{"id":4121,"date":"2021-03-26T09:59:05","date_gmt":"2021-03-26T09:59:05","guid":{"rendered":"https:\/\/www.rsisinternational.org\/journals\/ijriss\/?page_id=4121"},"modified":"2021-06-05T08:00:20","modified_gmt":"2021-06-05T08:00:20","slug":"volume-v-issue-iii","status":"publish","type":"page","link":"https:\/\/rsisinternational.org\/journals\/ijriss\/digital-library\/volume-v-issue-iii\/","title":{"rendered":"Volume V Issue III"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"4121\" class=\"elementor elementor-4121 elementor-bc-flex-widget\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b309e0e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b309e0e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30a100\" data-id=\"b30a100\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30a2ae elementor-widget elementor-widget-text-editor\" data-id=\"b30a2ae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Public Debt and Domestic Private Investment: A Crowding Effect in Nigeria<\/strong><\/span>\r\n\r\n<strong>Charity I. Anoke , Stephen I. Odo, Ph.D, Bernard E. Nnabu, Ph.D &#8211; March 2021 &#8211; Page No.: 01-08<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30a5aa elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30a5aa\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30a7e3\" data-id=\"b30a7e3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30a984 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b30a984\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">: This study investigated the relationship between public debt and domestic private investment in Nigeria from 1980 &#8211; 2018. The objectives of the study are: determine the extent to which external debt significantly impacts on domestic private investment in Nigeria, examine if there is any significant impact of domestic debt on domestic private investment in Nigeria; ascertain the extent at which debt servicing significantly impact on domestic private investment in Nigeria and explore if there is any significant causal relationship between public debt and domestic private in Nigeria. The paper applied the following statistical and econometric tests: stationarity test, co integration test, VECM test and VEC Granger causality. Results indicated that external debt has negative significant impact with domestic private investment, domestic debt has negative significant effect on domestic private investment. Debt servicing has a negative insignificant impact on domestic private investment. And there is no directional causality between public debt and domestic private investment. Some of the implications of the results is significant unproductive influence of public debt on domestic private investment, as such most borrowed fund are not invested in choice investment. Sourcing fund for private investment is compromised by high level of government involvement in loanable fund, meaning that since domestic borrowing is mostly done by government due to their trusted repayment plan, domestic private investors will be left with unattainable or difficult conditions that will not allow access to those credit facilities. The researcher concluded that public debt crowds out domestic private investment in the long run in Nigeria within the period of the study.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 01-08\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 26 March 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5301\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5301<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<\/span>\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Charity I. Anoke <\/strong><\/span>\r\nDepartment of Economics, Ebonyi State University, Abakaliki\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Stephen I. Odo, Ph.D<\/strong><\/span>\r\nDepartment of Economics, Godfrey Okoye University, Nike, Enugu\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Bernard E. Nnabu, Ph.D<\/strong><\/span>\r\nDepartment of Economics, Ebonyi State University, Abakaliki\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Adam Smith (1776). \u2018An Enquiry into the Nature, Cause of the Wealth of Nature\u201d, p. 410\r\n[2] Adetokunbo A. M., Ebere C. E. (2019). Determinants and analysis of domestic debt in Nigeria: 1970- 2015. Acta Universitatis Danubius, Economica 15(2), Pp. 275-287 (2019).