Bloom’s Taxonomy in Teacher’s Pedagogy of Religious Education During Teaching Practice in Kenyan Secondary Schools

The research from which this paper is derived examined levels of Bloom’s taxonomy displayed by secondary school students during their Religious Education lessons by teachers on teaching practice.  Sixty teachers on their teaching practice for three months were observed as they presented their Religious Education lessons to these students. The key objectives of this investigation were: to: establish students’ levels of the taxonomy displayed; examine the methods and instructional resources the teacher used to address these levels of the taxonomy; determine the level of students’ participation as they manifested different levels of the taxonomy and finally explore how the students’ performance was related to the student’s levels of the taxonomy. Data was collected through the use of an adapted teaching practice standardised observation schedule of the University of Nairobi.  Each of the sixty students was observed six times by the researcher and two research assistants were trained on what to focus on during their observations.   A documentary analysis schedule was used to access the students’ schemes of work and lesson plans to identify the various taxonomy levels students were expected to achieve.  By applying content analysis, guided by themes arising from the objectives, to the records of observation and summaries from the documents accessed, a thick description was written.  Using descriptive statistics, the various levels of the taxonomy were tied to the teachers’ performance of their teaching practice exercise.     The findings emerging showed that the most popular levels were at remembering, understanding and applying and the teachers’ performance was lower than that of the teachers whose students had analysis, evaluation and synthesis skills.  This could be explained by the fact that students’ levels of the taxonomy tended to depend on the number of teacher’s levels of engagement with the taxonomy in the student’s learning process.  This led to the conclusion that students become what their teachers are.  The study recommends revisiting the teacher’s training pedagogy to be geared more towards enhancement and promotion of analysis, evaluation and creating skills of the taxonomy. Keywords: pedagogy, planning, taxonomy level, learning, teaching DOI: 10.7176/JEP/12-10-08 Publication date: April 30th 202

Studies on some determinants of virulence in Alcelaphine herpesvirus-1

Malignant catarrhal fever (MCF) is a fatal lymphoproliferative disease of Artiodactyla. The disease is caused by infection of susceptible hosts with one of two gammaherpesviruses, Alcelaphine herpesvirus-1 (AHV-1) or Ovine herpesvirus-2 (OHV-2).On primary isolation, AHV-1 infectivity is cell-associated and the virus can induce MCF following inoculation into susceptible hosts. Cell free virus which is pathogenic for cattle is observed following low serial passage of the virus in cell cultures. After further serial passage cell free virus is observed, but this virus cannot produce disease experimentally. AHV-1 genomic rearrangements occur during the transition from virulence to attenuation. Two genes, encoding putative protein 5 (P-5) and protein 1 (P1), are truncated during this rearrangement. The aim of this study was determine the importance of these putative proteins in the pathogenesis of AHV-1.Sequence encoding each of these proteins was cloned and the proteins expressed in vitro. Rabbits, a laboratory model for AHV-1, were successfully immunised with these proteins. Neither of these proteins however induced a protective immune response. Although both proteins are expressed in vitro, transcripts for these proteins could not be detected in vivo in animals reacting with MCF.During the course of this study, the complete sequence of the AHV-1 genome was published. P-l and P-5 were shown to form part of open reading frames (ORF) 50 and A7 respectively. These ORFs were therefore re-assessed to determine their positions in the attenuated and virulent virus. New isolates were obtained from cattle showing clinical MCF and also from wildebeest. Analysis of viral DNA derived from the new iv isolates has shown that ORF 50 and ORF A7 are conserved between isolates and the virulent laboratory adapted isolate. The results presented here show that a block of sequence in the attenuated virus, which includes sequence for ORF 50 and its promoter, are translocated from a position in the middle of the unique DNA to a terminal position where it is inverted with respect to its transcriptional orientation in the virulent virus. The ORF is transcriptionally silent in the attenuated virus and the results presented here show that this is due to the inactivity of the truncated ORF 50 promoter in the attenuated virus

Paul and the powers in relation to Christ's supremacy:: re-visiting the Pauline concept of "supernatural powers" from an African worldview perspective.

