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Planet population synthesis: the role of stellar encounters
(Monthly Notices of the Royal Astronomical Society, 2022-03) Ndugu, N; Abedigamba, O P; Andama, G
Depending on the stellar densities, protoplanetary discs in stellar clusters undergo: background heating; disc truncation-driven by stellar encounter; and photoevaporation. Disc truncation leads to reduced characteristic sizes and disc masses that eventually halt gas giant planet formation. We investigate how disc truncation impacts planet formation via pebble-based core accretion paradigm, where pebble sizes were derived from the full grain-size distribution within the disc lifetimes. We make the best-case assumption of one embryo and one stellar encounter per disc. Using planet population synthesis techniques, we find that disc truncation shifts the disc mass distributions to the lower margins. This consequently lowered the gas giant occurrence rates. Despite the reduced gas giant formation rates in clustered discs, the encounter models mostly show as in the isolated field; the cold Jupiters are more frequent than the hot Jupiters, consistent with observation. Moreover, the ratio of hot to cold Jupiters depend on the periastron distribution of the perturbers with linear distribution in periastron ratio showing enhanced hot to cold Jupiters ratio in comparison to the remaining models. Our results are valid in the best-case scenario corresponding to our assumptions of: only one disc encounter with a perturber, ambient background heating, and less rampant photoevaporation. It is not known exactly of how much gas giant planet formation would be affected should disc encounter, background heating, and photoevaporation act in a concert. Thus, our study will hopefully serve as motivation for quantitative investigations of the detailed impact of stellar cluster environments on planet formations.
Educational Technology for English Teaching at Kyambogo University, Uganda
(Open Journal of Social Sciences, 2024-12-13) Nabagesera, Veronica Kawalya; Kakuru, Dassy; Ogwu, Ikechukwu; Kadogo, Kulussen; Isabirye, Sanoni; Bulolo, Collins
This study examines the role of educational technology in learning English as a second language within the Department of Language and Communication at Kyambogo University. The key objectives were to assess how various educational technologies can improve the effectiveness of teaching and learning English, explore the attitudes of both teachers and students toward these tools, and evaluate the effectiveness of specific technologies in developing core language skills. A quantitative approach was adopted, using questionnaires distributed to 18 teachers and 243 students to collect data on their experiences with educational technology in language learning. The results show that instructors embrace
a blended approach to English instruction that combines traditional techniques with educational technology. Students receiving quick responses
was a significant benefit of instructional technology. Students showed positive attitudes toward these technologies, with language learning applications and computers enhancing English competence the most. However, the study also found that restricted computer availability and unreliable internet connectivity hinder language learning technology utilization. The report suggests that Kyambogo University increase computer and internet access and train teachers and students to handle these challenges. Identifying and overcoming these challenges will improve the integration and effectiveness of the university’s English language educational technology.
A tiresome but rewarding task: Teachers’ experiences of assessment within the Uganda Lower Secondary Curriculum
(African Journal of Teacher Education, 2024-12-13) Ahabwe, Monica
The Lower Secondary Curriculum (LSC) in Uganda, launched in February 2020, is a competence-based curriculum that has informed the shift in assessment from a focus on knowledge to competences, including the emphasis on formative rather than summative assessment. Despite efforts by Government of Uganda through the National Curriculum Development Centre (NCDC) to equip teachers with competencies to facilitate assessment under the LSC, there are observations that teachers still have limited knowledge about assessment. Moreover, little is known about how teachers cope with the new assessment modalities. This qualitative study thus explored teachers’ experiences of assessment while using the LSC. It was guided by two research questions: What are the teachers’ experiences of using the Uganda LSC assessment modalities, and how would teachers want to be supported to optimize assessment while using the Uganda LSC assessment modalities?
Lecturer competence and perceived impact on students' academic performance in Uganda national teachers' colleges: a case of muni and mubende
(Kyambogo university (Unpublished work), 2016-12) Afema, Agnes
The study was about lecturer competence and perceived impact on student's academic performance in Uganda National Teachers' Colleges. The purpose of the study was to establish whether there was a significant relationship between Lecturer competence and perceived impact on students' academic performance in Uganda National Teachers' colleges. The research was carried out in National Teachers' Colleges Muni and Mubende. The study used both quantitative and qualitative data analysis techniques. The study sample was selected through simple random and purposive sampling techniques. The sample size comprised of three college administrators, eight business education lecturers and one hundred nineteen students. Data was collected through questionnaires, interview and document analysis. The research established that more than half of the lecturers in NTC's are Master's degree holders and some had Bachelor's degrees thus need to be assisted to upgrade to higher academic qualifications. The findings further revealed that upgrading improves on lecturers' pedagogical competence.
The findings indicated that in 2014 students' in first class were 3.7% and second class upper were 29 .62% and in 2015 first class increased to 4.83% and second class upper increased 89.51 % which means majority of the students passed in first and second class diploma. The study therefore recommended that lecturers' in National Teachers' colleges should be encouraged to upgrade to acquire higher qualifications, and do Continuous Professional Development, attend seminars, workshops to update their knowledge, pedagogical competence for efficiency and effectiveness in their jobs. Furthermore, the Ministry of Education and Sports should have a standardized system of recruitment of lecturers to avoid incompetent lecturers being recruited in National Teachers' colleges.
Associations between sociodemographic exposures, growth and development during infancy with development at the age of eight years among children: Analysis of a maternal education trial in rural Uganda
(Journal of Global Health, 2024-12-06) Kakwangire, Paul; Ngari, Moses; Muhoozi, Grace; Ane, Cecilie Westerberg; Atukunda, Prudence; Per, Ole Iversen
Background: Links between early life exposures and child development later in life are not sufficiently explored in low- and middle-income countries. We studied associations between sociodemographic variables, growth and development at six to eight months with developmental outcomes at eight years.
Methods: We used data from a maternal education trial which included 511 mother-infant pairs at children's age of six to eight months (baseline). In this follow-up study, data from 361 mother-child pairs were available. Questionnaires were used to collect sociodemographic variables. Growth (anthropometry) was measured by study personnel and converted to z-scores according to the World Health Organization (WHO) growth reference. Child development (cognitive, motor and language) at baseline was assessed using Bayley Scales of Infant and Todler Development, third edition (BSID-III). Development at eight years was measured using two neuropsychological tools: Kaufman Assessment Battery for Children Second Edition (KABC-II) and Test of Variables of Attention (TOVA).
Results: Higher weight-for-age z-scores (adjusted odds ratio (aOR) = 0.74; 95% confidence interval (CI) = 0.53, 0.98; P = 0.04), better maternal education (aOR = 0.86; 95% CI = 0.78, 0.96; P = 0.03). and better household head education (aOR = 0.86; 95% CI = 0.78, 0.96; P = 0.03) at six to eight months of age were associated with lower odds of scoring below average on KABC-II categorical scores at eight years of age. Motor composite scores and maternal parity at six to eight months of age were positively associated with auditory and visual TOVA scores (all P-values <0.05) at eight years. Cognitive composite scores at six to eight months of age were positively associated with visual TOVA scores (P < 0.05). In contrast, weight-for-length z-scores and household head age were negatively associated with both auditory and visual TOVA scores (P < 0.05). Being a female child was associated with lower auditory and visual TOVA scores (P < 0.05).
Conclusions: At six to eight months of age, growth and development, gender, maternal education and parity, and household head age and education were associated with child development at eight years. Interventions emphasising improved growth and development in infancy, as well as parental educational attainment, may improve long-term developmental outcomes.