False Consciousness as a Major Hindrance to Control of Corruption in Africa

Corruption is rampant in Africa despite the effort to fight it. An effective fight against corruption requires a clear and firm understanding of the factors that cause and conduce it. Using Kenya as an example, I will examine some of the social, economic, political, and legal factors that have been given as causal explanations of corruption. By focusing primarily on political corruption, I will argue that false consciousness among the masses and leaders has to be overcome for the fight against corruption to be effective, and, by extension, for meaningful development to take place in Kenya and many other African countries

Environmental impact on competition in ecological communities

We study the effects of environmental feedback on the ecological competition by analyzing the classic Lotka-Volterra model coupled with a simple model of the environment. In particular, we look for ways in which feedback between competing populations and the environment stabilizes or destabilizes coexistence between the species. To do so, we use a combination of mathematical analysis and computer software such as Matlab. KEYWORDS; mathematical modeling, Lotka-Volterra, ecological competition, environmental feedbac

Patterns of utilization of uwezo fund among the youths in Kenya: a case of Rongo sub-county, Migori County

Uwezo Fund is provided to youths in Kenya to enhance self-employment among them. However, utilization of such fund remains a challenge. Nearly 80% of youths in Rongo sub-county cannot account for Ksh. 16,943,338 which has so far been disbursed to them. This study therefore sought to assess the patterns of utilization of Uwezo Fund among youths in Rongo Sub-County, Migori County, Kenya. Specific objectives of the study are: influence of accessibility of Uwezo fund on its usage; socio-demographic factors that influence the usage of the fund; and the socio-economic factors influencing the usage of Uwezo Fund. Literature was reviewed in relation to the specific objectives of the study. The study adopted Theory of Planned Behavior and Social Learning Theory. It utilized a cross-sectional descriptive survey design. The study targeted youths who were recipients of Uwezo Fund in Rongo Sub-County. The target population was 1,296 youths and two Sub-county Uwezo Fund officers. Cluster, Proportionate and Simple random sampling were adopted where 125 youths were used as a sample. Data was collected using questionnaires, key informant interview and focus group discussion. Validity of research instruments were ensured by discussing them with research supervisors. Reliability was ensured by doing a pre-test. Data was subjected to both descriptive and inferential statistical analysis. Results were presented in tables, bar charts and pie charts. The study found that most youths (76.80%) do not receive amount of Uwezo Fund they apply for. The study also found that amount of Uwezo Funds accessed has a strong significant association with its planned use (ᵪ2=69.512 at 1df and P=0.05, with a Cramer‟s V of 0.746). Regarding socio-demographic factors, the study found weak association between planned use of Uwezo Fund and Age (ᵪ2=9.388 at 2df and P=0.05, with a Cramer‟s V of 0.274) and marital status (ᵪ2=7.398 at 2df and P=0.05, with a Cramer‟s V of 0.243). The study found no significant association between use of Uwezo Fund and gender (ᵪ2=1.622 at 1df and P=0.05) and religion (ᵪ2=0.588 at 2df and P=0.05). On socio-economic factors, the study found weak association between use of Uwezo fund and level of education (ᵪ2=8.006 at 3df and P=0.05, with a Cramer‟s V of 0.253) and income (ᵪ2=7.568 at 2df and P=0.05, with a Cramer‟s V of 0.246). The study found no association between use of Uwezo Fund and occupation (ᵪ2=6.303 at 3df and P=0.05). The study concludes that there exist a strong relationship between amount of Uwezo Fund accessed and its use. There is also a relationship between socio-demographic and socio-economic factors and planned utilization of Uwezo Fund. The study recommends the following: Government through the ministry of finance should increase amount allocated to individual youth groups; Ministry of Public Service, Youth and Gender Affairs to consider socio-demographic factors of youths in distributing the fund; and the ministry Public Service, Youth and Gender Affairs should also consider socio-economic factors of the youths in allocating funds and carry out monitoring and evaluation on economic projects undertaken by youths

