A Review on: Management of Carbon in Dry Land Agriculture

Dry land areas are defined as regions in which the ratio of total annual precipitation to potential evapotranspiration (P:ET or the Aridity Index, AI) ranges from 0.05 to 0.65. Dry lands have a strong impact on the global C cycle, in which Land-use changes, land degradation and desertification holds the major share on emission of CO2 into the atmosphere. Carbon sequestration is the long-term storage of carbon in oceans, soils, vegetation (especially forests), and geologic formations. C Management and land use can be used to mitigate greenhouse gas emissions by encouraging practices that sequester carbon (C) in the soil, thus creating a C sink for atmospheric CO2. Plowing native lands in dry land leads to dramatic losses of SOC through intensive soil disturbance that disrupts soil structure and enhances decomposition, in addition to accelerating soil erosion. Converting degraded lands to perennial vegetation, increasing net primary productivity (NPP) of agricultural ecosystems, and converting plow tillage to conservation reserve program and/or no-till farming are the most principal options to achieve carbon balance. Fruit tree based cropping systems in which the tree–cereal or tree- vegetable combination is useful strategy for mitigating the atmospheric CO2 in both plant as well as in the soil pools. And has maximum CO2 mitigation potential. Converting degraded lands to perennial vegetation and /or protected natural fallow, converting conventional tillage system to conservation reserve program and/or no-till farming system and application of integrated soil management are also use full agricultural practices for dry land carbon management. Keywords: dry land areas, Carbon sequestration, greenhouse gases, SO

Effect of Elevated Carbon Dioxide, CO2 and Temperature on Crop Production: A Review

Plant growth and distribution is limited by the environmental factors. Of the environmental factors temperature and co2 are the most important. In addition to conductivity of the stomata Water loss by transpiration is also affected by the driving forces for exchange of co2 from the atmosphere. GHG emissions Have led to changes in the world ‘s climate conditions including temperature and precipitation. In addition to increasing photosynthesis and biomass, another major benefit of rising atmo­spheric CO2 is the enhancement of plant water use efficiency. Higher levels of atmospheric CO2 ame­liorate, and sometimes fully compensate for, the negative influences of various environmental stresses on plant growth, including the stress of high temperature. biomass production of modern C3 plants was reduced by 50% when grown at low (180–220 ppm) [CO2], when other conditions are optimal. occurrence of mild heat (2-3⁰C for more than 13 days) in early spring at reproductive stage caused 28% reduction in the grain yield. crops need almost double amount of water at 2⁰C increase in temperatures at higher elevation of agricultural plains. Keywords: driving force, temperature, co2, GHG, C3 plant

Cropping Systems of East Africa: A review

Agriculture is the most important economic activity in sub-Saharan Africa (SSA) supporting over 67 percent of the population. Annual rainfall in East Africa range from about 150 mm in the arid and semi-arid areas to over 2,000 mm in the wet, mostly highland regions. East Africa is a geographic region covering 10 countries. Mono cropping, Crop rotation, Mixed cropping, inter cropping, Sequential cropping, Terracing are some the well adapted cropping systems in east Africa. Now a day innovative and indigenous technologies are applying to achieve improved yields in east Africa. These have involved a wide diversity of interventions, ranging from integrated soil fertility management, soil and water conservation, rainwater and runoff harvesting systems, integrated pest management, tillage and soil management systems, and innovative agronomic practices.

Addressing women's needs in water access for economic use: the case of Wukro Town, Ethiopia

In urban areas where water is not adequately supplied, women’s efforts to make a living out of water-intensive businesses face many challenges. The study examined how small-scale businesses run by women in Wukro town, Ethiopia are impacted by inadequate supply of water, and what coping strategies are employed. The lived experiences of women involved in small-scale water-intensive businesses, such as traditional beer brewing and coffee shops, were examined. In addition to these women, the perspectives and experiences of selected key informants as well as the officers at the local water utility have been assessed. Whether or not these women secure support from the social networks in their neighbourhood has also been considered. The study revealed that the unreliable supply of water in the town has impacted women involved in small business. It was indicated that some women manage to do well either by borrowing water from neighbours or purchasing from providers. In contrast, others who run businesses in rented houses with limited social networks expressed that they are struggling. Suggestions are made for the water utility to revise its working guidelines related to the provision of water services and to implement a gendered perspective in water management practices

