• Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • ISSN

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study deals with the distribution of A1A2BO and Rh blood groups among Gonds (107) and Panikas (115) of Anuppur district and Dindori district of Madhya Pradesh. The phenotypic frequency of blood group B was found to be higher among Gonds, whereas blood group O in Panikas. The phenotypic frequency distribution of Rh (D) antigens is higher than that of Rh (d) among both of the populations. However, allelic frequency distribution of Rh*D and Rh*d was found to be more or less similar among both of the population.
    Anthropologist 11/2014; 18(3):1123-1124.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Innovative approaches have enhanced and increased the importance and quality of engineering education. In this context, using new techniques and software provides flexible and effective results. In this paper, a web-based educational learning object repository (LOR) software tool, namely Süleyman Demirel Üniversitesi Nesne Ambari (Sdunesa), was developed for computer engineering education. This software uses a developmental research method, which is also a derivative of the design-based research method. The developed web-based educational Sdunesa tool is used to store and share learning objects (LO) and their metadata. Moreover, the developed software tool is metadata independent by the help of metadata conversion engine and Extensible Markup Language (XML) web services. To achieve these features, the Sdunesa tool was developed with web 2.0 technologies. Sdunesa is dedicated to the computer engineering field. Qualitative and quantitative research analyses of the software are applied to the students and instructors for evaluation purposes and to demonstrate that the developed software is beneficial for computer engineering education.
    Anthropologist 01/2014; 17(3):883-893.
  • [Show abstract] [Hide abstract]
    ABSTRACT: ABSTRACT Issues of student throughput and graduation rates are issues of concern in many South African universities. Numerous intervention programmes are put in place to assist students to progress well with their studies and curb failure and subsequent drop out from degree programmes. Student mentoring is one such intervention. The purpose of this study was to establish trained mentors’ reflections of their contact with mentees in a pilot student mentoring programme in a South African University. The study adopted a wholly qualitative approach in which a purposefully selected sample of 42 mentors participated in the study. Data were collected through document analysis of mentors’ weekly reports and postings to a Facebook page were read and analysed. Data were analysed through content analysis of emerging themes. The study found that although the mentors were positive about the establishment of a student support programme, they were concerned about schedules, communication between themselves and the Teaching and Learning Unit and between mentors and mentees. The level of commitment by mentees and the impact that the programme had on assessment were found questionable. In conclusion mentors agree that this programme is important in this context but more still needs to be attended to, to improve the system. The paper provides a list of recommendations that the university needs to take into account to provide a more effective student support programme.
    Anthropologist 01/2014; 17(2):367-376.
  • [Show abstract] [Hide abstract]
    ABSTRACT: ABSTRACT The study sought to establish lecturers’ views on factors affecting students’ performance in one School in a South African University. This qualitative study utilised a case study design in which twenty-three purposefully selected practising lecturers participated in the study. Data were collected through individual interviews with participating lecturers in one School in a rural-based university in South Africa. Interview proceedings were audio-taped, transcribed and analysed. The results were cross-checked with the participants. Data were analysed through content analysis where emerging themes were noted. The study found that there were numerous positive factors that affected students’ academic performance that included the existence of some lecturers with teaching qualifications and some who had attended professional development courses in teaching, assessment and moderation, the use of varied ways of presenting module content and effective handling of assessment and feedback. There were also negative factors such as general students’ under-preparedness, inability to use available resources, the unavailability of teaching and learning space, laboratories as well as students challenges in academic writing and study skills. The study concludes that positive factors should be tapped to improve student academic performance while negative factors need redress. Recommendations were made in the light of key findings of the study.
    Anthropologist 01/2014; 17(2):409-420.