Pre-clinical assessment of novel candidate HIV-1 vaccines using the Chacma baboon

Includes bibliographical references (leaves 176-221)

Inspiring a Shared Vision: Getting all the Teachers in the Bandwagon

Effective organizations have often been associated with the kind of leadership practice exercised in such organizations. When schools are not performing well, the blame is usually put on the principal who is the leader of the school. This study explored the relationship between secondary school Principals’ transformational leadership practice of inspiring a shared vision and students’ academic performance in Kenya Certificate of Secondary Education (KCSE).  The study was carried out in Nairobi County, Kenya. Stratified sampling process was used to ensure that both public and private schools in Nairobi were captured in the study.  Leadership behaviour was measured using the Leadership Practices Inventory-(“Self” and “others”). Correlational research design was employed in data analysis. Pearson correlations were used to establish if there was a relationship between transformational leadership characteristics and academic performance. Analysis of variance (ANOVA) was used to test if a relationship existed between selected demographic characteristics and the interaction of leadership characteristics of principals’ and students’ academic performance. To test relationships between principals’ ratings and teachers’ ratings, ratings of male principals and female principals, t-test was used. Results indicated a positive correlation of “Inspiring a shared vision”. It was recommended that secondary school principals should exhibit transformational leadership of inspiring a shared vision   in order to succeed in today’s changing world of educational leadership. Keywords: Transformational leadership, inspiring a shared vision, secondary school principals, teachers, academic performanc

RELATIONSHIP BETWEEN TEACHERS’ PERCEPTIONS OF PRINCIPALS’ ENHANCEMENT OF ICT IN TEACHING AND LEARNING STRATEGY AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NAIROBI CITY COUNTY, KENYA

In a rapidly changing era, teachers’ perceptions of the principals’ management of school wide change strategies are crucial. ICT in increasingly being viewed as providing teaching and learning that increases learners’ creative and intellectual resources especially in today’s information society. The success is however dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between Teachers’ Perceptions of Principals’ Enhancement of ICT in Teaching and Learning Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers’ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that there was a statistically significant association between teachers’ perceptions of principals’ enhancement of ICT in teaching and learning strategy and students’ academic performance (p < .001). It was concluded that principals’ enhancement of ICT in teaching and learning was perceived as a factor influencing students’ academic performance. The study brings to light that information and communication technology positively affects students’ academic achievement and retention and ICT was found more compelling, effective and valuable in teaching when contrasted with other techniques of teaching. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p&gt

Aids knowledge, attitudes and practices of adult educators in Machakos district and Nairobi province : research report

The main purpose of this study was to determine knowledge attitudes and practices related to AIDS among adult educators in Machakos district and Nairobi province. The population of this study consisted of adult education teachers and religious leaders in Machakos district and Nairobi province. The sample was selected using systematics random sampling techniques. A questionnaire was used to collect data form 168 respondents. The t-test and Pearson Correlation Coefficient were used to test the hypotheses. Analysis of the data revealed that respondents' AIDS knowledge was high. Significant differences between respondents educational level, marital status, residence and AIDS knowledge were found. No significant difference between respondents' sex and AIDS knowledge was found. Respondents' attitude toward HIV infected persons and AIDS was positive. There was no significant difference between respondents sex and attitude toward HIV infected people and AIDS. However significant differences between respondents' educational level, marital status. residence and attitudes toward HIV -infected people and AIDS were found. Condom use among respondents was rather low. Most of the respondents associated condom use with promiscuous sexual life

Relationship between Teachers Perceptions of Principals’ Management of Strategic Planning Guidelines Strategy and Students’ Academic Performance in Public Secondary Schools in Nairobi City County, Kenya

In a rapidly changing era, educational change has become one of the crucial tasks for better student performance in schools. Principals are charged with the responsibility of creating a conducive learning climate that fosters academic success. The success is dependent on the way principals manage the process of school wide-change. The purpose of this study was to examine the relationship between teachers‟ perceptions of principals‟ management of strategic planning guidelines strategy and students‟ academic performance in public secondary schools in Nairobi City County. The study fitted within cross-sectional descriptive survey designs with a target population comprising 94 public secondary schools, 94 principals, and 906 teachers. The schools were stratified to categories; national, extra-county, and county schools to ensure equal representation during sampling. Stratified simple random sampling methods were used to select schools, principals and teachers. The sample size comprised 30 principals and 304 teachers. Data was collected using teachers‟ questionnaire and a school data form. Data were analysed through descriptive and inferential statistics. The hypothesis was tested at .05 alpha levels using linear regression analysis. It was found that teachers‟ perceptions towards principals‟ management of strategic planning guidelines strategy were positively correlated to students‟ academic performance (p < .001). It was concluded that when several changes are implemented simultaneously, student academic performance improves greatly. The study recommends that principals in schools should incorporate the necessary school-wide changes that influence students‟ academic performance Keywords: Teachers Perceptions, Principals, Management, Strategic Planning, Academic Performance, Public Secondary Schools. DOI: 10.7176/JEP/12-17-11 Publication date:June 30th 202

Graduates\' Perception of University Programmes and Their Relevance to Employment: A study of University of Nairobi Graduates (1991-1998)

No Abstract Available Africa Development Vol. XXX (1&2) 2005: 68-8

A plausible causal link between antiretroviral therapy and increased blood pressure in a sub-Saharan African setting : a propensity score-matched analysis

There is a high probability that the epidemiological association between antiretroviral therapy and increased blood pressure be causal in nature among people living with HIV in sub-Saharan African settings. HIV-infected patients commencing antiretroviral treatment in these settings may require regular hypertension screening and other cardiovascular risk assessments

Characteristics of soils in selected maize growing sites along altitudinal gradients in East African highlands

International audienceMaize is the main staple crop in the East African Mountains. Understanding how the edaphic characteristics change along altitudinal gradients is important for maximizing maize production in East African Highlands, which are the key maize production areas in the region. This study evaluated and compared the levels of some macro and micro-elements (Al, Ca, Fe, K, Mg, Mn, Na and P) and other soil parameters (pH, organic carbon content, soil texture [i.e. % Sand, % Clay and % Silt], cation exchange capacity [CEC], electric conductivity [EC], and water holding capacity [HC]). Soil samples were taken from maize plots along three altitudinal gradients in East African highlands (namely Machakos Hills, Taita Hills and Mount Kilimanjaro) characterized by graded changes in climatic conditions. For all transects, pH, Ca, K and Mg decreased with the increase in altitude. In contrast, % Silt, organic carbon content, Al and water holding capacity (HC) increased with increasing altitude. The research provides information on the status of the physical–chemical characteristics of soils along three altitudinal ranges of East African Highlands and includes data available for further research

Exploiting Externalities to Estimate the Long-Term Effects of Early Childhood Deworming.” Working paper

Abstract I investigate whether a large-scale deworming intervention aimed at primary school pupils in western Kenya had long-term effects on young children in the region, exploiting positive externalities from the program to estimate the impact on younger children who did not receive treatment directly. I find large cognitive effects-equivalent to half a year of schooling-for children who were less than one year old when their communities received mass deworming treatment. I also find modest positive effects on stature. Because mass deworming was administered through schools, I also estimate effects among children who were likely to have older siblings in school to receive the treatment directly; in this subpopulation, effects are twice as large