A Strategy of One-On-One Evangelism in the Nyamira Conference

Problem Public evangelism has been a successful way of bringing converts to the church, and by using public address systems the church has been able to reach those who are afraid or too skeptical to come and sit in the meetings. Some have actually made a decision and have been baptized as a result of listening from a distance. But with time the public address systems have been misused with people complaining of noise pollution. This concern has forced the government to pass a bill in parliament banning loud noises in public places. This change calls into question the public evangelism mode of recruiting members. There is a need to come up with a new way of doing evangelism that will not conflict with the law against noise pollution. Method The development of a new way of doing evangelism in the Nyamira Conference was explored through the introduction of one-on-one evangelism in the Nyambaria pastoral district. Results The intervention resulted in 188 church members being trained as Bible instructors who are actively involved in giving Bible studies to friends and neighbors. This method replaced public evangelism in the district as the primary way to recruit new converts. After two years that the Bible instructors conducted Bible studies on a one-onone basis 410 people have been baptized and only 8 have backslidden. Conclusions One-on-one evangelism is a strategy that can be used to bring many to faith in Jesus Christ. It is effective in that not only does it recruit new members, but nurturing and retention is also positively affected by this approach. The method is less expensive and it is conducted throughout the year without having to worry about the need for good orators for public evangelism. Many more members are now involved in the recruitment process

Anger Control

This study was designed to assess the efficiency of anger control training with twenty-three institutionalized male delinquents evidencing verbal and physical aggression. The study employed a two group crossover design. After an initial test session assessing anger with a variety of measures, the immediate treatment group received anger control training. Following this training both groups participated in a test session. The delayed treatment group then received training and both groups were finally tested a third time. For a number of measures, both groups showed significant differences between the first and the second testing sessions. However no significant differences could be attributed to the anger control training

Students Perceptions of School-based HIV/AIDS Education Programs in Western Kenya

Education on HIV infection, prevention, and treatment has the potential to improve young people’s knowledge on sexual health. Utilizing an ethnographic research approach, this study explored students’ perceptions of school-based HIV/AIDS education programs in three high schools in Western Kenya. Using a rights-based theoretical framework the authors sought to understand how such programs empower students to understand HIV vulnerability and prevention. This study contributes in two ways: first, it informs education-based policies and guidelines on the design and implementation of HIV/AIDS education programs in K-12 schools. Second, it underscores the influence of social norms, attitudes and behaviors within the broader societal context on the youth and the power of this population in participating in the design, implementation, evaluation, and sustainability of school-based HIV/AIDS prevention programs. Keywords: HIV/AIDS, School-Based HIV/AIDS Education programs, Students perceptions, Human Rights, Kenya.

Instructional Leadership: A Contextual Analysis of Principals in Kenya and Southeast North Carolina

Schools around the world need effective school leaders with knowledge and skills to understand the local context with a global view. This paper examines how principals in Kenya and North Carolina use their time as they execute duties in their multifaceted roles. We analyze various aspects of their demographic characteristics, including gender, age, level of educational attainment, and level of schools they lead. Additionally, we examine how they spend their time, how they would like to spend their time, and roadblocks they face in accomplishing their work. Findings indicate that principals overwhelmingly agree on the importance of serving as instructional leaders but traditional roles of principalship hinder them from investing more time in instructional leadership. This research will add to a review and rethinking of educational policies and educational leadership programs. Keywords: Principals, school leadership, school management, principal roles, instructional leadershi

High School Principals’ Leadership Roles and Use of Time

Time is the most valuable currency in schools. This study describes how successful high school principals reported spending and allocating their time to various leadership tasks using selected items from a study of principal-time use and school effectiveness in Miami-Dade County Public Schools in Florida US. Public high school principals were selected based on their 2019 Missouri School Improvement Program performance indicators and asked to complete either a paper or online survey. Findings show that principals spend more time on management-related activities than curriculum and instruction-related activities. There is a strong association between time-use on curriculum and instruction with both gender and school size. The more leadership experience a principal has, the less time they are likely to spend on school management activities. Time-use on organization management is strongly associated with school size. If instructional leadership is a fundamental priority for principals, then development and support of successful principalship will require a redesign of their roles to free time for instructional leadership. School districts that hire principals from a pool of assistant principals (AP) or invest in principal pipelines, need to develop a strategy to build APs’ instructional and leadership skills. Keywords: High school principals, principals’ time-use, principals’ roles, successful principals, instructional leadership. DOI: 10.7176/JEP/11-18-01 Publication date:June 30th 202