\r\n[3] Bista, N. B. (2013). Government domestic borrowing and private investment in Nepal. International Journal of Economic Sciences, II(2), 28\u201342.\r\n[4] Bonga, W. G., Chirowa, F. &amp; Nyamapfeni, J. (2015). Growth-debt nexus: An examination of public debt levels and debt crisis in Zimbabwe. Journal of Economics and Finance (IOSR-JEF), 6(2). Pp. 9-14.\r\n[5] Charles O, &amp; Abimbola O (2018). The impact of external debt on: the Nigerian Economy. Journal of Economics International and Business Management 6(2): 30-39.\r\n[6] Caspah, L. (2018). Effects of government borrowing on private investments in Kenya. Journal of Finance and Economics, 6(2): pp 49-59.\r\n[7] Clements, B., Bhattarharya. R. and Nguyen. T.Q. (2003). External debt, public investment and growth in low income countries. IMF Working Paper No 03\/249.\r\n[8] CBN (2015). Central Bank of Nigeria Statistical Bulletin, 26, Pp 1 &#8211; 23\r\n[9] CBN (2017). Central Bank of Nigeria Statistical Bulletin, 28, Pp 1 &#8211; 28\r\n[10] Cohen, D. (1993). Low investment and large LDC debt in the 1980&#8217;s. The American Economic Review, 83(3), 437-449.\r\n[11] Debt Management Office (2016). Annual Report and Statement of Accounts.\r\n[12] Debt Management Office (2017). Federal government domestic debt outstanding by instruments. June, Abuja Nigeria. Retrieved from www.Dmo.Gov.Ng\r\n[13] Ezema, C. A., Nwekwo, N. M., &amp; Agbaji, B. C. (2018). Impact of external debt and its services burden to economic growth in Africa: Econometric evidence from Nigeria 1990-2016. International Journal of Academic Research in Economics and Management Sciences, 7(3), pp 232\u2013250.\r\n[14] Granger C. W. J. (1969). Investigating causal relations by econometric models and cross-Spectral Methods. Econometrica, 37(3), Pp. 424\u2013438, 1969.\r\n[15] Hansen, H. A. (1941). \u201cFiscal Policy and Business Cycle\u201d, p-152-161,\r\n[16] Harold G. Moulton, (1943); The New Philosophy of Public Debt, p. 45\r\n[17] Harold M. Groves, Financing Government (1958). p. 580\r\n[18] Inimino, E. E., Abuo, M. A., &amp; Bosco, I. E. (2018). Interest rate and domestic private investment in Nigeria. International Journal of Research and Innovation in Social Science (IJRISS) II(X), Pp 198 \u2013 206.\r\n[19] Joshua A. Ogunjimi (2019). The impact of public debt on investment: Evidence from Nigeria. Development Bank of Nigeria. Journal of Economics &amp; Sustainable Growth, Pp 1-29\r\n[20] Kalu E. O. (2015). Response of foreign private investment to public debt in Nigeria. Romanian Economic Journal, 18(56), Pp 65-86.\r\n[21] Kehinde J. A., Olanike B., Oni E., Achukwu M. (2015). Public debt and private investment inNigeria. American Journal of Economics 2015, 5(5):pp. 501-507\r\n[22] Keynes, J. M. (1936). The general theory of employment, interest and money. Cambridge University Press\r\n[23] Krugman, P. (1988). Financing versus forgiving a debt overhang. Journal of Development Economics, 29, Pp. 253\u201368.\r\n[24] Murungi, S. M &amp; Okiro K. (2018). Impact of government debt on economic growth in Kenya: A Critical Literature Review. European Scientific Journal, 14 (1), Pp 240 &#8211; 257\r\n[25] Myers, S. (1977). Determinants of corporate borrowing. Journal of Financial Economics, 5 (2): pp. 147\u2013175.\r\n[26] Nwaeze C. N. (2017). Public borrowing and private investment in Nigeria: Any crowding out effect? Jorind 15(2) December, 2017, Pp 24 &#8211; 34\r\n[27] Ncanywa, T. &amp; Masoga, M. M. (2018). Can public debt stimulate public investment and economic growth in South Africa? Cogent Economics &amp; Finance, 6(1),Pp 1-13\r\n[28] Oluwafadekemi A. &amp; Adeyemi A. O. (2018). Fiscal deficit and economic growth in Nigeria: Ascertaining a feasible threshold. International Journal of Economics and Financial Issues, Econjournals, 8(3), Pp 296-306.\r\n[29] Onakoya, A. B. &amp; Ogunade, A. O. (2017). External debt and Nigerian economic growth connection: Evidence from Autoregressive Distributed Lag Approach. Journal of Economics and Development Studies,5(1), Pp. 66-78\r\n[30] Phillip A., Victoria S., Md Azharu I., Omankhanlen A.E., Oluwaseun A. &amp; Temioluwa O. (2017).