A holistic framework for addressing ‘safe’ sexting challenges in Kenya

This paper is based on analysis data arising from a study of sexting perspectives and experiences of college students in Kenya. The study reveals that young people harbour misconceptions about this form of sexual communication, and how to address its associated challenges and negative experiences. The authors use the empirical findings to suggest a framework that identifies seven constructs that critically analyse and describe how agents of socialization processes need to collaboratively work together in order to address the misconceptions, negative perceptions, and behaviors thereof. The proposed framework is conceptualized as a holistic approach with two interacting zones; information and knowledge, and actions, and sustainability. Further, the paper describes the extent to which suggested elements ought to work together to provide the youth with the right information, skills, and competencies required to address issues and challenges associated with sexting. In conclusion, the paper recommends strong guild responsibility and linkages of teachers, parents, and professional associations in the development of educational programmes, policies, and initiatives required to mold youth into responsible people regardless of the new communication technologies. Keywords: sexting, youth, framework, communication, socializatio

Determinants of adherence to dietary guidelines among Type 2 Diabetes Mellitus patients at Moi Teaching and Referral Hospital-Kenya

Diabetes is one of the major non-communicable diseases and an important public health problem not only in Kenya but all over the world. It is estimated that the prevalence of diabetes in Kenya is at 5% among adults. Although the care regimen is complex, patients with good diabetes self-care behaviors can attain excellent glycemic control. It is vital that patients adhere to their stipulated routines to minimize the burden of the disease on the healthcare systems. The objective of this study was to determine the association between socio-economic and demographic factors with adherence to dietary guidelines among Type 2 diabetes mellitus (DM) patients in Moi Teaching and Referral Hospital (MTRH), Eldoret. A cross-sectional study with mixed methods was conducted among 313 Type 2 DM patients at MTRH. Systematic random sampling was used to select the participants, while purposive sampling was used to select 6 key informants and 50 patients who participated in a Focus Group Discussion (FGD). Data were analyzed using descriptive and inferential statistics. Adherence to dietary guidelines was significantly associated with income (p< 0.001) and the frequency of attending clinics (p=0.001). Education levels (p= 0.634), Occupation (p=0.358) and Age (p=0.737) had no significant association with dietary adherence. Better ways should be explored in enhancing adherence to dietary guidelines for Type 2 DM patients with high income levels. The study findings are useful in informing implementation and evaluation of nutrition strategies for the control and management of Type 2 DM. This includes nutrition counseling and education, which would inform decisions leading to optimal quality care and cost-effectiveness in the management of Type 2DM

Organizations Communication of Corporate Identity Elements to Employees in Kenya

This article highlights the channels organizations employ in communicating Corporate Identity (CI) elements to employees. Organizations have CI structures which act as navigators in achieving their goals and realizing their dreams, employees are expected to interpret these corporate identity symbols and statements correctly. However, there is a disparity in the development, communication, interpretation and implementation of the CI elements. As the organizations do these employees are assumed to be communicated and aware of the corporate identity. This article is based on a study carried out in one of the state agency in Kenya in which its key objective was to find out why there is disconnect in development of Corporate Identity (CI) structures by the management and the interpretation of these elements by employees. The study adopted qualitative research approach and the research method was case study. The population of the entire research site was four hundred (400) employees. The sampling technique adopted was purposive and the sample size was 20 participants, comprising of 2 managers, 3 middle level managers (supervisors) and 15 lower cadre employees. The data generation technique was interviews schedules. The data was analyzed thematically. The key finding was that the organization had channels of communication but communication flow on CI elements was not balanced in the organization resulting to employees not interpreting CI elements. The study concludes that interpretation of CI elements in the organization was still minimal. This study recommends the review on organization channels of communication on CI to enhance communication flow. Keywords: organization, communication, Corporate Identity, elements, employee

Vitamin A Supplementation and Stunting Levels Among Two Year Olds in Kenya: Evidence from the 2008-09 Kenya Demographic and Health Survey

Background: High levels of undernutrition, particularly stunting, have persisted in Kenya, like in other developing countries. The relationship betweeen vitamin A supplementation and growth of children in Kenya has not been established, while there are context-specific variations on the relationship. This study explores this relationship in the Kenyan context. Methods: The study uses data from the 2008-09 Kenya Demographic and Health Survey, involving children aged 24-35 months, a weighted sample of 1029 children. Descriptive and logistic regression analyses were conducted. The outcome variable of interest is stunting, while the exposure variable of interest is ever receiving a dose of vitamin A supplement. Secondary outcomes include underweight and wasting status. Results: The prevalence of stunting in the study group was 46%; underweight 20%; and wasting 6%. The prevalence of ever receiving vitamin A supplement was 78%. Receiving vitamin A supplement was significantly negatively associated with stunting and underweight status, adjusting for other co-risk factors. The odds of stunting were 50% higher (p=0.038), while for underweight were 75% higher (p=0.013) among children who did not receive Vitamin A supplement compared with those who did. Conclusion: This study demonstrates that receiving vitamin A supplement may be beneficial to growth of young children in Kenya. However, though freely offered through immunization services to children 6-59 months, some children do not receive it, particularly after completing the immunization schedule. There is need to establish innovative and effective ways of maximizing utilization of this intervention, particularly for children who have completed their immunization schedule

Disclosing HIV-Positive Status: What Do Questions Have to Do with It?

