The Postmodern Condition: A Report on Knowledge. University of Minnesota Press. Minneapolis.

[17] NIGICTIE, 2019, National Implementation Guidelines for ICT in Education. Federal Ministry of Education, Nigeria.

[18] Nwachukwu, U. M., Johnson, P. A., & Amadi, U. 2020, Assessment of Teachers' Perception on Digitalization of Education in Secondary School in Rivers State. European Academic Research Journal, 7(12).

[19] Patel, F. 2020, Glocal Development for Sustainable Social Change. Handbook of Communication for Development and Social Change, 501-517.

[20] Perevozchikova, L., Avdeenko, E., Radugin, A., & Ershov, B. 2020, Lifestyle in a Networked Society. In Proceeding of the International Science and Technology Conference" FarEastСon 2019" (pp. 999-1005). Springer, Singapore.

[21] Shedden, R. 2020, “It’s teaching Jim, but not as we know it”: An examination of the beliefs and attitudes of teachers to the use of technology in Further & Vocational Education from a teacher’s perspective (Doctoral dissertation, Durham University).

[22] Turel, Y. K., & Johnson, T. E. 2012, Teachers’ Belief and Use of Interactive Whiteboards for Teaching and Learning. Educational Technology and Society, 15(1), 381-394.

[23] UNESCO, 2000, Nigerian Human Development Resource and Civilization: Education and World Affairs. New York.

[24] Valdarrama, C. 2012, Sociedad de la informacion: hegemonia, reduccionismoteenologico y resistencias. Nomadas, 36, 13-25.

[25] Waheed, A., Xiaoming, M., Ahmad, N., & Waheed, S. 2020, Moderating effect of information technology ambidexterity linking new human resource management practices and innovation performance. International Journal of Information Technology and Management, 19(2-3), 181-201.

[26] Wang, J. 2020, Massive Information Management System of Digital Library Based on Deep Learning Algorithm in The Background of Big Data. Behaviour & Information Technology, 1-9.

Abstract:

Virtual teaching and learning have been part of the integration of the use of technological tools in this digital age and new normal. The formation of a knowledge society and the digital storage of development of modern civilization culture still remain a continuous process in the era of virtual teaching and learning within the education system especially during this global pandemic lockdown. This article reviews the use of virtual teaching and learning as techniques to improve digitalization in the use of new e-tools in teaching and learning in Nigeria. To achieve this, the concept of virtual teaching and learning is reviewed with the intention of looking at its features in digital education. The benefits of virtual teaching and learning are many which include opportunity for timely and distance education, better interactions, easily accessible to learners; the lesson can be easily tracked and recorded. It was concluded that virtual teaching and learning had great significant impacts on digital education and proved to be a vital and sustainable tool in digitalization of education. This paper recommends that the government of Nigeria should improve on adequate provision of infrastructures which will aid the use of virtual teaching and learning at all levels of education system.

References:

[1] Bakia, M., Shear, L., Toyama, Y., and Lasseter, A. 2012. Understanding the Implications of Online Learning for Educational Productivity. Center for Technology in Learning SRI International. Publication by U.S. Department of Education, Office of Educational Technology.

[2] Bao, W. 2020. COVID ‐19 and online teaching in higher education: A case study of Peking University. Human Behaviour and Emerging Technologies/ Volume 2, Issue 2.

[3] Chauhan, A. 2018. 11 Digital Education Tools for Teachers and Students. e-learning industry.

[4] EduSys. 2020. Virtual Classroom. www.edusys.com

[5] Guri-Rosenblit, S. 2005. ‘Distance Education’ and ‘e-Learning’: Not the Same Thing. Higher Education 49:467-493.

[6] Johnson, A. 2017. Why Virtual Teaching Will Never Ever Replace Classroom Teaching.

[7] Li, F., Qi, J., Wang, G., and Wang, X. 2014. Traditional Classroom vs E-Learning in Higher Education: The Difference Between Students’ Behavioural Engagement. http://dx.doi.org/10.3991/ijet.v9i2.3268. iJET ‒ Volume 9, Issue 2.

[8] Posey, G., Burgess, T., Eason, M. and Jones, Y. 2005. The Advantages and Disadvantages of the Virtual Classroom and the Role of the Teacher.

[9] Stern, J. 2010. Introduction to Online Teaching and Learning. http://www.sloan-c.org/resources/index.asp.

[10] Sufeng, Y., and Runjuan, S. 2013. Virtual Classroom and Traditional Classroom. International Conference on Education Technology and Management Science (ICETMS 2013).

