Digitization for libraries in Kenya

It is now over 10 years since the first online library service was introduced and much has happened to make digital collections a norm, not an exception. Libraries and archives have had to embrace ICT to keep abreast of user expectations, habits and global trends. Setting up of digital collections in Kenya has generally progressed more slowly than in other countries in Africa and the rest of the world. The progress made to date might be good, but the pace is not impressive. This is particularly worrying if measured against the developments of other libraries globally. Initiatives for library digitization are patchy, with academic and research institution libraries showing greatest advances. The status of digital libraries and the challenges that digitization presents, based on the literature and findings of a study, are mentioned. A proposal for the way forward, despite the hurdles, is presented at the end

Aspects of sea level variability in the southwest Indian Ocean and the east coast of Africa - (latitude 0-35°S and from the coast to 60°E)

Analysis of tide gauge sea level observations of varying durations in the southwest Indian Ocean and the East coast of Africa (Lamu, Mombasa, Zanzibar, Durban, Port La Rue and Port Louis) show variability which are related to global, regional time scales, local weather and climatic changes, oceanographic and hydrological forcing that manifest in both short and long time scales. The investigations on the tide gauge sea level observations are conducted through the separation of the total sea level measurements into the contributing components (tides and residuals) using a Matlab in built software (t-tide). Short time scale sea level variability in the southwest Indian Ocean is due to the effects of tides which exhibit tidal range variations with latitude and shelf width, storm surges resulting from tropical cyclones passage especially in the mid-latitude region, atmospheric pressure fluctuations over the surface of the sea and local wind fields. Sea surface temperature variations during summer and winter result in differential heating of the ocean surface and contribute to the observed sea level variability at seasonal time scale especially in the region 25°S and southwards where the temperature differences are large. The equatorial region is characterized by a near constant sea surface temperature that sustains thermal expansion of the upper layer of the ocean water throughout the year. Monsoon periods show significant and variable wind speeds that impact on sea level variability in the southwest Indian Ocean and the East coast of Africa and are greatest during the summer monsoon (from June to August). On longer time scales (Interannual and decadal), sea level variations in this region is mostly influenced by the El Nino Southern Oscillation (ENSO) and Indian Ocean Dipole (IOD). During the 1997/98 El Nino event, the sea levels are significantly higher than normal at the coast and the islands. During the 2000/2001 La Nina, the sea levels are significantly lower than normal at the coasts in the southwest Indian Ocean. Indian Ocean Dipole effects are significant in the southwest Indian Ocean during the period 2006 through to 2008 and are more enhanced in 2007. The annual highest sea levels in this region are influenced by the year to year changes in weather pattern and the perigean cycle of the tides on a 4.4 year period but their secular trends are not statistically significant

Influence of Vignettes Constructions on Ethical Decision among Business Education Students

Vignettes adoption as an experiential learning approach such provides educational experiences that could shape ethical sensitivity among learners. This study was focused at establishing the influence of vignettes construction on ethical decision-making among business education students. A sample of 20 students from a target population provided information through filling questionnaires which was then analyzed using descriptive statistics. The study adopted constructivism learning theory, the study findings indicated that simulated vignettes (94.1%) influence ethical decision making; abridge (76.5%), truncated (81.3%), anchored (94.1%) and scaffold vignettes (93.8%). The study recommended that universities and institutions training teachers should consider adoption vignettes as an instructional approach teaching subject methods; business education teachers to adopt in business education methods and other subject areas. On practice, the study recommended vignettes as an instructional tool enhance effectiveness and focus; and more studies on the extent business education teachers have adopted vignettes in the field

Revisiting the Trips Regime: Rwanda-Canadian ARV Drug Deal Tests the WTO General Council Decision