The Pauline concept of "supernatural powers" underlines the supremacy of Christ over "supernatural powers". They were created in him, through him and for him (Col 1: 16-20). Christ's death was not only their defeat, but also their humiliation (Col 2: 15). Christ's resurrection and exaltation clearly speaks of his supremacy (Eph 1: 20f; Phil 2: 9-11). Christ is also supreme since "supernatural powers" cannot separate believers from the love of God (Rom 8: 38f) or thwart the existence of the church, through which the manifold wisdom of God is made known to them (Eph 3: 10). Paul's teachings about the "powers" in relation to Christ's supremacy do not seem to have had much sway in the African context. This happens due to two opposite but related errors: that of believing "supernatural powers" exist and allowing them to determine human existence and that of denying they exist. Yet the Pauline concept neither denies the existence of "supernatural powers" nor allows them to be given allegiance or worship as if they are equal to Christ. Due to these two errors, which also represent the missionary legacy and the African response to it, most African believers hold a dual religious heritage that causes pastoral problems for the African church. Rather than engaging the dual religious heritage, most of the studies on "supernatural powers" seem to have complicated it. The trend among anthropologists has been to deny that "supernatural powers" exists and/or to reduce them to psychological or social or political or religious functions. Several biblical scholars, who deal with "supernatural powers" from the perspective of myth, maintain that "supernatural powers" were marginal in Paul's thinking and irrelevant for modern Christians. They maintain that Paul demythologised "supernatural powers" so as to refer to existential realities such as sin and death or to the structures of human existence. As a result, most of the anthropological and biblical treatises on "supernatural powers" do not seem to engage the full measure of the African beliefs in "supernatural powers". This is largely because their interpretations of "supernatural powers" are shaped by the Western worldview and are mainly from a Western worldview perspective. But the interpretation of reality as people perceives it is usually shaped by their worldview. For that reason, it is vital to re-visit the Pauline concept of "supernatural powers" from an African worldview perspective, taking into consideration that Paul initially spoke to a context similar to the African context with regard to the beliefs in, and fear of "supernatural powers"

Cooperative Learning Method and Development of Pre-School Children’s Competences Acquisition in Mathematical Concepts in Kirinyaga County, Kenya

The research from which this paper is derived explored the effect of cooperative learning method on development of pre-schoolers’ competences in mathematical concepts. 20 pre-school teachers on their regular teaching in their pre-schools were observed teaching their 639 Pre-primary Two learners. The purpose of this study was to establish the difference between the mean score index of pre-school learners taught by a teacher who facilitates learning using the Cooperative Learning Method (CLM) and those taught by a teacher who does not. Data was collected through the use of observation schedule and teacher questionnaire. Each of the twenty pre-school teachers was observed by the researcher while facilitating mathematical concepts’ competences during number work lessons. A documentary analysis guide was used to access the pre-school teachers’ schemes of work and lesson plans to establish their level of preparation in line with CLM. Descriptive and inferential statistics were used to analyse the collected data and guided by the themes arising from the objective of the study the key findings were arrived at. The various levels of the teachers’ facilitation of CLM were tied to the pre-school leaners’ performance in the mathematical concepts competences achievement test. The findings emerging showed that those learners who were taught using CLM achieved higher mean score indices than those who were not. The implication here is that the use of CLM improves pre-school learners’ levels of achievement, indicating that it is a more effective method of teaching. Teachers’ facilitation of CLM seemed to have a significant positive influence on the learners’ Mathematical Concepts Competences Acquisition. These features were; availability of groupings and teacher preparedness, level of provision of learning resources, level of coordination, level of interaction, time taken in CLM activities. This implies that CLM imparts the required mathematical concepts competences better than traditional instructional methods. The study recommends that the Ministry of Education should develop programmes and policies that provide regular in-service training, in which CLM training forms a key part of the agenda and to refresh the mathematical concepts competences instructional skills of pre-school teachers. Keywords: Competences; Cooperative Learning Method; Mathematical Concepts DOI: 10.7176/JEP/12-32-05 Publication date: November 30th 202

Experimental Study of the Performance and Emission Characteristics of a Compression Ignition (CI) Engine Using Syngas-Diesel Blend