\r\n[31] The impact of domestic debt on private credits in Nigeria: A structural VAR Approach, (1981-2015). Research &amp; Reviews: Journal of Social Sciences RRJSS, 3(1), Pp. 64 &#8211; 72.\r\n[32] Rana E. A &amp; Abid R. G. (2009). Crowding out effect of public borrowing: A case of Pakistan.\r\n[33] MPRA Paper No. 16292 Presented in 8th National Research Conference on Management and Computer Sciences. 29th January 2009 At Szabist Islamabad, Pakistan.\r\n[34] Robert King\u2019wara (2014). The impact of domestic public debt on private investment in Kenya. Developing Country Studies, 4(22), Pp 88-96\r\n[35] Rostow, W. W. (1960). The five stages of growth &#8211; a Summary. The Stages of economic growth: A Non-Communist Manifesto. Cambridge: Cambridge University Press. Pp. 4\u201316. Archived from the Original on 23 \u2013 02 &#8211; 2013.\r\n[36] Salama, Y. &amp; Aziza, O. S. (2018). Public debt and economic growth: Evidence from Tanzania.\r\n[37] Journal of Economics, Management and Trade 21(7), 1-12.\r\n[38] Sulaiman, L.A. &amp; Azeez, B.A. (2012). Effect of external debt on economic growth of Nigeria. Journal of Economic and Sustainable Development, 3(8).\r\n[39] Thilanka, H.R.A.C., Sri Ranjith, J.G. (2018). The impact of public debt on private investment: Sri Lankan Experience. International Journal of Business and Social Research, 8(8): pp 01-10\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Charity I. Anoke, Stephen I. Odo, Ph.D, Bernard E. Nnabu, Ph.D &#8220;Public Debt and Domestic Private Investment: A Crowding Effect in Nigeria&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.01-08 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5301<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/01-08.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/public-debt-and-domestic-private-investment-a-crowding-effect-in-nigeria\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Public Debt and Domestic Private Investment: A Crowding Effect in Nigeria<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b30b8cd elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b30b8cd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30b9b0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30b9b0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30bb2d\" data-id=\"b30bb2d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30bc4f elementor-widget elementor-widget-text-editor\" data-id=\"b30bc4f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30bcef elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30bcef\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30be42\" data-id=\"b30be42\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30bf61 elementor-widget elementor-widget-text-editor\" data-id=\"b30bf61\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30c001 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30c001\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30c14c\" data-id=\"b30c14c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30c250 elementor-widget elementor-widget-text-editor\" data-id=\"b30c250\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30c2ff elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30c2ff\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30c46c\" data-id=\"b30c46c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30c587 elementor-widget elementor-widget-text-editor\" data-id=\"b30c587\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The influences of the socio-demographic factors on residents\u2019 attitudes towards tourism impacts: A case study of Pasikkuda, Sri Lanka<\/strong><\/span>\r\n\r\n<strong>Vyddiyaratnam Pathmanandakumar &#8211; March 2021 Page No.: 09-16<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30c62a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30c62a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30c7b3\" data-id=\"b30c7b3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30c8fd elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b30c8fd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This study explains how the socio-demographic factors influence residents\u2019 attitudes towards tourism impacts in Pasikkuda. A questionnaire survey was conducted to examine the effectsof socio-demographic factors on residents\u2019 attitudes towards the environmental, economic, and socio-cultural