Abstract:

For some decades now, Nigeria’s socio-economic and educational crisis has deepened in every sphere of life, a predisposition attributable to unprecedented challenges from new for technologies and interconnectivity. In existence now is a system of education that is no longer relevant globally, which translates to a paradigm shift in ways students want to learn and how teachers want to instruct. This has resulted in uncertainties of knowledge dissemination, transfer and sustainability. This paper holds the believe strongly that revisiting cultural and values-based education and adjustment to the digitalization process will lead to inclusive learning without boundary, development and transformation in human values. The main thrust of the paper is to re-design, using the qualitative approach, the curricular and courses to reflect activities for the mind, character, and technical skills formation, on a conceptualised tripartite of the three ‘’H’’: Head, Heart and Hands for online education for positive changes. It is, therefore, expedient to state that the outcome of new models, education for positive change is attainable by using a digitalized formula that synthesizes the head, the hands and the heart. The paper concludes that an induced change in mind-set and borderless education for all will liberate the world from digital uncertainties. Thus, the paper recommends youth-centred real-life application project-based learning and education in human values for the transformation of society. This will help reduce the rigidity of the formal method and a wide range of resource requirements, thereby making it more effective and affordable.

References:

[1]       Adewale, A. R. (2011). The Political, economic and social dynamics of Nigeria; A Synopsis. AISA policy brief. No 39, feb. Agbata, C.F. (2020). COVID-19 and future of learning. Punch. May 24^th 2020.

[2]       Alekseev, V. G. (2013). Valuable orientation of the person and the problem of their formation.

[3]       Banks, M. J. A. (2015). Cultural diversity and education. Routledge.

[4]       Barnett, R, (2004). Learning for an unknown future that right relationship could transformatory curriculum and pedagogy could project lifelong leaning need for self-awareness and designing of curriculum and practising a pedagogy needed for future learning.

[5]       Bernet, T. (1982). Popular culture: Defining our terms, dalam Popular Culture: Themes and issues I. Milton Kaynes; Open University Press.

[6]       Botalova Olga B. Et al. (2016). International Journal of Environmental and Science Education. Vol.11, No 17.

[7]       Combi, Mariella. (2016). Cultures and technology: An analysis of some of the changes in progress- digital, global and local. Springer.

[8]       Danjuma, M., Sarki Z. M. and Amali, Sadiq (2015). Value Re-orientation: A Strategy for Enhancing a Fraud- Free Society.

[9]       Eastment, R. (2018). The classroon of the future. Predic Newsletter. Sept.

[10]    Echols, M. E, (2019). Uncertainty is the Future certainty. Chief learning officer magazine.

[11]    Erstad, W. (2017). Online vs traditional education: what you need to know. Inf on req. Rasmussen College. https://www.rasmussen.

[12]    Frank Sonnenberg, (2014). Follow Your Conscience: Make a difference in Your Lives and the Life of Others.

[13]    Gardner, H. (2006). Five minds for the future. Bostton: Harvard Business school Press.

[14]    Herman, P. C. (2020). Online learning is not the future. Routleedge.

[15]    Jones, S. D. (2018). Redesigning curriculum, Re-imigining education: preparing preservice teachers for students of color in urban education. Ph.D. Dissertation. College of Education. De Paul University.

[16]    Kaliannan, M. and Chandran, S. D. (2010). Education in human values (EHV); Alternative approach for a holistic teaching. Educational Research and Review. vol. 5, 12, pp 802-807.

[17]    Kalish, A. (2020). 14 Best sites for taking online classes that’ll boost your skillssans get you ahead.

https://www.themuse.com.

[18]    Monnappa, A. (2019). Digital v/s traditional-why online educational is here to stay. Career Fast Track.

[19]    Njoku, D.I. (2015). Re-orientation of Value Systems in Nigeria. Global Journal of Arts, Humanities and Social Sciences. Vol. 3, No 11, pp 25- 32, November.

[20]    Obama, B., (2020). CNN interview with Barrack Obama on education in human values.

[21]    Pswarayi-Riddihough, I. (2019). Challenges of Disruptive Change: ’Together Towards Tomorrow’.

[22]    Rispoli, D. 2020. Can Online Learning be as effective as traditional education? World reader. 24. Saa-Aondo, S. A. 2019. Foundations of Value disorientation in Africa: Example of the Nigerian South education system. Journal of Humanities and Social Sciences. Vol 7, no 6. pp 215- 219.