This article discussed the need to ask questions among people living with HIV to facilitate disclosure. This is because disclosure of a HIV-positive status is an important tool for prevention of HIV and early treatment, many people who know their status do not disclose to their spouse or sexual partners. Disclosure would not only protect the spouse from risk of infection and if already infected be able to access treatment, support and care  but also promote adherence to antiretroviral therapy. The paper looked at questioning as an important communication skill that can facilitate disclosure. This paper is based on a larger qualitative study that investigated the factors influencing disclosure of HIV-positive status to spouses among people living with HIV in Kirinyaga County in Kenya. Data was collected using semistructured In-Depth Interviews. The paper argued that questions play a crucial role in disclosure of a HIV-positive status in accessing information which would otherwise be unavailable about the HIV-positive status of their spouses and suggests incorporation of communication skills on questioning and disclosure at the comprehensive care  Centre services. Key Words: HIV disclosure, person living with HIV, questioning, spouses, psychological safet

Towards the reader-text interactive approach to teaching imaginative texts: the case for the integrated English curriculum in Kenya

In this thesis the concept of Interactive Approach (IA) to the teaching and learning of imaginative texts and language is addressed in the English as a Second Language (ESL) context. As the title suggests the focus of the study was the Integrated English Curriculum (IEC) in Kenya. Although this curriculum was introduced twenty years ago, little has been done to bring about the envisaged integration between the English language and literature at the classroom level. The first chapter describes the background to and the rationale for the study. The second chapter addresses the research setting and explains the current English curriculum in Kenyan secondary schools. The related literature is reviewed in chapter 3 with a special focus on the pedagogical relationship between language and literature and the case for or against integrating the two components. In chapter 4, the methods used during data collection and analysis are presented. The findings of the study as described in chapter 5 affirm that there is the continued use of Traditional Approach (TA) to teaching imaginative texts despite the IEC being in place. This was found to be attributable to the lack of relevant training and the overwhelming focus on examinations by the education system as results from teachers show. The use of the proposed Reader - Text Interactive Approach (RTIA) was positively received by learners as shown by their responses to the interactive exercises. On the basis of these findings, the thesis concludes that there is an urgent need for educators to re-think the way teachers of English are trained in the country and redesign the IEC curriculum materials so that these take into account the integrated curriculum. It is further recommended that RTIA be adopted because the approach was found to have the potential of ensuring that the IEC becomes a reality at the classroom level in Kenya secondary schools

Towards the reader-text interactive approach to teaching imaginative texts: the case for the integrated English curriculum in Kenya

In this thesis the concept of Interactive Approach (IA) to the teaching and learning of imaginative texts and language is addressed in the English as a Second Language (ESL) context. As the title suggests the focus of the study was the Integrated English Curriculum (IEC) in Kenya. Although this curriculum was introduced twenty years ago, little has been done to bring about the envisaged integration between the English language and literature at the classroom level. The first chapter describes the background to and the rationale for the study. The second chapter addresses the research setting and explains the current English curriculum in Kenyan secondary schools. The related literature is reviewed in chapter 3 with a special focus on the pedagogical relationship between language and literature and the case for or against integrating the two components. In chapter 4, the methods used during data collection and analysis are presented. The findings of the study as described in chapter 5 affirm that there is the continued use of Traditional Approach (TA) to teaching imaginative texts despite the IEC being in place. This was found to be attributable to the lack of relevant training and the overwhelming focus on examinations by the education system as results from teachers show. The use of the proposed Reader - Text Interactive Approach (RTIA) was positively received by learners as shown by their responses to the interactive exercises. On the basis of these findings, the thesis concludes that there is an urgent need for educators to re-think the way teachers of English are trained in the country and redesign the IEC curriculum materials so that these take into account the integrated curriculum. It is further recommended that RTIA be adopted because the approach was found to have the potential of ensuring that the IEC becomes a reality at the classroom level in Kenya secondary schools

Effect of Learners’ Level of Utilization of Conventional Resources on Classroom Performance in Secondary Schools in Bungoma County, Kenya