impacts of tourism. The survey was conducted with a stratified random sampling of 124 residents in Pasikkuda. The study found that residents\u2019 socio-demographic factors had an important influence on perceptions of tourism impacts. The results indicate that the socio-demographic factors have both a positive and a negative effect on people\u2019s attitudes towards the impact of tourism. The residents who believe that tourism is profitable and important to economic development are aware of substantial positive impacts but don\u2019t vary from others as to the negative effects of tourism. The attitudes of residents are greatly influenced by factors such as the educational background, place of birth, and years of residency in the community. The respondents with fewer years of residency expressed a more positive attitude towards the impact of tourism. Finally, residents\u2019 attitudes towards tourism impacts in Pasikkuda led to prepare the residents\u2019 profile. Comprehensive education and awareness campaigns will be an effective way to boost the tourism industry\u2019s understanding among the residents in Pasikkuda.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 09-16\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 March 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Vyddiyaratnam Pathmanandakumar<\/strong><\/span>\r\nDepartment of Geography, Eastern University, Sri Lanka\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] K. 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Res., vol. 32, no. 3, pp. 647\u2013668, 2005, doi: 10.1016\/j.annals.2004.10.009.\r\n[59] S. V Lankford and D. R. Howard, \u201cDeveloping a tourism impact attitude scale,\u201d Ann. Tour. Res., vol. 21, pp. 121\u2013139, 1994, doi: 10.1016\/0160-7383(94)90008-6.\r\n[60] D. Davis, J. Allen, R. M. Cosenza, D. Davis, J. Allen, and R. M. Cosenza, \u201cSegmenting Local Residents By TheirAttitudes, Interests, and OpinionsToward Tourism,\u201d J. Travel Res., vol. 27, no. 2, pp. 2\u20138, 1988, doi: 10.1177\/004728758802700201.\r\n[61] D. Gursoy and D. G. Rutherford, \u201cHost attitudes toward tourism: An improved structural model,\u201d Ann. Tour. Res., vol. 31, no. 3, pp. 495\u2013516, 2004, doi: 10.1016\/j.annals.2003.08.008.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Vyddiyaratnam Pathmanandakumar &#8220;The influences of the socio-demographic factors on residents\u2019 attitudes towards tourism impacts: A case study of Pasikkuda, Sri Lanka&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.09-16 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/09-16.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div 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aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-influences-of-the-socio-demographic-factors-on-residents-attitudes-towards-tourism-impacts-a-case-study-of-pasikkuda-sri-lanka\/\" target=\"_blank\" rel=\"noopener noreferrer\">The influences of the socio-demographic factors on residents\u2019 attitudes towards tourism impacts: A case study of Pasikkuda, Sri Lanka<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b30d72d elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b30d72d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30d815 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30d815\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30d998\" data-id=\"b30d998\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30dabc elementor-widget elementor-widget-text-editor\" data-id=\"b30dabc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30db61 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30db61\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30dcf1\" data-id=\"b30dcf1\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30de0b elementor-widget elementor-widget-text-editor\" data-id=\"b30de0b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30df06 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30df06\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30e065\" data-id=\"b30e065\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30e170 elementor-widget elementor-widget-text-editor\" data-id=\"b30e170\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30e20b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30e20b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30e364\" data-id=\"b30e364\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30e477 