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This study aims to verify the impact of cooperative learning as an intervention strategy towards the achievement of peace, equality and equity in the science classroom as part of the democratic process necessary for sustainable development.

The study sample comprised 56 SSS 2 students in one public co‐educational secondary school in Lagos State. Using a students' gender equity and peace questionnaire, results indicate that cooperative learning is effective in achieving a good measure of equity and peace between sexes in the biology classroom. Furthermore, cooperative learning was observed not to have differential impact on students of different ability levels with respect to their achievement of gender equity in the biology classroom.

The study concludes that cooperative learning mode is a gender friendly interaction pattern for all and should be encouraged at the secondary school level in order to empower all students to begin early to imbibe democratic values and behaviors necessary for peaceful coexistence and sustainable development.

The study provides a unique insight into cooperative learning and gender equity in Lagos, Nigeria.

Group reporting, a form of cooperative learning, is a learning tool often employed in residential teaching to facilitate quality learning. Like other cooperative learning methods, it enhances learning in classrooms by allowing students work on activities in small groups to receive rewards based on their group’s performance. However, though group reporting is often done in face-to-face settings, few up-to-date literature has shown its application in online learning. Moreover, the question as to whether online cooperative learning through group reports yields positive or negative response from students has to be studied further. The paper aims to discuss these issues.

This study focuses on the students’ response to the group reporting activity carried throughout one semester. A course offered by the University of the Philippines Open University on database management systems made use of group reporting to add to the students’ learning experience. Group meetings along with regular online lectures were carried out during the first half of the semester. The output group reports were then presented during the second half and served as the main resource for those weeks’ study modules. An online survey with Likert scales drawing out the student reactions on the learning activity impact was administered to volunteer respondents at the end of classes.

In total, 71.9 percent of 32 respondents observed changes in their behavior after using peer and cooperative learning technologies. The respondents also indicated that they enjoyed the group reporting activity (14 agreeing strongly, 14 agreeing moderately). They also indicated that they were motivated to learn the course through the group reports (8 agreeing strongly, 14 agreeing moderately). However, when asked if they preferred to have all the modules in group report format 9 agreed moderately, 8 disagreed moderately, 7 disagreed strongly, 4 agreed strongly, and 4 neither agreed nor disagreed. Still, overall, online cooperative learning facilitated quality learning based on this study’s results.

This study contributes to the body of knowledge by showing how group reporting can be applied online and how students have responded to it. The study also provides recommendations on how to conduct online cooperative learning in order to enhance the quality of courses, with implications for further research to look into variations with respect to the technology used for reporting and its suitability to a given course.

A Casebook of Indigenous Business Practices in Africa is a collection of business case studies that expand understanding of how indigenous enterprises apply entrepreneurial practices embedded in culture to achieve success. Indigenous methods are part of Africa's social and economic fabric, and these cases identify concepts and models that can accelerate growth in Africa. The value of these practices across regions of Africa cannot be overemphasised despite the dominance of Western business methods, which, though beneficial, are yet to drive the continent's developmental agenda. By exploring indigenous business practices in Africa, students, educators, practitioners, entrepreneurs and government decision-makers will be introduced to unique and sustainable practices that can foster inclusive growth and social and economic empowerment when contextualised within the business landscape. Identification of relevant orientations in indigenous practices that will benefit contemporary business frameworks and actors is a significant contribution of the authors of this book. Incorporation of these indigenous methods into management teachings and business practices is essential to the continent's economic growth and socio-cultural progress.

The purpose of this study is to highlight the indigenous knowledge systems (IKS) preservation efforts in South Africa, with a focus on the National Recordal System and the Indigenous Knowledge Systems Documentation Centres (IKSDCs) across South Africa.

Anchored in the interpretivist paradigm, the qualitative research approach was adopted to explore the objectives of the study. The multiple case study method was considered appropriate and adopted for the study. The data for this study was collected through comprehensive face-to-face interviews and Web content analysis. The population of the study consisted of the staff at the IKSDCs in the selected academic institutions. The purposive sampling technique was used to select the following set of participants in each academic institution: IKS managers/coordinators, digitization officers and online collection administrators.

The findings provide an in-depth understanding of the IKS landscape in South Africa. The findings and recommendations of this paper would be useful to researchers who wish to know more about digitization efforts in South Africa. It would also be useful to all stakeholders and policymakers.

The paper brings to the fore the efforts of the South African government in preserving IKS through documentation and digitization. The paper highlights the sources of indigenous knowledge, types of indigenous knowledge captured, how the indigenous knowledge is ingested in the repositories and how the data is captured. Generally, the roles of the IKSDCs in the capture and preservation of IKS are highlighted.

The purpose of this study was to investigate the effect of a dietary probiotic on the growth performance and survival rate of Litopenaeus vannamei shrimp. Furthermore, the microbial quality of shrimp was evaluated.

Shrimp were divided into treatment and control groups (each group containing 45 shrimp). They were fed for four weeks with a control diet alone or supplemented with a commercial probiotic (Protexin®). At the end of the trial, they were assessed for survival rate, weight gain, average daily gain and specific growth rate. Samples of tail meat were also provided aseptically from peeled shrimp for bacteriological analysis including the count of Staphylococcus aureus, enterococci, Clostridium perfringens, fecal coliform, Salmonella, Escherichia coli, Listeria monocytogenes and total bacterial count.

The growth performance of the probiotic-treated group significantly (p < 0.05) increased at the end of the experimental period. However, no significant differences were observed for the survival rate between the groups (p > 0.05). The count of C. perfringens and the total bacterial count in shrimp supplemented with the probiotic were significantly lower than those of controls (p < 0.05). The count of coliforms and S. aureus was not significantly different between the groups (p > 0.05).

It could be concluded that the probiotic bacteria have the potential to stimulate the growth performance of L. vannamei. They can also be used for biological control of food-borne pathogens and improve the microbial quality and safety of shrimp at the farm level.

The study aims to identify the dynamic complexities and development points of the entrepreneurial ecosystem (EE) in the agricultural sector of Iran to improve production factors' productivity, including arable land, water resources and human capital.

First, the EE of the agricultural sector in Iran was designed following Isenberg's framework. Then, the main variables and interrelationships of the variables in each context of the ecosystem, called subsystems, were formulated using the system dynamics (SD) approach. Next, the model was simulated and validated. Afterward, different policy options were identified, embedded into the model structure and simulated. Finally, the best policy group was selected.

According to Isenberg's EE model, three groups of policies were identified and evaluated, including “entrepreneurship development financing and investment policy,” “agricultural ecosystem's supportive services development policy” and “production factors productivity development policy.” According to the simulation results, the best combination of the solution strategies was recognized. The presented SD-EE model has a generic nature in the agricultural sector and could be modified to be applied in different regions for policy-making purposes.

The main contribution of the study is twofold. First, Isenberg's EE framework is applied to structure the main subsystems and interrelationships of the subsystems in the agricultural sector that has previously received limited attention. Second, the research is the first to operationalize the basic theory of Isenberg's EE in practice applying a robust systemic modeling methodology like SD.