Gender treatment in Grade nine classroom instructional activities and representation in English textbook

Abstract in English, Afrikaans and ZuluThe aim of this study was to explore how gender is perceived in classroom instructional activities and how it is represented in the Grade 9 English textbook in Ethiopia. To do this, the constructivist paradigm was used as a way of viewing the educational world. Underpinned by the Sociocultural Theory (SCT) and Gender Schema Theory (GST), the study was qualitative and used a multiple case study inquiry. The selection of participants was through purposive sampling and data were collected through interviews, observations and textbook review. The study was undertaken at four government high schools, and the focus was on Grade 9 at Chacha, Minjar, DebreSina and Mekoy Districts of North Shoa Zone in Amhara Region. Sixteen learners, four teachers and four principals were interviewed. The findings concluded in two significant findings: 1) improper gender treatment in classroom instructional activities, and 2) imbalance of gender representation in Grade 9 English textbook. The first finding generated emerging themes, for instance (a) imbalanced allocation of roles and responsibilities between girls and boys; (b) girls’ embarrassment by others; (c) girls’ incapability to manage group and use given opportunity in classroom; (d) male domination and female subordination; (e) gender policy implementation gap at school; (f) impediment of girls’ participation due to patriarchal thinking; (g) challenges of traditional gender thinking in classroom; (h) parents’ practices and experiences affected learners’ practices and experiences in classroom; (i) lack of girls’ recognition by others; and (j) self-overestimation seen by boys and self-underestimation seen by girls. The themes for the second major finding include: (a) men overrepresentation and women underrepresentation; (b) presence of gender-marked vocabularies to enhance women’s passive role; (c) encouragement of traditional gender representation by assigning women in baby-sitting, and domestic chores, such as cleaning, cooking or shopping; (d) manifestation of man first-ness; and (e) imbalance of pictorial representation between women and men. The study recommends that teaching gender equality to the school community and society could be used to discourage gender stereotyped and biased engagements. Female teachers should be role models for girls. Educators should use gender-sensitive materials for the development of a gender-free awareness by the young generation.Die doel van hierdie studie was om te ondersoek hoe gender in klaskameronderrigaktiwiteite ervaar word en hoe dit in die Graad 9 Engelse handboek in Etiopië voorgestel word. Ten einde dit te doen, is die kontruktivistiese paradigma as beskouingswyse van die opvoedkundige wêreld gebruik. Die studie was kwalitatief, onderlê deur sosiokulturele teorie en genderskemateorie, en die ondersoekmetode van veelvuldige gevallestudies is gebruik. Deelnemers is met behulp van doelbewuste steekproefneming geselekteer en data is deur middel van onderhoude, observasies en 'n handboekoorsig ingesamel. Die studie is by vier regeringshoërskole onderneem, en die fokus was op Graad 9 in die Chacha, Minjar, DebreSina en Mekoy distrikte van die Noord-Shoa sone in die Amhara streek. Onderhoude is gevoer met sestien leerders, vier onderwysers en vier skoolhoofde. Daar was twee beduidende bevindings: 1) onvanpaste genderbehandeling in klaskameronderrigaktiwiteite, en 2) 'n wanbalans in gendervoorstelling in die Graad 9 Engelse handboek. Verskillende temas het uit die eerste bevinding voortgespruit, byvoorbeeld (a) die ongebalanseerde toekenning van rolle en verantwoordelikhede tussen seuns en dogters; (b) die vernedering van dogters deur ander; (c) die onvermoë van dogters om groepe te beheer en van gegewe geleenthede in die klaskamer gebruik te maak; (d) manlike oorheersing en vroulike ondergeskiktheid; (e) 'n leemte in die implementering van genderbeleid op skool; (f) belemmering van dogters se deelname deur patriargale denke; (g) die uitdagings van tradisionele genderdenke in die klaskamer; (h) die invloed wat ouers se praktyke en ervarings op leerders se praktyke en ervarings in die klaskamer het; (i) gebrekkige erkenning van dogters deur ander; en (j) self-oorskatting onder die seuns en self-onderskatting onder die dogters. Die temas van die tweede hoofbevinding