The research is financed jointly by TUM and Self. The content contained herein is my original work. Abstract The main purpose of this study was to investigate the performance and emissions characteristics of the compression ignition engine when operated with several blends of syngas-diesel fuel. The aim is to identify the best conditions of fuel-blend proportion, compression, fuel ignition timing, speed and load under which the engine is to be operated for maximum power output and minimum emissions. Syngas used was generated from a bench-scale gasifier and mixed with air at mixing unit before the mixture is supplied to the engine combustion chamber for the mixing with a controlled amount of neat diesel. The gas was first cleaned and cooled before delivery to the mixing unit. Tests were done for fuel consumption, power output and emissions for each aforementioned condition.  It is known, coal has been a major source of energy for many countries of the developed world, especially where coal deposits exist. This situation is expected to persist for a long time to come; more so, in light of the rapid depletion of the world’s oil reserves, underdevelopment of conversion equipment for renewable energy and the uncertainty of nuclear energy. However, coal has been the major contributor to global warming and the greenhouse effect. These problems associated with coal have necessitated carrying out of studies under the clean coal technology and green coal programs. Both aimed at reducing its negative environmental impact and health hazard in power and industrial plants, and as an alternative fuel in ICE engines. This is partly achieved through the gasification of existing coal to produce a combustible gas called synthetic gas (syngas). Syngas can meet energy needs in an economical and environmentally friendly way, especially in the areas where coal is available, the price of petroleum fuels is high, or where supplies are uncertain. This study has established that a CI engine using syngas, though generates less power than an engine operated with neat diesel, emits less and fewer emission(s) and therefore is promising and even cost-competitive alternative to the conventional diesel fuel engines. Therefore, this paper has included information on the performance and emissions of CI engine when using syngas-diesel blend and compared it with when the engine is operated on neat diesel. Keywords: Brake thermal efficiency (BTE), emissions, Internal Combustion Engine (ICE) specific fuel consumption (BFC), Synthesis Gas (syngas). DOI: 10.7176/JETP/10-1-07 Publication date: March 31st 202

Effect of head teachers support for teachers professional development on inclusive education implementation

The study investigated the effect of head teachers’ support for teachers’ professional development on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to utilize management initiatives with partnerships to implement inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analyzed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Both quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The Chi-square results established that there was relationship between head teachers’ support for teachers’ professional development with inclusive education implementation. However, majority of head teachers and teachers lacked specialized skills in assessment of diverse learners, 77.5% and 80.5%; behaviour management, 74.7% and 79.1%; differentiated teaching, 80.3% and 81.1%, derailing teachers’ productivity and learners’ performance. Therefore, it was recommended that head teachers in collaboration with multi-agencies facilitate teachers’ inclusive education training in order to effectively implement inclusive education

Violence Against Women and Girls: Providing Therapy for Gender Based Violence Survivors

The purpose of the study was to highlight the factors associated with violence against women and girls and how they can benefit from therapy. The study was guided by the following objectives: to establish the factors associated with the occurrence of violence, determining the effectiveness of therapy in dealing with survivors of violence, exploring factors influencing or blocking effectiveness of therapy. A cross sectional research design was used in which questionnaires, an interviewing guide, focus group discussion and psychological assessment scale were used to collect study data. A sample of 75 women and girls was purposively selected from health facilities, counselling centres, chief camps, police station, NGOs and CBOs within Kibra Constituency. All respondents were females aged 18 years and above. The findings showed that all the respondents (100%) had been exposed to violence. The respondents who reported physical abuse were 30%, sexual abuse was reported by 10%, psychological and emotional abuse was reported by 16%, financial coercion was reported by 15%, neglect of children and duty by 13%, and verbal assault was reported by 16%.  Further, the results showed that the most common victims of violence are expectant mothers and children who are under the care of irresponsible persons. The most reported people to perpetrate violence were cited to be men. The responses given by the respondents as factors that trigger violence are: Previous assaults (61%), cultural expectations (61%), alcohol abuse and other drugs (49%), poor communication skills (49%), poor problem solving skills (49%), perpetrator outstretched demands on resources (49%), infidelity(37%), unemployment (37%), peer pressure (37%), frustration emanating from blocked goals (24%), childlessness (24%) and  personality traits (12%). Violence against women and girls impact negatively on their lives. The most common negative impact mentioned are depression by 75 respondents, children suffering cited by 65 respondents, family disintegration cited by 56 respondents, non-productivity, physical injury, and anxiety respectively cited  by 46 respondents. The survivors of violence have knowledge of where they can access help in order to cope with the consequences of violence. Of the 75 respondents, 75 of them said that counselling is very helpful. Perseverance is another coping mechanism mentioned by 75 respondents. Separation and keeping quite are strategies mentioned by 65 respondents. Going to hospital is another support and help available mentioned by 56 respondents. The respondents who opted for spiritual intervention were 47 while those who opted to start a business for sustainability were 38. Those who preferred sharing with significant others as a coping mechanism were 28. Last but not least, 18 women indicated that support groups are helpful in dealing with violence. The study recommended that women and girls should be empowered financially and policies put into place to curb violence. The government and other stakeholders should partner to support women and girls to overcome violence in the society

