The ‘complementarity principle’ could increase the ICC’s global legitimacy

The ICC has come under sustained attacks for a disproportionate focus on crimes in Africa, discrediting the Court’s mandate amid accusations of bias. By looking inwardly and by actualising the ‘complementarity principle’, the new Chief Prosecutor Karim Khan has an opportunity to strengthen municipal criminal courts’ capacity for trying atrocity crimes, which could thereby enhance the legitimacy of the ICC as the Court of last resort

The ethnification of electoral conflicts in Kenya: Options for positive peace

Kenya has since the re-introduction of multiparty politics in 1991 experienced periodic electoral conflicts. In the analysis of these conflicts, however, there is an evolving tendency to perceive their causes as merely, or mainly, manifestations of negative ethnicity. In other words, there is the tendency on the part of the state, and non-state actors, to deliberately ‘ethnify’ extra-ethnic conflicts in the country in a phenomenon herein conceptualised as ethnification. The ethnification of extra-ethnic conflicts has caused the country to continually drift into an electoral-conflict trap. The failure to address substantive extra-ethnic factors which have historical, structural, institutional, legal, and cultural standpoints has constrained the pursuit of positive peace in the country. This paper, therefore, examines the evolving tendency to treat extra-ethnic electoral conflicts from the ethnic-identity premise. The centrality of underlying causes and rationales of electoral conflict that are extra-ethnic is highlighted, and a way forward for the pursuit of positive peace in the country is recommended.Keywords: conflict, conflict resolution, ethnification, Kenya, peace, peacebuildin

Histone Deacetylase 1: Mutagenesis And Small Molecule Studies

Histone deacetylase 1 (HDAC1) has been linked to cell growth and cell cycle regulation, which makes it a widely recognized target for anticancer drugs. The 14 Å channel of Class 1 HDAC isotypes has long being hypothesized to be the exit cavity for acetate following deacetylation. The amino acids lining this cavity are very similar among the HDAC isoforms, suggesting the role of the cavity is relevant to all HDACs proteins Importanly, HDAC1 selective inhibitors designed to fit the 14Å channel have been designed. To understand the importance of the 14Å channel to HDAC1 activity, we used an alanine scan to determine the influence of residues in the 14 Å channel of the HDAC1. The mutation of eleven channel residues to alanine led to a significant reduction in deacetylase activity. Acetate competition experiment revealed that, charged residues lining the 14Å affect HDAC1 binding to acetate. The combined results reveal 14Å channel residues critical for HDAC1 activity and acetate escape. With no crystallographic information on HDAC1 available, these findings provide important insight HDAC inhibitor design. Understanding the involvement of HDAC1 in cancer formation is critical in developing selective inhibitors. Towards this goal, we did extensive studies to create a HDAC1 bump-hole inhibitors pair as an alternative to genetic methods which are limited in their usage to characterize HDAC1 function. We developed and validated a histone deacetylase dependent screen in the yeast Rpd3 protein. Using this screen screened a library of Rpd3 mutants with the aim of isolating active mutants for the bump-hole. Of the 15, 000 colonies screened none had a mutation. We focused on testing the active E98A mutant against SAHA inhibitor analogs present in our lab. C-2, C-3 and N-SAHA analogs were screened using a plate based ELISA assay which we developed and validated. All SAHA analogs screened did not qualify for a HDAC1-bump inhibitor system

Institutional culture and internationalisation: a study of Black African academics’ experiences at Rhodes University