On 17 July 2007, the world was awakened to Rwanda's notification of the World Trade Organisation's (WTO) Council for Trade-Related Aspects of Intellectual Property Rights (TRIPS) that it plans to import the HIV-drug TriAvir from Canada's giant pharmaceuticals company, Apotex. Two months later, Canada issued a compulsory licence allowing Apotex to use nine patented inventions for manufacturing and exporting TriAvir to Rwanda. On 4 October 2007, Canada notified the Council for TRIPS of the compulsory licence. In September 2008, Apotex said it will ship seven million antiretroviral pills to Rwanda to treat 21,000 patients. Against this backdrop, this article uses the Rwandan-Canadian drug deal to examine the utility of the WTO General Council Decision in making ARV drugs more accessible to Low and Middle Income Countries so far. In doing so, the article's analyses rely on the regime of the Canadian Access to Medicines Regime which was enacted after the WTO Decision. The author discusses some of the issues arising from the deal in light of the effectiveness of the General Council Decision in solving the problem of access to antiretroviral drugs within the right to health and HIV/AIDS context. The article also raises questions relating to the willingness of developing countries to take benefit of the TRIPS flexibilities and the obligation of developed countries to ensure that the flexibilities become a reality

Yield and quality response of four wheat cultivars to soil fertility, photoperiod and temperature

The effects of soil nutrient status on the performance of four South African wheat genotypes were investigated in a long-term fertilization experiment. The objective was to quantify the effects of soil fertility on yield, yield components, grain nitrogen content, grain protein yield, grain protein content, flour yield and bread-making quality. The relative contribution of main stems and tillers, as well as the contribution of first, second and third kernels in the spikelets to grain yield and grain protein content were determined. The interactive effects between photoperiod, temperature and vernalization on grain yield, yield components and grain protein content were also quantified. Increasing soil fertility increased grain yield and most components of yield, grain nitrogen content, grain protein yield, aboveground biomass and harvest index, but depressed mean kernel mass. Significant interactions between cultivar and soil fertility were observed for grain yield, grain number, kernel mass, protein yield, biomass and harvest index, indicating differences in cultivar ability to produce yield and quality. Within a cultivar, the main stem, first tiller and second tiller did not differ in mean grain protein content, indicating that late-maturing tillers do not affect the grain protein content of wheat. Grain protein content, flour yield, loaf volume, water absorption and mixograph peak mixing time varied with soil fertility. The interaction between cultivar and soil fertility was significant for the above mentioned parameters with the exception of mixograph peak mixing time, indicating wheat genotypes differences in bread-making quality potential. The potential ability of wheat cultivar Kariega to produce higher grain yield, protein yield and loaf volume in the K and P limiting soil fertility situations deserve further investigation. In a growth chamber study, the low temperature regimes and long photoperiod conditions resulted in the highest grain yield, number of grains, largest mean kernel size and highest grain protein content.Dissertation (PhD)--University of Pretoria, 2003.Plant Production and Soil Scienceunrestricte

Prevalence and Intensity of Single and Mixed Schistosoma mansoni and Schistosoma haematobium Infections in Primary School Children in Rachuonyo North District, Homabay County, Western Kenya

Objective: To determine the prevalence and intensity of single and mixed schistosomiasis infection among primary school children in Rachuonyo North District, Homabay County in western Kenya.Design: A descriptive cross sectional study.Setting: A parasitological survey involving six primary schools in  Rachuonyo North District, Homabay County.Subjects: Four hundred and seventy four(474) school children, seven to 15 years old. Each child provided a urine and stool sample for diagnosis of schistosome and soiltransmitted helminth infections. Urine samples were processed using the filtration technique and the sample examined by microscopy for Schistosoma haematobium ova. Stool samples were processed by the Kato-Katz technique and the sample examined by microscopy for ova of S. mansoni and soil-transmitted helminths.Results: Prevelance of S.haematobium was 37.6%, S.mansoni (12.2%), hookworm (14.6%), Ascaris lumbricoides (6.3%), Trichuris trichiura (5.3%) among the children in the participating schools. Overall, 78.6% of the children infected with S.haematobium had light infection (< 50eggs per 10 ml of urine) and the rest (21.4%) had heavy infection (.50 eggs per 10 ml of urine). On the hand, 75.9% of those with S.mansoni had lightinfection (one to 99 eggs per gram of stool (EPG), and the rest (24.1% ) had moderate infection intensities (100-399 (EPG).Conclusion: This is the first report in which both S.haematobium and S.mansoni are found together in the same geographic locality in high prevalence in the Lake Victoria region of western Kenya, with S. haematobium being the most predominant in some places. Rachuonyo North District becomes a new focus of mixed human schistosome infections in Kenya. The significant burden of schistosomiasis in this area highlightsthe need to include regular treatment for schistosomiasis in the national school based deworming programme especially now that the infection occurs in areas more than five kilometres away from the lake

Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where “very supportive” scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees

Women’s Socio-Economic Rights in the Context of HIV and AIDS in South Africa: Thematic Focus on Health, Housing, Property and Freedom from Violence

Doctor Legum - LLDThe thesis finds that the majority of women affected by HIV and AIDS in South Africa still live in conditions of poor access to health services, inadequate access to housing, limited access to property and live amidst gender-based violence. Nevertheless, there exist legal protections and jurisprudential developments in the country that are significant for the realisation of women's rights in the context of HIV and AIDS. The thesis concludes that the law is not the ultimate site for change to improve women's lives, but that applied with other efforts, can be transformative.South Afric

Adoption of Whole Group Strategy on Standard Seven Learners’ Achievement in English Composition Writing in Public Primary Schools in Kisumu County, Kenya

Adaptation of whole group technique in teaching standard seven learners in English composition writing offers an opportunity for collaboration for nurturing effective communication skills. Appropriate adoption of brain wave, brain storming, pie storm and brain writing techniques influence learner’s achievement in composition writing skills. Whole group promotes critical thinking, writing skills, communication, and collaboration the group discussion translating to sharing and weaving ideals enhances the ability to boost learner’s achievement in composition writing. Absence of the implementation causes double tragedy to the learners and facilitators.   The study objective was to determine influence of whole class group strategy on learners’ achievement in composition writing skills in public primary schools in Kisumu County. Drawing from critical thinking skills the study adopted non-equivalent control group with pre and post –test groups research design. Questionnaire, observation schedules and check lists were used to collect data  tired to descriptive statistics.The findings indicated that brain writing strategy was moderately used (m= 3.40 SD of 1.269), pie storm teaching technique is highly used (m= 3.733 and SD of 1.796), and brain wave and brain writing strategy relatively contribute to learners’ composition writing skills. The computed z values for whole class group strategy elements revealed a z-statistic value higher than the z- Critical value and P-value less than 0.05. Thus, the study rejected the Null hypotheses as there was a statistically significant relationship between: whole group strategy and learners’ achievement in composition writing skills in public primary schools in Kisumu County. The study recommends for policy the use of inquiring-based learning in order to provoke critical-thinking in learners to cub negative attitude of embracing change of teaching for life and not for examinations.  A research on inferential statistics, especially multiple regression analysis ,whole group style to be trained to facilitators to impact on the learners achievement in composition writing Keywords: Whole group Brain storming; Brain wave; Brain writing; Composition writing; Learners achievements; Pie storm; DOI: 10.7176/JEP/10-3-1

Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya

Value Creating Pedagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through Problem Based Learning (PBL) approach creates a meaningful platform for addressing challenges in schools through creative thinking which in turn encourages exploring processes where students are free to voice opinions in an inclusive learning environment. Through VCP, students individually and collaboratively assume responsibility for generating learning issues, uphold respect of individuality, build bonds of lasting relationship and oppose violence. In instances where VCP is implemented appropriately, attitudes towards learning improve and students learn to solve complex and authentic issues independently. By so doing students acquire spontaneous happiness and knowledge to solve new problems as well as competence in confronting emerging issues arising from school and in society. Conversely, in Kenya, examination focus of education system is a deterrent to development of values and ethics required for survival in society. On the other hand, the challenge for many teachers in adopting VCP is in making transition from knowledge provider to facilitator of learning. As a result, development of problem solving skills such as independent learning, critical thinking and decision making become disillusioned. This study explored adoption of value creating pedagogy and problem based learning as a strategy for creating value added education in public secondary schools in Nairobi County. A survey design was adopted with a target population of 80 schools where information was sourced from 40 teachers and 40 students through purposive sampling and simple random technique. Data were collected using an interview schedule and a questionnaire. The study found inconsistencies in the way schools implemented PBL in regard to increasing student knowledge and skills in problem solving. The study recommends that the Ministry of Education should introduce a national policy on VCP and PBL as pedagogical approaches across all curricular that can be adopted to develop relevant and engaging values connected to achievement of Vision 2030