Primal worldview and the Bible : an African Christian contribution to a hermeneutical method from the perspective of the primal worldview, with particular reference to the Gikuyu of Kenya.

Thesis (M.Th.)-University of Natal, Pietermaritzburg, 2000.The cross-cultural transmission of the Christian faith sustains its growth and expansion. Indeed the reception of the Christian faith is from one cultural framework to another different cultural framework. However, this largely depends on the translation and the interpretation of the Bible, which has certainly been in agreement to the way the recipient cultures conceive reality. From the time Christianity came into existence, the introduction of biblical concepts on which Christianity stands in terms agreeable to the way the recipients conceive reality continues to offer a clear understanding of the same. Indeed, this has been from the perspective of the primal worldview. However, this was not the case in Africa, where the primal worldview was demonised, degraded and anathematised by the missionary enterprises. This indeed denied the Africa converts a chance to engage with the Bible in ways they would call their own, for they conceive reality in terms shaped by their primal worldview. This study has the Glkilyfi primal worldview as its particular reference, to whom the missionaries transmitted the biblical knowledge selectively with the hermeneutical method they used. Now there is indisputable evidence that Christianity is growing fast in places where people conceive reality from the perspective of the primal worldview. To sustain and maintain this growth, the Bible ought to be interpreted and translated from the perspective of the primal worldview. This is necessary because the growth of Christianity depends on the right understanding of biblical concepts. Yet they are incomprehensible unless they receive an interpretation that is compatible to the way people conceive reality. In that case, there is need to investigate whether the former methods of interpreting and translating the Bible have adequately communicated the Gospel to African Christians. It is also necessary to investigate whether there is need for a hermeneutical method shaped by the primal worldview. This study contends that the former hermeneutical methods have not adequately communicated the complete Gospel to the African Christians. In that case, there is need for a hermeneutical method shaped by the primal worldview. Evidence that leads to the quest of a hermeneutical method generated by the primal worldview is from the history of the expansion of Christianity and from the phenomenology of religion. The primal worldview has tools on which hermeneutics can depend on, hence gaining valid operating principles. On the other hand, there is evidence from the Scripture that the interpretation of the new from the perspective of the old is possible. In that case, the old facilitates and enables the understanding of the new. The Epistle to the Hebrews is a perfect example, showing that the interpretation and translation of Scripture from the perspective of the primal worldview are possible. This will safeguard spirituality and the spiritual view of life, which hermeneutics need, and which the former hermeneutical methods seem to have jettisoned. However, the former hermeneutical methods are not all useless in the hermeneutical discourse. The hermeneutical method generated by the primal worldview can use them as servants but not as masters. Besides, the hermeneutical method generated by the primal worldview ought to have a future and significance, without which it can sink to oblivion. Two complementary aspects guarantee its future and significance. Firstly, it is its engagement with the ordinary readers of the Bible in their context. Secondly, it is in the use of the mother tongue, so that hermeneutics can be appreciable to both the ordinary and trained readers of the Bible. This is the hermeneutical method, which African Christianity must turn to with urgency to ascertain its growth