elementor-widget elementor-widget-text-editor\" data-id=\"b30e477\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30e515 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30e515\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30e688\" data-id=\"b30e688\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30e796 elementor-widget elementor-widget-text-editor\" data-id=\"b30e796\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Influence of Age and Gender on Human Resources Training and Employee Job Performance<\/strong><\/span>\r\n\r\n<strong>Emenike Umesi Ph.D., MBA. CEM\u00ae- March 2021 Page No.: 17-21<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30e83d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30e83d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30e9a7\" data-id=\"b30e9a7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b30eae0 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b30eae0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The determination of the influence of age and gender on the relationship between human resources training and job performance of workers in the hospitality industry is the purpose of the study. In order to achieve the objectives of the study, two research hypotheses were adopted for the study. The instrument used for the study is a questionnaire which was the tool for collecting data from a sample of (250) workers engaged in rendering services in the hospitality sector in the Federal Capital Territory of Abuja. Analysis of variance and independent t \u2013 test were the statistical tools used to analyze the data collected from the study. The results of the study indicated that age has a significant influence on the relationship between employee training and job performance. The study also indicated that gender also has a significant influence on the relationship between employee training and performance. The study based on these findings concluded that age and gender should be given due consideration when employee training is being planned in order to achieve optimal employee&#8217;s performance (productivity, service quality, and job satisfaction).<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 17-21\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 March 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Emenike Umesi Ph.D., MBA. CEM\u00ae<\/strong><\/span>\r\nVisiting Senior Lecturer, Global Distance Learning Institute, Abuja, Nigeria\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Afolabi, A, R.K. Awosola and S.O. Omole (2010) Influence of Emotional Intelligence and Gender on Job Performance and Job Satisfaction among Nigerian Policemen. Current Research Journal of Social Sciences 2(3): 147-154,\r\n[2] Akpakpa, E. B. (1999). The economy. Towards a new type of economics Port Harcourt Belpot Publisher.\r\n[3] Blanchard. P. N. and Thacker, J. W. (2007). Effectiveness training: systems, strategies and practices. New Jersey: prentice-Hall .\r\n[4] Bowen, C. P. (2000). Let\u2019s put realism in management development. Training and Development Executives. A magazine of decision makers. Haruarol Business Review. 2 (1) 54-59.\r\n[5] Bowen, Sarah &amp; Witkiewitz, Katie &amp; Dillworth, Tiara &amp; Chawla, Neharika &amp; Simpson, Tracy &amp; Ostafin, Brian &amp; Larimer, Mary &amp; Blume, Arthur &amp; Parks, George &amp; Marlatt, G. (2006). Mindfulness Meditation and Substance Use in an Incarcerated Population. Psychology of addictive behaviors : journal of the Society of Psychologists in Addictive Behaviors. 20. 343-7. 10.1037\/0893-164X.20.3.343.\r\n[6] Charness, N., Schumann, C. E., &amp; Boritz, G. M. (1992). Training older adults in word processing: Effects of age, training technique, and computer anxiety. International Journal of Technology &amp; Aging, 5(1), 79\u2013106.\r\n[7] Cleveland, J. N., &amp; Lim, A. S. (2007). Employee age and performance in organizations. In K. S. Shultz &amp; G. A. Adams (Eds.), Applied psychology series. Aging and work in the 21st century (p. 109\u2013137). Lawrence Erlbaum Associates Publishers.