het ingesluit: (a) die óórverteenwoordiging van mans en onderverteenwoordiging van vroue; (b) die teenwoordigheid van gendergekleurde woordeskat om vroue se passiewe rol te beklemtoon; (c) die aanmoediging van tradisionele genderverteenwoordiging deur huishoudelike take soos skoonmaak, kook en inkopies doen aan vroue toe te ken; (d) die manifestering van manlike uitnemendheid/"eerste wees"; en (e) 'n wanbalans in die verteenwoordiging van vroue en mans in illustrasies. Die studie beveel aan dat die skoolgemeenskap en die gemeenskap in gendergelykheid onderrig word ten einde genderstereotipering en bevooroordeelde optredes te ontmoedig. Vroulike onderwyseres behoort 'n rolmodel vir dogters te wees. Onderwysers moet gendersensitiewe materiaal gebruik om gendervrye bewustheid onder die jong geslag te kweekInhloso yocwaningo bekuwukubheka ukuthi ubulili bubonwa kanjani kwimisebenzi efundiswa emakilasini, nokuthi ubulili bukhonjiswa kanjani ezincwadini zesiNgisi ezibekelwe ukufundwa ebangeni lika-Grade 9 ezweni lase Ethiopia. Kulolu cwaningo kusetshenziswe i-constructivist paradigm njengendlela yokubheka ezemfundo. Ngokulandela ithiyori yezenhlalo namasiko i-sociocultural theory (SCT) kanye nethiyori i-gender schema theory (GST), ucwaningo lube yi-qualitative research kanti kusetshenziswe nocwaningo olubheka amacala amaningi i-multiple case study inquiry. Ababambe iqhaza bakhethwe ngokusebenzisa amasampula akhethwe ngenhlososo i-purposive sampling, kanti ulwazi luqoqwe ngokukuxoxisana ama-interviews, ukubhekisisa okwenzekayo (observations) kanye nokubuyekeza izincwadi zesiNgisi ezibekelwe ukufundwa ama-textbook. Ucwaningo lwenziwe ezikoleni eziphakeme ezine zikahulumeni, kanti kwagxilwa kakhulu ebangeni lika-Grade 9 ezifundazweni zasezweni lase Ethiopia okuyi-Chacha, eMinjar, eDebreSina, kanye namaDistrikhthi aseNorth Shoa Zone kanye nasezifundazweni zase Amhara. Kuxoxiswene ngama-interviews nabafundi abayishumi nesithupha, othisha abane kanye nothishanhloko abane. Kutholakale imiphumela emibili esemqoka: 1) ukungaphathwa kahle kodaba lobulili kwimisebenzi yokufundisa emaklasini, kanye 2) nokungabekwa kahle ngokulingalingana kodaba lobulili ezincwadini zesiNgisi ezibekelwe ukufundwa kubanga lika -Grade 9. Umphumela wokuqala uveze izingqikithi (themes) ezilandelayo, isibonelo, (a) ukungabiwa kahle ngokulingana ngendlela ehlelekile kwemisebenzi ngokubulili phakathi kwamantombazane kanye nabafana; (b) ukuhlazwa kwamantombazane okwenziwa ngabanye; (c), ukungabi nekhono kwamantombazane ukuhola amaqembu kanye nokusebenzisa amathuba emaklasini; (d) ukubhozomela kwabesilisa kanye nokuzithoba kwabesifazane; (e) igebe elikhona ngokusetshenziswa kwemigomo ebhekene nezobulili ezikoleni; (f) izihibe ezivimbela amantombazane ukubamba iqhaza ngenxa yemibono ebeka ukuthi abesilisa yibona ababalulekile (patriarchal thinking); (g) izinselele ezikhona ngezinkambiso zakudala maqondana nokucabanga ngezobulili emaklasini; (h) izindlela zezinkambiso zabazali zibe nomthelela kwizindlela zokwenza kanye nezipiliyoni zabafundi emaklasini; (i) ukungamukelwa kwamantombazane ngabanye; kanye (j) nokuzibeka phambili kakhulu kwabafana kanye nokuzibeka ezingeni eliphansi kwamantombazane. Izingqikithi (themes) zomphumela wesibili zibandakanya okulandelayo (a) ukumelwa kakhulu ngokweqile kwabesilisa kanye nezinga eliphansi lokumelwa kwabesifazane; (b) ubukhona besilulumagama i-vocabulary ephawula ngobulili nephakamisa nokungadlali ndima kwabesimame; (c) ukukhuthazwa kwezinkambiso zakudala zokumelwa kobulili ngokunikeza abesimame imisebenzi yokunakekela izingane kanye nokwenza imisebenzi yasendlini, efana nokuhlanza izindlu, ukupheka kanye nokuyothenga ezitolo; (d) umqondo wokubeka abesilisa phambili; kanye (e) nokungahleleki ngokufanele nokulingalingana ngokukhombisa ngezithombe phakathi kwabesimame nabesilisa. Ucwaningo luncoma ukuthi ukufundisa ngokulingana kwabafundi besilisa nabesifazane ezikoleni kanye nakwisizwe sonkana kungasetshenziswa ukudumaza umqondo wokubeka ubulili obuthile ngendlela nomqondo othize (gender-stereotyped) kanye nokwenza ukuthi abobulili obuthile kuphela okumele benze noma bangenzi imisebenzi ethile. Othisha besifazane kumele bebeyisibonelo kumantombazane. Abafundisi kumele basebenzise izincwadi zokufundisa ezingenabandlululo ngokobulili ukuze isizukulwane esisha bsiondisise ngezokulingana ngokobulili.Curriculum and Instructional StudiesD. Phil. (Education in the subject Curriculum Studies

Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance

STUDENTS’ ACADEMIC PERFORMANCE IN CONVENTIONAL AND ALTERNATIVE SCHOOLING: FIELD BASED EVIDENCE

The study examines differences in students’ academic achievement in conventional and alternative schools (aka speed schools) in Tigrai, Ethiopia. Students in speed schools attended the three-year program of the conventional curriculum in ten months. A total of 372 students from conventional and speed schools were involved in the study. Ten speed school facilitators and eight conventional school teachers responded to questionnaires. Literacy and numeracy tests as well as teacher made tests were used to compare differences. Students in the speed school classes have statistically significantly higher scores on the outcome measures both in numeracy and literacy than those in conventional schools. The same students also scored higher in the teacher made tests. Furthermore, a similar comparison in grade four revealed that students from alternative schools performed relatively higher scores. Policy makers need to critically look into the experiences of speed schools and identify important lessons to apply to conventional schools.  Article visualizations

Effect of preeclampsia on the incidence rate of small-for-gestational-age of the fetuses among pregnant women in selected public hospitals in Tigray, Northern Ethiopia

Background: In low- and middle-income countries, including Ethiopia, small-for-gestational-age of the fetuses is a risk factor for fetal and neonatal mortality and morbidity that is linked to immediate perinatal adverse events and also to adult pathologic conditions in later life. In Ethiopia, particularly in Tigray, there is a paucity of information on the incidence rate and predictors of small-for-gestational-age of the fetuses among pregnant women. Objective: To determine the incidence rate and predictors of small-for-gestational-age of fetuses among pregnant women in selected public hospitals in Tigray, Ethiopia. Methods: A retrospective cohort study was conducted among preeclampsia (n = 239) and normotensive (n = 476) women who were in antenatal care follow-up before 20 weeks in selected hospitals of Tigray, from January 01, 2014, to March 31, 2019, to measure weight for gestational age of the fetuses every two to four weeks. Systematic sampling was used to select preeclampsia and normotensive women from the list in antenatal care logbook by their medical record numbers, using every three and every 25 intervals, respectively. A pre-tested structured checklist was used to extract data, then entered and cleaned using Epi Data version 3.1 and exported to Stata version 14 for analysis. The incidence rate was calculated by dividing all small-for-gestational-age of the fetus cases by the person weeks of follow-up. The Cox proportional hazard model was performed to identify predictors of small for gestational age of the fetuses. Results: The incidence rate of small-for-gestational-age of the fetuses was higher among women with preeclampsia than normotensive women (94.5 versus 24.9 per 1,000 person weeks, Z = 9.42, p < 0.000001). A higher risk of small-for-gestational-age of the fetuses was observed among women with preeclampsia/eclampsia (AHR = 3.92, 95% CI 2.55-6.01), women with a history of low birth weight (AHR = 0.41, 95% CI 0.17-0.94), and women with poor gestational weight gain (AHR = 1.89, 95% CI 1.15-3.1). Conclusions and recommendations: There were significant