Provision of quality education is a key concern for any nation. In Kenya, with the advent of Free Primary Education and Subsidized Secondary Education, schools are experiencing an upsurge in enrolment of students’ in both primary and secondary schools. This has put a strain on the existing facilities in the schools leading to the need to properly equip the schools to ensure provision of quality education. However with delayed capitation resulting from economic challenges schools face challenges concerning acquisition of instruction resources and this has consequences on students’ performance. There has been need to increase resources to match the rising students’ numbers but due to economic challenges, parity is missing effect of this is being seen in poor performance in examinations. There is need to establish how the utilization of the little available resources facilitate instructions and identification of strategies to enhance this process. The paper therefore sought to determine the effect of learners’ level of utilization of conventional resources on classroom performance in secondary schools in Bungoma County The study was guided by the Cognitive Theory of Instructions as propounded by Jean Piaget that emphasizes the significance of instruction resources in the teaching and learning process. Descriptive survey design was employed. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this study employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments.Descriptive and inferential data was analyzed using SPSS. The findings of the study showed that majority of the students asserted that their teachers had frequently assigned them with both class and take away assignments which enhanced their utilization of the available conventional resources. The paper concluded that the level of students’ utilization of conventional instruction resources was below the average mean, therefore a unit increase in the utilization of resource persons could improve students’ classroom performance. There was a significant relationship between teacher training and students’ classroom performance which directly influence students’ class performance. It was therefore recommended that principals and officials of the Ministry of Education should ensure regular supervision to enhance effective use of conventional instruction materials and resources in enhancement of classroom performance in public secondary schools in Bungoma County. Keywords: class room performance, conventional resources, Effect, learners’ level of utilization, secondary school DOI: 10.7176/JEP/10-33-05 Publication date: November 30th 201

Use of Conventional Teaching Resources in Secondary Schools in Bungoma County, Kenya

Education is core to national development as it provides the human resource and intellectual capital to drive economies. Attaining this hence requires meaningful and gainful learning through the incorporation of a range of instructional resources that help develop learners skills, attitudes and practical competencies required in the ever changing market economy. However, in spite of the various government interventions to increase access to education, empirical research evidence shows that students continue to perform dismally in both formative and summative evaluation. The paper therefore sought to determine the dynamics existing in the utilization of conventional teaching resources in secondary schools in Bungoma County. The paper was guided by the Cognitive Theory of Instructional as propounded by Jean Piaget that emphasizes the significance of instructional resources in the teaching and learning process. The paper adopted a descriptive survey design. The target population consisted of teachers and students from public secondary schools in Bungoma County. In order to have a representative sample, this paper employed stratified random sampling to select schools. Questionnaires, interview and observation schedules and document analysis were used as data collection instruments. Validity was established through expert opinion. Reliability was established through piloting. Data was analyzed using inferential and descriptive statistics. The findings showed that majority of teachers, students and principals were of the opinion that public secondary schools in Bungoma County had inadequate conventional instructional resources. It was further deduced that funding, number of students and teachers’ ease of use influenced the acquisition of conventional instructional resources in public secondary schools in Bungoma County. From the findings it was recommended that educational stakeholders should improve the quality of instructional through proper identification, selection and utilization of instructional resources. There is need for all stakeholders including the County Government, National Government and the Private sector to contribute financially and materially in the provision of conventional instructional materials and resources. Keywords:Convectional, education, teaching resources, teaching resources, utilization, DOI: 10.7176/RHSS/9-22-06 Publication date: November 30th 201

Factors associated with malaria vaccine uptake in Nsanje district, Malawi

Background: Malaria remains a significant global health burden affecting millions of people, children under 5 years and pregnant women being most vulnerable. In 2019, the World Health Organization (WHO) endorsed the introduction of RTS,S/AS01 malaria vaccine as Phase IV implementation evaluation in three countries: Malawi, Kenya and Ghana. Acceptability and factors influencing vaccination coverage in implementing areas is relatively unknown. In Malawi, only 60% of children were fully immunized with malaria vaccine in Nsanje district in 2021, which is below 80% WHO target. This study aimed at exploring factors influencing uptake of malaria vaccine and identify approaches to increase vaccination. Methods: In a cross-sectional study conducted in April–May, 2023, 410 mothers/caregivers with children aged 24–36 months were selected by stratified random sampling and interviewed using a structured questionnaire. Vaccination data was collected from health passports, for those without health passports, data was collected using recall history. Regression analyses were used to test association between independent variables and full uptake of malaria vaccine. Results: Uptake of malaria vaccine was 90.5% for dose 1, but reduced to 87.6%, 69.5% and 41.2% for dose 2, 3, and 4 respectively. Children of caregivers with secondary or upper education and those who attended antenatal clinic four times or more had increased odds of full uptake of malaria vaccine [OR: 2.43, 95%CI 1.08–6.51 and OR: 1.89, 95%CI 1.18–3.02], respectively. Children who ever suffered side-effects following immunization and those who travelled long distances to reach the vaccination centre had reduced odds of full uptake of malaria vaccine [OR: 0.35, 95%CI 0.06–0.25 and OR: 0.30, 95%CI 0.03–0.39] respectively. Only 17% (n = 65) of mothers/caregivers knew the correct schedule for vaccination and 38.5% (n = 158) knew the correct number of doses a child was to receive. Conclusion: Only RTS,S dose 1 and 2 uptake met WHO coverage targets. Mothers/caregivers had low level of information regarding malaria vaccine, especially on numbers of doses to be received and dosing schedule. The primary modifiable factor influencing vaccine uptake was mother/caregiver knowledge about the vaccine. Thus, to increase the uptake Nsanje District Health Directorate should strengthen communities’ education about malaria vaccine. Programmes to strengthen mother/caregiver knowledge should be included in scale-up of the vaccine in Malawi and across sub-Saharan Africa