\r\n[8] Clifton Green, Narasimhan Jegadeesh &amp; Yue Tang (2009) Gender and Job Performance: Evidence from Wall Street, Financial Analysts Journal, 65:6, 65-78, DOI: 10.2469\/faj.v65.n6.1\r\n[9] Emmanuel Ufuophu-Biri &amp; Chux Gervase Iwu (2014) Job Motivation, Job Performance and Gender Relations in the Broadcast Sector in Nigeria. Mediterranean Journal Of Social Science Vol 5(16) DOI: 10.5901\/mjss.2014.v5n16p191\r\n[10] Eneh, S. I. (2010). The effect of job training on workers\u2019 efficiency and productivity (A case study of Pamol Nigeria Limited).Unpublished M.Sc thesis. Faculty of management sciences. University of Calabar, Nigeria.\r\n[11] Esmail, E., Bhambani, Y. &amp; Brintnell, S. (1995). Gender Difference in Work Performance on the Baltimore Therapeutic Equipment Work Stimulator. American Journal of Occupational Therapy, 49(5): 405-411.\r\n[12] Field, J. (2003). Evaluating Community Projects. Nottingham: Russell Press.\r\n[13] Hassan, B. and Ogunkoya O. (2014). Demographic Variables and Job Performance: Any Link? ActaUniversitatisDanubius10(4) 1-8.\r\n[14] Imhabekhai, C. I. (2004). Post-course evaluation in adult and non-formal education in Omaze, A., Femikhe, A and Gbenga, J. A. (Eds).Issues in educational measurement and evaluation in Nigeria in honour of WoleFalayayo. Ibadan: Institute of Education, University of Ibadan.\r\n[15] Joshi, R. (1993). Gender Differences in Determinants of Job Performance. Indian Journal of Industrial Relations, 28(3), 238-247. Retrieved February 28, 2021, from http:\/\/www.jstor.org\/stable\/27767254\r\n[16] Kevin Mcneily &amp; Goldsmith R.E (1991) The moderating effects of gender and performance on job satisfaction and intentions to leave in the sales force Journal of Business Research Volume 22(3) May 1991, Pages 219-232 https:\/\/doi.org\/10.1016\/0148-2963(91)90003-G\r\n[17] Kooji Dorien T A M, David E Guest, Mike Clinton, Paul Jansen, Josje Dikkers &amp; Terry (2012) Knight How the impact of HR practices on employee well\u2010being and performance changes with age. Human Resources Management Journal Vol 23(1) PP 13-35\r\nhttps:\/\/doi.org\/10.1111\/1748-8583.12000\r\n[18] Kotur, Bhargava &amp; Anbazhagan, S.. (2014). The Influence of Age and Gender on the Leadership Styles. IOSR Journal of Business and Management. 16. 30-36. 10.9790\/487X-16133036.\r\n[19] Kraiger K. (2003). Decision-based evaluation. In Creating, Implementing, and Maintaining Effective Training and Development: State-of-the-Art Lessons for Practice, ed. K Kraiger, pp. 331\u2013 75. San Francisco, C. A: Jossey-Bass\r\n[20] Kubeck, J. E., Delp, N. D., Haslett, T. K., &amp; McDaniel, M. A. (1996). Does job-related training performance decline with age? Psychology and Aging, 11(1), 92\u2013107. https:\/\/doi.org\/10.1037\/0882-7974.11.1.92\r\n[21] Lawson, S. A. (2002). The new employee orientation training. American Society for Training and Development, ASTD Workshop Series.\r\n[22] McEvoy, G. M., &amp; Cascio, W. F. (1989). Cumulative evidence of the relationship between employee age and job performance. Journal of Applied Psychology, 74(1), 11\u201317. https:\/\/doi.org\/10.1037\/0021-9010.74.1.11\r\n[23] Meshal, B. S. (2005).Management theory and practices, Galgotia publishing company. New Delhi.\r\n[24] Niederle, Muriel, and Lise Vesterlund, 2006, \u201cDo Women Shy Away from Competition? Do Men Compete Too Much?\u201d Quarterly Journal of Economics, forthcoming.\r\n[25] Ng, Thomas W. H., Feldman, Daniel C. (2008) The relationship of age to ten dimensions of job performance. Journal of Applied Psychology, Vol 93(2), Mar 2008, 392-423\r\n[26] Ortiz-Walters Rowena, Eddleston Kimberly-Ann, and Simione Kathleen, (2010). Satisfaction with mentoring relationships: does gender identity matter? Career Development International 15(2)\r\n[27] Phillips, J. (1997). Hand book of training evaluation and measurement methods, Houston Gulf, Texas.\r\n[28] Shew, J. (2015). Effective of training on employees job performances Houston Texas. Atlanticpublishing.www.shmall business.chronicle\/effect-training. Retrieved 8th January, 2021.