[23]    Suleiman, Wasilu. (2013). Effect of causes of poor attitude to work among organizations. JIARM. Vol 1, Issue 6, July. Journal of International Academic Research for Multidisciplinary.

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Abstract:

References:

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[2] Collins J. (2001) Good to Great: Why Some Companies Make the Leap...and Others Don't, Harper Collins Publishers, New York.

[3] DuFour R., Raising the Bar and Closing the Gap: Whatever It Takes Paperback – November 20, 2009.

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[5] Farkas G., (2003) Racial Disparities and Discrimination in Education: What Do We Know, How Do We Know It, And What Do We Need to Know? Teachers College Record 105 no. 6:1119-1146.

[6] Ministry of Education and Training (2011) Education Sector Policy, Mbabane, Eswatini.

[7] Naidoo, J. (2006) Educational Decentralization and School Governance in South Africa: From Policy to Practice. Paris: IIEP.

[8] Ouma O. C., Influence of Preparation & Development of Principals on Management of. Public Secondary Schools In Kisumu East District, Kenya Taylor & Francis (2010) Motivating Students to learn.

[9] Whitaker P. (1993) Managing Change in Schools, Operl University Press Buckingham.

[10] Stein, S.J. and Book, H. E. (2000). The EQ Edge: Emotional intelligence and your success. Canada: Multi-Health Systems.

[11] William H. W. (1999) was editor of Fortune magazine and Distinguished Professor at Hunter College of the City University of New York.

[12] Smith, P.A., Hoy, W.K., & Sweetland, S.R. (2001), Organizational health of high schools and dimensions of faculty trust, Journal of School Leadership, 11, 135-151.

[13] Walker, A. and Qian, H. (2006), Beginning principals: balancing at the top of the greasy pole, Journal of Educational Administration, 44 (4): 297-309.

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Abstract:

Introduction: Many avoidable triggers lead to acute asthma attack and subsequent visit to the emergency centre. The aim of the study was to determine triggers of acute asthma in order to target prevention efforts in patients attending emergency centre in a district hospital, Johannesburg, South Africa. Objectives were to describe acute asthma patients, identify triggers and severity at presentation. Methods involved a prospective descriptive cross-sectional study conducted from April to August 2015, in consenting adult participants. A researcher or trained assistant completed the semi-structured questionnaire in English. Results: Overall, 239 patients enrolled (139 males, 100 females with the median age 31 years). Majority presented with moderate acute asthma (52.72%). Active cigarette smoking (p-value<0.001) and/or passive cigarette smoking (p-value=0.004) were identified potential triggers for acute asthma attack. Chi-square or Fisher Exact test analysis were used for associations between variables and severity. Bivariate logistic regression was used to ascertain triggers associated with acute asthma attack. P-value < 0.05 was statistically significant. Confidence interval was 95%. There were no significant associations between the severity of acute asthma attack and acute respiratory infection (p-value=0.818), use of medication-related asthma triggers (p-value=0.942) and knowledge of asthma allergens (p-value =0.086). Conclusion: The majority patients presented in moderate acute asthma attack which was most probably triggered by active and/ or passive cigarette smoking. Hence, frequent visits to hospital in acute asthma attack could be minimized by removing avoidable triggers from households.

References:

Abstract:

Background: Hospital environment and healthcare personnel form an integral part of healthcare system. Patients visit the hospital for various reasons. Some patients require hospitalization and others require medical and surgical interventions. Microbes present in the hospital environment and those colonized in the anterior nares, and on the skin of healthcare personnel could pose an increased threat of hospital acquired infections. Staphylococcus aureus (S. aureus) is one among many microbial species with potential to cause mild to severe infections that could be present colonized in the healthcare personnel. This study is aimed to evaluate the colonization of S. aureus in the anterior nares of medical and paramedical students.

Methods: Nasal swabs were collected from a total of 100 medical, and paramedical students. The swabs were cultured on blood agar, and the staphylococcal isolates were identified to the species level by using standard and conventional microbiological techniques. The colonies were counted on isolation (<10 colonies-scanty growth; <25 colonies-moderate growth; <50 colonies-moderate to heavy growth; and > 50 colonies; heavy growth). The virulence determinants including hemolysis, pigment production was assessed. The antimicrobial susceptibility testing was performed using Kirby-Bauer disk diffusion method.

Results: Microbes had grown in 97% of the nasal swabs. Most frequent bacterial isolates were Coagulase negative Staphylococcus (CONS), and diphtheroid bacteria (bacterial resembling Corynebacterium diphtheriae. S. aureus was isolated in 13% of the study participants.