This research sets out to examine institutional culture and internationalisation in higher education in contemporary South Africa, by analysing the experiences of black foreign academics at Rhodes University. Much has been written on the adaptation processes of foreign students in South African universities (Ayliff and Wang, 2006; Dzansi and Monnapula-Mapesela, 2012; Mudhovozi, 2011). There is also a host of literature on the black South African experience of adaptation and (non) belonging at historically white universities (HWU) (Akoojee and Nkomo, 2007; Cornell and Kessi, 2017; Soudien, 2008). Comparatively less is written on whether there are any unique pressures regarding institutional culture that black foreign African academics face at historically white institutions such as Rhodes University. The black experience may be misrepresented as a homogenous one by much of the literature on higher education transformation (Batsai, 2019). But there are a host of factors that could change your experience of being ‘black’, such as your class, and gender and quite recently there has been a push to further examine the effect that one’s nationality has on their experience of being ‘black’ in the academy (Batsai, 2019). Institutional culture refers to the “behaviours and values that make up the unique psychological and social environment of a certain institution” (Toma et al., 2005). Internationalisation of higher education in the context of Africa, particularly South Africa refers to “the intentional or unintentional process to integrate intercultural, international and global dimensions in higher education” (Draft Policy Framework for the Internationalisation of Higher Education in South Africa, 2017). In analysing the experiences of international African academics, this research is trying to give a voice to an often-overlooked group of individuals. This research is also meant to portray the black experience in South African higher education as an experience that is not homogenous but reliant on a host of unique identity factors such as gender, class and also their nationality

Using the Health Belief Model to Study Health Perceptions of Kenyans in the United States

The need to study the African diaspora has never been greater According to Anderson 2018 in 2015 there were 2 1 million African immigrants living in the United States This research studies the Kenyan diaspora in the US It looks at health behavior perceptions and attitudes among men and women of Kenyan descent who live in three selected state Alabama Georgia and North Carolina Using a Health Belief Model HBM questionnaire the Kenyan immigrants were given questionnaires in meeting places The HBM model has four main constructs are perceptions of 1 susceptibility 2 severity seriousness 3 barriers 4 benefits Results indicated that most Kenyan immigrants viewed improved health as the major benefit from physical activity 37 5 followed by losing weight 23 2 then increasing physical condition 13 1 The social change implications of the study are that the Kenyan immigrant population need to be encouraged to exercise and eat healthily Results further showed that majority of the respondents 50 3 fail to exercise due to lack of enough time 13 8 due to lack of motivation while 10 2 due to inconvenience As far as cue to action is concerned 28 4 of the participants indicated not fitting comfortably into clothing as the greatest cue followed by 24 8 of the doctor s recommendation while 12 1 indicated availability of exercise program as a cue to action The results reveal that there were no significant gender differences in health perceptions of barriers to action p 0 564 0 05 of benefits to exercise p 0 604 0 05 no significant difference in perception of cue to action p 0 159 0 05 and risk susceptibility p 0 341 0 0

Organizational dynamics: a journey of discovery

This thesis, informed by my learning in the Organizational Dynamics program, outlines a proposal for starting a management consulting firm focused on helping African entrepreneurs. I describe four courses that were instrumental in helping me realize where my academic and entrepreneurial strengths and interests lay and which also contributed to my vision to start a management consulting firm focused on African entrepreneurship. I provide a brief historical perspective of Sub-Saharan African economies which indicates that they are indeed growing and attracting foreign direct investment as well as generating local entrepreneurial activity. I argue that it makes economic and business sense to start a consulting firm that focuses on helping Africa entrepreneurs become better business managers especially in the field of human capital management. I conclude by presenting data that support this view as well as a proposal of the management consulting initiative

An Investigation of Practices, Resources, and Challenges in Mathematical Word Problem Solving among Swahili-speaking African High School Bi-/Multilingual Students in the United States