\r\n[29] Sparrow, P. R., &amp; Davies, D. R. (1988). Effects of age, tenure, training, and job complexity on technical performance. Psychology and Aging, 3(3), 307\u2013314. https:\/\/doi.org\/10.1037\/0882-7974.3.3.307\r\n[30] Stone,T.W, Jeff Foster, Brian D. Webster, Jennifer Harrison &amp; I. M. Jawahar (2016) Gender differences in supervisors\u2019 multidimensional performance ratings: Large sample evidence, Human Performance, 29:5, 428-446, DOI: 10.1080\/08959285.2016.1224884\r\n[31] Waldman, D. A., &amp; Avolio, B. J. (1986). A meta-analysis of age differences in job performance. Journal of Applied Psychology, 71(1), 33\u201338. https:\/\/doi.org\/10.1037\/0021-9010.71.1.33\r\n[32] Warr, P. (1994). Age and job performance. In J. Snel &amp; R. R. Cremer (eds.),Work and Aging. A European Perspective (pp. 309322). London: Taylor &amp; Francis\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Emenike Umesi Ph.D., MBA. CEM\u00ae, &#8220;The Influence of Age and Gender on Human Resources Training and Employee Job Performance&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.17-21 March 2021\u00a0 DOI : https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/17-21.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/17-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-influence-of-age-and-gender-on-human-resources-training-and-employee-job-performance\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Influence of Age and Gender on Human Resources Training and Employee Job Performance<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b30f970 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b30f970\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b30fac2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b30fac2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b30fc83\" data-id=\"b30fc83\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element 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data-id=\"b31061d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b310786 elementor-widget elementor-widget-text-editor\" data-id=\"b310786\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b310857 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b310857\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b310a01\" data-id=\"b310a01\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b310b8c elementor-widget elementor-widget-text-editor\" data-id=\"b310b8c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Compliance with the 2008 Fire Code of The Philippines (RA 9514): Basis for Intervention<\/strong><\/span>\r\n\r\n<strong>Jhon Louie A. Pintac, Diomedes R. Pechora, Victoria O. Ligan- March 2021 Page No.: 22-30<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b310c4e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b310c4e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3160be\" data-id=\"b3160be\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b316277 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b316277\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This research intended to establish the extent of citizen\u2019s compliance with Republic Act 9514\u2013the 2008 Fire Code of the Philippines, and introduce intervention strategies for its implementation. The study was a univariate-descriptive approach that utilized secondary data, a consolidated accomplishment report on fire safety evaluation and inspection by the fire stations in Davao City from 2016 to 2018. A total of 115,089 data were analyzed using descriptive statistics to realize the objectives of the study. Results showed that only the business and mercantile structure owners have the highest percentage of compliance at about 45 percent, compared to the rest of the structure owners. Moreover, the data exposed a decreasing trend in the Fire Safety Inspection Certificates (FSIC) issuances from 2016 to 2018, which suggested that more and more building owners did not comply with the fire code every year. Overall, the data implied a high risk of fire occurrences in the city, considering the high percentage of non-compliance with the fire code. Hence, the researcher calls for adopting the proposed intervention strategies recommended in this study to optimize compliance with RA 9514.