Role of the Church in Fighting HIV-Aids Stigmatization Among Women In Kenya

Ouko, Christine Adhiambo. “Role of the Church in Fighting HIV-AIDS Stigmatization among Women in Kenya.” MA thesis, Concordia Seminary, 2015, 116 pp. Practical Theology, a discipline under which this thesis is based, is the application of God’s word in real life problems. HIV/AIDS stigmatization is a persistent and pernicious problem to any effective response to the pandemic. It is, therefore, a perennial danger confronting the church. The peril is acute when women and children struggle in alienation and despair in familial, social, and religious places believed to be lifesaving stations. Apparently, it is not easy to bear the burden of secondary stigmatization because it inevitably exposes us to our own vulnerabilities since the pain of those people who are stigmatized resonates our own pain. However, it is in relating to those in pain that we become growth enablers in their lives. It is within this context that this thesis questions the role and response of the church to AIDS stigmatization. This thesis provides important insights and challenges Christian communities, not only in Kenya, but also in all situations where people are stigmatized and suffer from being treated as “others.” It is with the conviction that Christian community is a movement that provides refuge to the needs of those lying on contemporary Jericho Roads, robbed of their selfesteem, identity, and dignity, and beaten by the crises and tragedies of AIDS stigmatization that the church should be an active participant and not a mere observer or good speck removers in this movement. The church should address aspects of people’s lives that have been shipwrecked in their daily storms of living with AIDS stigmatization, broken in the hidden coral reefs of anxiety, lack of integrity, and guilt

Peer Instruction and Secondary School Students Motivation to Learn Vectors in Bungoma County; Kenya

The purpose of this study was to document the influence of peer instruction and conventional methods of instruction on students’ motivation to learn vectors. It was guided by the social learning theory propounded by Bandura (1977). The study used an after only, with control experimental design.  The design was chosen because it is objective, logical and a systematic method that can be used to demonstrate the influence of peer instruction on motivation to learn vectors. The form three class in public secondary schools was the target population. Multi stage sampling was used to select 479 students from 16 schools who participated in the study. Streams were randomly assigned to either the control or the experimental treatment groups. The treatment took place over three weeks following which a questionnaire was used to collect data from the sampled students. The study found that more students in the experimental treatment groups indicated they were motivated to learn vectors than in the control treatment groups. This means that more students are motivated to learn vectors when they are instructed via peer instruction than when conventional methods are used. It therefore recommends that teachers adopt the use of peer instruction so that learners can be motivated to learn vectors and by extension be motivated to learn mathematics. Key Words : Peer Instruction, Students Motivation, Learning Vector

The Bondo Stakeholders' Workshop, February 26th - 27th, 2001

This paper is a review of the workshop held at Bondo in Kenya to assess the role of local stakeholders in the of co-management of Lake Victoria's fisheries within the frame of the LVFRP

Exploring how teachers deal with students’ errors in mathematics: a case of a secondary school in Siaya County, Kenya.

Making errors in mathematics during learning by students is a common occurrence in our classrooms. Errors signal gaps in students’ understanding, competencies or knowledge that require to be addressed. Teachers employ a wide range of approaches to identify these gaps to provide interventions. The purpose of this study was to explore how teachers deal with students’ errors in mathematics during teaching and learning inside and outside the classroom in a secondary school in Siaya County, Kenya. Specifically, the study sought to understand how teachers identify, communicate and follow up on students’ errors and the challenges that teachers faced while following up on the students’ errors. This qualitative study used interviews, lesson observation, focussed group discussions and document analysis to collect data. Data analysis involved organising, coding, seeking patterns and interpreting data. The study\u27s findings show that when students make verbal mathematical errors in class, teachers usually respond with verbal cues and questions directed either to the specific student or to the entire class. The findings revealed that teachers\u27 communication of students\u27 errors was provided in the form of verbal and written communication provided by teachers to learners to achieve various objectives regarding the errors made by learners. The findings also revealed that while teachers followed up on students\u27 errors, they used a variety of strategies to help students correct and understand their mistakes. The study recommended that mathematics teachers need to re-evaluate their current understanding of students\u27 mathematical errors, their causes, and their importance in mathematics teaching and learning, as this will guide their teaching strategies, which will greatly aid in improving learners\u27 mathematical understanding since by examining and discovering errors together with the students, teachers develop in the students the capacity to identify, ascribe, and rectify their own mistakes