Blockade of lymphotoxin-beta receptor signaling reduces aspects of Sjogren's syndrome in salivary glands of non-obese diabetic mice

Introduction The lymphotoxin-beta receptor (LTβR) pathway is important in the development and maintenance of lymphoid structures. Blocking this pathway has proven beneficial in murine models of autoimmune diseases such as diabetes and rheumatoid arthritis. The aim of this study was to determine the effects of LTβR pathway blockade on Sjögren syndrome (SS)-like salivary gland disease in non-obese diabetic (NOD) mice. Methods The course of SS-like disease was followed in NOD mice that were given lymphotoxin-beta receptor-immunoglobulin fusion protein (LTβR-Ig) starting at 9 weeks of age. Treatment was given as a single weekly dose for 3, 7, or 10 weeks. Age-matched NOD mice treated with mouse monoclonal IgG1, or not treated at all, were used as controls. The severity of inflammation, cellular composition, and lymphoid neogenesis in the submandibular glands were determined by immunohistochemistry. Mandibular lymph nodes were also studied. Saliva flow rates were measured, and saliva was analyzed by a multiplex cytokine assay. The salivary glands were analyzed for CXCL13, CCL19, and CCL21 gene expression by quantitative polymerase chain reaction. Results Treatment with LTβR-Ig prevented the increase in size and number of focal infiltrates normally observed in this SS-like disease. Compared with the controls, the submandibular glands of LTβR-Ig-treated mice had fewer and smaller T- and B-cell zones and fewer high endothelial venules per given salivary gland area. Follicular dendritic cell networks were lost in LTβR-Ig-treated mice. CCL19 expression was also dramatically inhibited in the salivary gland infiltrates. Draining lymph nodes showed more gradual changes after LTβR-Ig treatment. Saliva flow was partially restored in mice treated with 10 LTβR-Ig weekly injections, and the saliva cytokine profile of these mice resembled that of mice in the pre-disease state. Conclusions Our findings show that blocking the LTβR pathway results in ablation of the lymphoid organization in the NOD salivary glands and thus an improvement in salivary gland function.publishedVersio

Blockade of lymphotoxin-beta receptor signaling reduces aspects of Sjögren's syndrome in salivary glands of non-obese diabetic mice

Introduction The lymphotoxin-beta receptor (LTβR) pathway is important in the development and maintenance of lymphoid structures. Blocking this pathway has proven beneficial in murine models of autoimmune diseases such as diabetes and rheumatoid arthritis. The aim of this study was to determine the effects of LTβR pathway blockade on Sjögren syndrome (SS)-like salivary gland disease in non-obese diabetic (NOD) mice. Methods The course of SS-like disease was followed in NOD mice that were given lymphotoxin-beta receptor-immunoglobulin fusion protein (LTβR-Ig) starting at 9 weeks of age. Treatment was given as a single weekly dose for 3, 7, or 10 weeks. Age-matched NOD mice treated with mouse monoclonal IgG1, or not treated at all, were used as controls. The severity of inflammation, cellular composition, and lymphoid neogenesis in the submandibular glands were determined by immunohistochemistry. Mandibular lymph nodes were also studied. Saliva flow rates were measured, and saliva was analyzed by a multiplex cytokine assay. The salivary glands were analyzed for CXCL13, CCL19, and CCL21 gene expression by quantitative polymerase chain reaction. Results Treatment with LTβR-Ig prevented the increase in size and number of focal infiltrates normally observed in this SS-like disease. Compared with the controls, the submandibular glands of LTβR-Ig-treated mice had fewer and smaller T- and B-cell zones and fewer high endothelial venules per given salivary gland area. Follicular dendritic cell networks were lost in LTβR-Ig-treated mice. CCL19 expression was also dramatically inhibited in the salivary gland infiltrates. Draining lymph nodes showed more gradual changes after LTβR-Ig treatment. Saliva flow was partially restored in mice treated with 10 LTβR-Ig weekly injections, and the saliva cytokine profile of these mice resembled that of mice in the pre-disease state. Conclusions Our findings show that blocking the LTβR pathway results in ablation of the lymphoid organization in the NOD salivary glands and thus an improvement in salivary gland function