Genotypes of Candida albicans from Stool Samples of HIV Sero Positive and HIV Negative Individuals in Nairobi, Kenya

Candida albicans is one of the commonest opportunistic yeast pathogens that infect both healthy and immune-compromised individuals. Currently there are five recognized genotypes of C. albicans based on the 25 rDNA gene. Different genotypes of C. albicans have been shown to differ in their virulence and susceptibility to antifungal drugs and, thus accurate identification of the infecting genotype is essential for guiding antifungal therapy. The aim of the study was to determine the genotypes of C. albicans from stool samples of HIV sero positive and HIV negative individuals and ascertain whether there is an association between HIV status and genotype distribution. A total of forty four (44) Candida albicans isolates from the stool samples of 28 HIV sero positive patients attending an outpatient HIV/AIDS management clinic and 16 HIV negative individuals attending a hospitality industry support program at Kenya Medical Research Institute (KEMRI) were genotyped using PCR primer pairs that span the transposable intron region of the 25S rDNA. Genotype A C. albicans was the most prevalent type (61.4%) followed by genotype C (11.4%) and genotype B (4.5%). Genotype B C. albicans was not isolated from HIV negative individuals. There was no significant difference in the genotype distribution of C. albicans isolates from HIV sero positive and HIV negative individuals (p=0.304). Ten (22.7%) C. albicans isolates could not be genotyped using the transposable region primers an indication of possible new genotypes. Genotype A is the most predominant C. albicans isolate both in HIV sero positive and HIV negative individuals and there is no predilation of any genotype to HIV infected. There is a possibility of new genotypes of C. albicans and sequence analysis may be warranted. Keywords: Genotypes, C. albicans, stool, HIV, Kenya

The changing trends in the development of teacher education in Kenya: The role of the Teacher’s Service Commission.

The aim of this article is to locate the changing trends in the development of teacher education in Kenya by looking at the role the Teachers Service Commission has played. Kenya just like other countries of the world needs to transmit their cultures from one generation to the next. Formal schooling was introduced in Kenya in the second half of nineteen century by Christian missionaries. They established schools in which they were ‘teachers’. The ‘mission’ and ‘bush’ schools expanded rapidly and this led to the establishment of teacher education. During the entire colonial period, the missionaries and the colonial government employed primary school teachers. The African teacher service and the government employed European secondary school teachers. In 1957, the Kenya National Union of Teachers (KNUT) was established. The KNUT came up with decentralized system of handling teachers’ affairs. They pushed for the employment of teachers by a central body; this led to the establishment of the Teachers’ Service Commission (TSC) under an act of parliament (CAP 212) of the laws of Kenya in 1967. This paper traces the historical development of teacher education in Kenya. This includes primary teacher education, Diploma teacher education, Technical teacher education and Secondary school teacher education. The Teachers Service Commission over time has been coming up with academic requirements for the training of teachers. The institutions involved in the training of teachers especially universities for secondary school teachers have been having different entry requirements. The TSC being the only teacher employer in Kenya has rejected most of the teachers trained by universities who don’t meet its conditions. TSC has transformed over the years from merely serving as a staffing unit in the ministry of education to currently handling all that is stipulated in the mandate. Teacher education being a whole range of activities that constitute preparation for and improvement of the teaching profession, it is important that it be regulated, so that we are able to achieve vision 2030. Education is recognized as social pillar in Kenya’s vision 2030. Through the social, economic and political pillar, Kenya will become a middle income country with high quality life to its people. This paper traces the historical background of teacher education in Kenya, with a view to understanding the role of the Teachers’ Service Commission in its development and change over time. Keywords Education, development, teachers’ service commissio