differences in the incidence rates of small-for-gestational-age of fetuses among preeclampsia, and normotensive women. Preeclampsia, a history of low birth weight and poor weight gain were significant predictors for small-for-gestational-age of the fetuses. It is necessary to strengthen the screening of preeclampsia for optimal fetal growth and to provide counseling on nutrients for adequate gestational weight gain. Further studies would also be beneficial to confirm the predictors at the community level. [Ethiop. J. Health Dev. 2020; 34(3):181-190] Keywords: Small-for-gestational-age, preeclampsia/eclampsia, Tigra

Community engagement in Cutaneous Leishmaniasis research in Brazil, Ethiopia, and Sri Lanka: A decolonial approach for global health.

Cutaneous leishmaniasis (CL) is a parasitic skin disease endemic in at least 88 countries where it presents an urgent, albeit often "neglected" public health problem. In this paper, we discuss our model of decolonial community engagement in the ECLIPSE global health research program, which aims to improve physical and mental health outcomes for people with CL. The ECLIPSE program has four interlinked phases and underpinning each of these phases is sustained and robust community engagement and involvement that guides and informs all activities in ECLIPSE. Our decolonial approach implies that the model for community engagement will be different in Brazil, Ethiopia and Sri Lanka. Indeed, we adopt a critical anthropological approach to engaging with community members and it is precisely this approach we evaluate in this paper. The data and material we draw on were collected through qualitative research methods during community engagement activities. We established 13 Community Advisory Groups (CAGs): in Brazil ( = 4), Ethiopia ( = 6), and Sri Lanka ( = 3). We identified four overarching themes during a thematic analysis of the data set: (1) Establishing community advisory groups, (2) CAG membership and community representation, (3) Culturally appropriate and context-bespoke engagement, and (4) Relationships between researchers and community members. During our first period of ECLIPSE community engagement, we have debunked myths (for instance about communities being "disempowered"), critiqued our own practices (changing approaches in bringing together CAG members) and celebrated successes (notably fruitful online engagement during a challenging COVID-19 pandemic context). Our evaluation revealed a gap between the exemplary community engagement frameworks available in the literature and the messy, everyday reality of working in communities. In the ECLIPSE program, we have translated ideal(istic) principles espoused by such community engagement guidance into the practical realities of "doing engagement" in low-resourced communities. Our community engagement was underpinned by such ideal principles, but adapted to local sociocultural contexts, working within certain funding and regulatory constraints imposed on researchers. We conclude with a set of lessons learned and recommendations for the conduct of decolonial community engagement in global health research. [Abstract copyright: Copyright © 2022 Polidano, Parton, Agampodi, Agampodi, Haileselassie, Lalani, Mota, Price, Rodrigues, Tafere, Trad, Zerihun and Dikomitis.

Managing relationships in qualitative impact evaluation of international development:QuIP choreography as a case study

Belgium Herbarium image of Meise Botanic Garden