In this study, I examined the practices, resources, and challenges in mathematics word problem solving (MWPS) among the Africa Swahili-speaking refugee high school students in the United States. Specifically, I investigated the language practices and linguistic resources the participants used during MWPS, as well as the linguistic challenges they faced. I also explored the mathematics practices and mathematical resources the participants used as well as the mathematical challenges they faced during MWPS. Lastly, I determined the role of the language practices and/or resources (LPRs) in the participants’ mathematical processes. To accomplish this study, I used a language background survey (LBS) and task-based interviews which were administered to 12 participants who were selected through criterion purposive sampling technique. The tasks were three problems adopted and modified from the National Assessment of Education Progress (NAEP)-released algebra problems. Guided by a Vygotskian perspective of mathematics practices, I allowed the participants a safe translanguaging space as they solved the problems. I then studied how they used their language and mathematics practices, linguistic and mathematical resources, and I noted the linguistic and mathematical challenges they faced in the process. The analysis revealed that the participants faced various mathematical and linguistic challenges, and they also drew on their LPRs to comprehend the problems, communicate their understanding, develop their mathematics practices, and as a means of identifying with some meaningful social groups. The findings of this study showed that bi-/multilinguals translanguage in mathematics where they use their LPRs in an integrated manner, not in isolation. Since bi-/multilingual students draw on various discursive practices, their mathematics practices are oftentimes informal, making it difficult to demarcate between the students’ everyday and mathematics practices (Barwell, 2013). Also, the findings showed that bi-/multilinguals need support to use the their LPRs in a mathematical sense and to develop more formal mathematical practices. The findings of this study have implications on the validity of assessments, and how teachers can be prepared to teach bi-/multilinguals, even when they don’t share the students’ home languages. Drawing on the work of Civil (2012) and Sigley and Wilkinson (2015), I argue that valid assessments would have to valorize bi-/multilingual students’ ways of communicating mathematically, even those that may not seem precisely mathematical. Moreover, teachers are to be cognizant of the bi-/multilingual students’ ways of mathematical communication and determine ways they could use those ways to enhance the students’ learning of mathematics. I also present de Jong et al.’s (2013) conceptual framework that can be used to enhance the preparation of mainstream teachers to support ELLs in content areas. This study suggests the need for further research on translanguaging in mathematics classrooms and how teachers can implement pedagogies that support translanguaging to enhance learning. There is also a recommendation for studies investigating the kinds of professional development mainstream mathematics teachers would need to be effective in the instruction and assessment of students whom they don’t share the home language. Also, there is need for further research on how students solve problems and generalize and how they can be supported to develop these processes

Anticipating Academic and Career Future among African Undergraduate Students in The United States: A Focus On Student Possible Selves

Steering one’s own course by mastering own destiny is one of the powerful theorems often used to motivate individuals’ power to elating their future. Academic and career preparedness among undergraduate students in the twenty-first century is strengthened by student possible selves. While the American educational culture upholds this concept in higher education institutions, ethnic marginalization may explain why African undergraduate students in the United States have limited individual choice and control. The purpose of this study was to investigate the degree of student possible selves among undergraduate students in the United States with attribution to their academic and career future. This study was undertaken using descriptive and multiple regression methods in the Spring Semester of 2007. The study involved undergraduate students registered in any of the semesters in the Spring semester, 2007 and the year 2006. They had to be African students with both parents having been born in Africa and have a willingness to participate in the study. Data was analyzed using the Statistical Product and Service Solutions (SPSS) Version 12.0. The found out that during the middle school years, students and teachers in the United States focused on performance goals and less on mastery goals than in other years, however, the case was not the same for African students enrolled in college. This study informs educators and policy makers about African undergraduates in USA whose minority status may affect their achievement in school and stereotypically may group them into one of the marked identities that elicit vulnerability to academic under-achievement. School admission administrators and officials need to be cognizant of the motivators and future beliefs of the students they admit. It would help in providing the support and counseling required as the students move along the academic and acculturation trajectory in the United States. Key words: Academic achievement, Career, Goal orientation, Possible selves, African undergraduate

How Has The Journey to Womanhood Affected Female Somali Immigrants

Abstract This thesis discusses the practice of female circumcision among Somali immigrant women in a small Midwest community. The literature review gives the historical background of the practice, how it has been criminalized, how organizations are change agents and what impact culture has upon the practice. In the methodology section, the research method is reviewed and highlights the success and difficulties of the qualitative research that was conducted over a span of 2.5 years. The section describes the process from the beginning of me having a presence in the Somali community to how I networked and used a snow ball sampling method to gain additional interviewees. The first woman who interviewed with me helped me gain the confidence and trust of the women who followed suit. Additionally, the analysis explores the reasoning behind, and cultural meaning that is tied to the practice, and how it affects women for the course of their adult life. The analysis gives voice to the women’s personal experience with the practice and in what ways it affects their sense of self. Their stories inform the reader about the impact of their culture and how it is challenged by being in the United States. The conclusion discusses the findings from the interviews, and highlights the ways in which women feel they have been impacted. It then discusses what variables are at play in challenging the future of the practice