Conclusion: The isolation rates of S. aureus were noted to be 13%.  Increased resistance was noted against vancomycin, and commonly used antimicrobial agents. Most isolates demonstrated hemolysis on blood agar.

References:

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[2]    Casanova C, Iselin L, von Steiger N, Droz S, Sendi P. Staphylococcus hyicus bacteremia in a farmer. J Clin Microbiol. 2011;49(12):4377–4378. doi:10.1128/JCM.05645-11.

[3]    Ramana KV1, Mohanty SK, Wilson CG. Staphylococcus aureus colonization of anterior nares of school going children. Indian J Pediatr. 2009 Aug;76(8):813-6. doi: 10.1007/s12098-009-0159-1.

[4]    Becker K, Heilmann C, Peters G. Coagulase-negative staphylococci. Clin Microbiol Rev. 2014;27(4):870–926. doi:10.1128/CMR.00109-13.

[5]    Jenul C, Horswill AR. Regulation of Staphylococcus aureus Virulence. Microbiol Spectr. 2018;6(1): 10.1128/microbiolspec.GPP3-0031-2018. doi: 10.1128/microbiolspec.GPP3-0031-2018 virulence.

[6]    Bien J, Sokolova O, Bozko P. Characterization of Virulence Factors of Staphylococcus aureus: Novel Function of Known Virulence Factors That Are Implicated in Activation of Airway Epithelial Proinflammatory Response. J Pathog. 2011; 2011:601905. doi:10.4061/2011/601905.

[7]    Centre for Disease Control and Prevention (CDC). MRSA and the Workplace. https://www.cdc.gov/niosh/topics/mrsa/default.html.

[8]    Yang CC, Sy CL, Huang YC, et al. Risk factors of treatment failure and 30-day mortality in patients with bacteremia due to MRSA with reduced vancomycin susceptibility. Sci Rep. 2018;8(1):7868. Published 2018 May 18. doi:10.1038/s41598-018-26277-9.

[9]    Bakthavatchalam YD, Nabarro LE, Veeraraghavan B. Evolving Rapid Methicillin-resistant Staphylococcus aureus Detection: Cover All the Bases. J Glob Infect Dis. 2017;9(1):18–22. doi:10.4103/0974-777X.199997.

[10] Bonjean M, Hodille E, Dumitrescu O, et al. Disk Diffusion Testing for Detection of Methicillin-Resistant Staphylococci: Does Moxalactam Improve upon Cefoxitin? J Clin Microbiol. 2016;54(12):2905–2909. doi:10.1128/JCM.01195-16.

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[12] Truong J, Veillette JJ, Forland SC. Outcomes of Vancomycin plus a β-Lactam versus Vancomycin Only for Treatment of Methicillin-Resistant Staphylococcus aureus Bacteremia. Antimicrob Agents Chemother. 2018;62(2): e01554-17. Published 2018 Jan 25. doi:10.1128/AAC.01554-17.

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Abstract:

Malaria control efforts currently lay emphasis on reducing transmission by limiting human-vector contact. Meanwhile, Mosquito-Avoidance Practices (MAPs) have been shown to be sub-optimal in urban areas, especially among under-five children (U-5C), resulting in high child morbidity and mortality. This study was therefore designed to investigate MAPs among caregivers of U-5C living in Somolu; an urban Local Government Area (LGA) in Lagos State, Nigeria.

A cross-sectional survey was conducted involving 394 female caregivers of U-5C. The LGA was stratified into three layers based on the level of planning and drainage using a geographic information system (GIS). Data were collected using a semi-structured, interviewer-administered questionnaire and were analysed using descriptive statistics and Chi-square test at p=0.05.

Mean age of respondents was 33.6±7.7 years. The proportion who mentioned mosquito nets as a MAP by strata were: S1-59.3%, S2-80.7% and S3-64.3%. Other MAPs reported included: spraying insecticide: S1-20.5%, S2-26.3% and S3-17.1%, shutting door after sunset: S1-9.6%, S2-10.5% and S3-11.4%, and clearing surroundings: S1-2.9%, S2-5.3% and S3-2.9%. Ownership of bed nets was: S1-76.0%, S2-75.4% and S3-68.6%, and out of these, S1-73.1%, S2-70.7% and S3-72.4% reported that their child slept under the net the night before the survey.

The most common mosquito-avoidance practice among caregivers of under-five children was the use of bed nets, and this did not differ by level of planning and drainage of the study site. Therefore, strategies to improve and sustain the use of bed nets and to promote the use of other effective mosquito-avoidance practices should be encouraged.

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