PARENTAL PARTICIPATION PRACTICES AS PRECURSORS OF PUPILS’ EARLY READING LITERACY SKILLS ACHIEVEMENT KIAMBAA SUB-COUNTY, KIAMBU COUNTY, KENYA

The purpose of this study was to investigate ways in which parents are involved in their children's education as precursors of early literacy acquisition of children. The study used the Hoover-Dempsey and Sandler Parental Model as its theoretical lens. The study employed a descriptive survey design. Data was collected through questionnaires and a reading assessment checklist for children. Public and private primary schools included in the study were selected through stratified sampling criteria comprising 12% of the total number of schools in the Kiambaa Sub-county. A stratified sample of pupils and purposeful samples of parents and teachers were then made comprising 12% lower primary students, 12% parents, and 12% teachers from each of the selected schools. A pilot study was conducted before the final study. Data collected was analyzed using Statistical Package for Social Sciences (SPSS version 26.0). Pearson Chi-square test to establish whether there was a correlation between nuclear family structure, level of parents’ education, and parental involvement in early reading literacy skills achievement of lower primary school children. The results were presented in frequency tables, bar graphs, and bar charts. The findings of the study revealed that the majority of the children were aided in their reading literacy by their significant others and family members. Most parents always read with their children in their sitting room, parents seldom read with their children outside, some parents often read with their children in the kitchen, and fewer parents never read with children in the kitchen as well. The study concluded that family structure can have some impact on parental involvement in early reading literacy skills achievements for lower primary school children. The study recommended that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years. It can be concluded that parents are willing to engage when they believe the schools are open and eager to facilitate their engagement. Parental participation is difficult for teachers in particular, and both teachers and parents require particular help and clear instructions to promote engagement. The study recommends that parents and teachers must be aware of the significant contribution they can make to their children's learning by providing a stimulating environment around language, reading, and writing, as well as supporting the school's literacy agenda at home, both during the early years of schooling and later years.  Article visualizations

An alternative management strategy for Lake Victoria (Kenya)

In Kenya, fisheries resource management has been based on the top-down centralized approach since the colonial days. Stakeholders have never been consulted concerning management decisions. The 4-beaches Study was undertaken to investigate the potential for an alternative management system for Lake Victoria

Agroforestry: A Triple Win for Mixed Farming Systems in Central Rift Valley, Ethiopia

The Ethiopian Central Rift Valley floor faces various challenges related to reducing food insecurity, degraded ecosystems and climate change. Farming in the lower valley region is largely done under rainfed conditions, and the area’s overreliance on agriculture and its very low levels of irrigation make it singularly vulnerable to the vagaries of its highly variable and changing climate. This study sought to answer the question of the effect of agroforestry as a Climate Smarts Agriculture (CSA) strategy option to improve food productivity in a mixed farming system at farm-level in Central Rift Valley, Ethiopia. To extrapolate current agricultural practices into the future, WOFOST (World Food Studies simulation model) was used to simulate the yields under the effect of climate change. For the business as usual it was assumed that the strategies currently used by farmers remained the same in the future that is application of synthetic fertiliser and unavailability of irrigation systems. However, a few parameters were changed due to climate change such as amount of CO2 in the atmosphere. The parameters that were changed included temperature, PAR, soil moisture and nitrogen deposition. WOFOST results were based on historical weather data (1979 – 2015) and future data (2020-2050).The results of this study showed a positive effect of agroforestry in combination with enhanced manure management. This study recommends using agroforestry with enhanced manure management as a climate smart strategy that will improve all CSA pillars. The multiple benefits associated with agroforestry, when managed well, are a viable option for smallholder farmers of the Central Rift Valley of Ethiopia. Keywords: Crop Simulation Model, WOFOST modelling, Agroforestry DOI: 10.7176/JBAH/10-4-01 Publication date: February 29th 202