Investigating Some Major Challenges That Impede the Practice of School – Based English Mentoring

The main purpose of this study was to explore some major challenges that impede the practice of school-based English mentoring on four selected government secondary schools in the West Gojjam Zone. To put this in to effect, a descriptive survey design involving qualitative data was employed. To collect data 4 experienced EFL teachers who are assigned to lead the mentoring role and 4 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as data sources. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants, respectively. In contrast, the comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low due to different factors – school-related, mentor related and mentee related. And finally, based on the findings of the study, some possible suggestions were recommended to responsible bodies.

Anaemia Associated with Trypanosomes Infections in Cattle of West Gojjam Zone, Northwest Ethiopia

Background. African animal trypanosomosis is a major veterinary problem over a large area of the tsetse belt region of Africa. Anaemia is a cardinal sign of trypanosome infections. The mechanism of anaemia due to trypanosomosis is complex and multifactorial in origin. Packed cell volume (PCV) usually gives an indication of the anaemia and disease status of a trypanosome-infected animal. Methods. A cross-sectional study was conducted from December 2017 to January 2018 in West Gojjam zone, Northwest Ethiopia, to determine the trypanosome infections rate and the possible correlation between parasitic infection and anaemia using the dark ground buffy coat technique, Giemsa-stained thin blood smear, and PCV reading on a haematocrit reader. Results. The overall trypanosomosis prevalence was 7.81%, 95% CI = 7.45–8.17. Trypanosoma congolense (4.25%) and T. vivax (3.56%) were the trypanosomes species identified in the studied area. PCV for all sampled cattle was analysed to estimate the degree of anaemia. From the total examined animals (N = 730), 356 (48.77%) were anaemic and 374 (51.23%) were nonanaemic. The mean PCV of parasitemic cattle was significantly lower (21.09%, 95% CI = 20.13–22.05) than that of aparasitemic ones (25.96%, 95% CI = 25.68–26.24). There was a positive association between trypanosome infection and anaemia. Although both trypanosome species are significantly associated with a decreased herd mean PCV (<24), the mean PCV of cattle infected with T. congolense (19.45%) was lower than that of infected with T. vivax (23.04%). The herd mean PCV was not significantly associated to locations, age, and sex of the studied animals. Conclusions. The study confirms that the prevalence of trypanosomes infections and herd mean PCV has a significant association. The mean herd PCV can be a useful cheap tool to screen for possible trypanosome infection. However, there were cattle positive for trypanosomes having mean PCV within the reference interval and negative animals with anaemia. Furthermore, PCV reading should be confirmed by other diagnostic techniques to accurately conclude that trypanosomosis is the only cause of anaemia.

Distribution and Impact of Parthenium (Parthenium hysterophorus L.) on Weed Species Diversity in Maize Fields in Western Gojjam Zone, Amhara National Regional State, Ethiopia

An investigative weed flora survey was conducted in parthenium-infested maize fields in West Gojjam Zone in 2019/2020. The objective was to investigate the distribution and impact of parthenium on species diversity. A survey was conducted on 90 fields using 2 m × 2 m (4 m2) quadrats (totally 270). A total of 110 weed species belonging to 27 families were identified out of these families. Asteraceae with 26 species (23.36%) and Poaceae with 18 species (16.36%) were abundant. The highest importance value (IV) was recorded by Ageratum conyzoides, Amaranthus hybridus, and Bidens pilosa, with 28.05, 19.18, and 13.16%, respectively, in no parthenium infestation level. The highest IV of 27.08, 17.71, and 16.44%, respectively, was shown by Ageratum conyzoides, Bidens pilosa, and Galinsoga parviflora with 27.08, 17.71, and 16.44%, respectively, in very low parthenium infestation level. Ageratum conyzoides (29.38%), Bidens pilosa (24.10%), and Parthenium hysterophorus (22.68%) had the highest IV in low parthenium infestation level. Parthenium hysterophorus (91.32%), Ageratum conyzoides (17.19%), and Echinochloa colona (16.34%) had high IV in moderate parthenium infestation level. It is concluded that Ageratum conyzoides, Bidens pilosa, Echinochloa colona, and Galinsoga parviflora were competitive over parthenium based on importance value, and this indicates to suggest parthenium as a biological management option.

Assessing the Practices of School-based English Mentoring: The Case of Four Government Secondary Schools in West Gojjam Zone

The main purpose of this study was to explore EFL teachers’ practice on school-based English mentoring on four selected government secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 16 experienced EFL teachers who are assigned to lead the mentoring role and 36 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants respectively. Whereas, comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low. The literature in the field suggests that less-experienced teachers’ learning to teach can be facilitated through the constructive support and advice of experienced teachers within a collaborative learning environment. However, this research highlights there is a loose interaction among the stakeholders of the mentoring practice – mentors, mentees and school administrators. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.