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 22-30\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 01 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5302\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5302<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jhon Louie A. Pintac<\/strong><\/span>\r\nProfessional Schools, The University of Mindanao, Davao City-Philippines\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Diomedes R. Pechora<\/strong><\/span>\r\nProfessional Schools, The University of Mindanao, Davao City-Philippines\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Victoria O. Ligan<\/strong><\/span>\r\nProfessional Schools, The University of Mindanao, Davao City-Philippines\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] ABS-CBN News. (2018). 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(2019). 439 fire incidents in Davao City this year. Retrieved from https:\/\/pia.gov.ph\/news\/articles\/1031199\r\n[15] Department of the Interior and Local Government. (2018). A\u00f1o to public: Fire safety is every Filipino&#8217;s responsibility. Retrieved from https:\/\/dilg.gov.ph\/news\/Ao-to-public-Fire-safety-is-every-Filipinos-responsibility\/NC-2018-1036\r\n[16] Department of the Interior and Local Government. (2020). Fire Prevention Month. Retrieved from https:\/\/dilg.gov.ph\/events\/Fire-Prevention-Month\/633DILG\r\n[17] Evac Group. (2019). Emergency planning: Consequences of non-compliance. Retrieved from https:\/\/www.evacservices.com.au\/consequences-non-compliance\/\r\n[18] Fairfax County Fire and Rescue Department. (2007). Home fire safety survey. Retrieved July 10, 2018, from https:\/\/www.fairfaxcounty.gov\/fire-ems\/sites\/fire-ems\/files\/assets\/documents\/pdf\/obeythelaw.pdf\r\n[19] Federal Emergency Management Agency (FEMA). (2018). 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Building code compliance. Retrieved from https:\/\/www.building.govt.nz\/building-code-compliance\/\r\n[31] Minitab Express (2019). What are inferential statistics? Retrieved from https:\/\/bit.ly\/2tTeaeO\r\n[32] Nawal, A. &amp; Lim, F. (2017). Mall worker brings to 38 the fatalities of Davao mall fire. Retrieved from https:\/\/newsinfo.inquirer.net\/955459\/mall-worker-brings-to-38 the-fatalities-of-davao-mall-fire\r\n[33] NDRRMC. (2017). Fire incident at Bankerohan, Davao City. Retrieved from http:\/\/ndrrmc.gov.ph\/attachments\/article\/3252\/UpdateIncidentMonitored06Dec2017.pdf\r\n[34] National Fire Protection Association (NFPA). (2019). NFPA 1, Fire Code. Retrieved from https:\/\/www.nfpa.org\/codes-and-standards\/all-codes-and-standards\/list-of-codes-and-standards\/detail?code=1\r\n[35] National Safety Council. (2018). Top Causes of Unintentional Injury and Death in Homes and Communities. Retrieved July 5, 2018, from https:\/\/www.nsc.org\/home-safety\r\n[36] National Safety Council. (2020). Top Causes of Preventable Injuries, Death Off the Job. Retrived from https:\/\/www.nsc.org\/home-safety\r\n[37] Neckerman Insurance Services. (2017). 6 Most Common Fire Hazards in the Home. Retrieved July 5, 2018, https:\/\/neckerman.com\/6-most-common-fire-hazards-in-the-home\/\r\n[38] Opiana, J. A. (2017). BFP bares activities for Fire Prevention Month. Retrieved July 5, 2018, from http:\/\/edgedavao.net\/the-big-news\/2017\/03\/02\/bfp-bares-activities-fire-prevention-month\/\r\n[39] Pacpaco, R. P. (2019). House leaders seek corruption-free building inspection. Retrieved from https:\/\/journal.com.ph\/news\/nation\/house-leaders-seek-corruption-free-building-inspection\r\n[40] Philippine Primer. (2018). Fire Prevention Month: What to Do During a Fire. Retrieved July 5, 2018, from http:\/\/primer.com.ph\/tips-guides\/2018\/03\/22\/fire-prevention-month-what-to-do-during-a-fire\/\r\n[41] Philippine Statistics Authority. (2019). Construction Statistics from Approved Building Permits: Fourth Quarter 2019 (Preliminary Results). Retrieved from http:\/\/www.psa.gov.ph\/content\/construction-statistics-approved-building-permits-fourth-quarter-2019-preliminary-results\r\n[42] Philippine Statistics Authority. (2020). Construction Statistics from Approved Building Permits: First Quarter 2020. Retrieved from http:\/\/www.psa.gov.ph\/content\/construction-statistics-approved-building-permits-first-quarter-2020\r\n[43] Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. Sage.\r\n[44] Reason, J. (1997). Managing the risks of organizational accidents. Ashgate. http:\/\/tinyurl.com\/nodbbov\r\n[45] Republic Act No. 9514 | GOVPH. (2008, December 18). Official Gazette of the Republic of the Philippines. https:\/\/www.officialgazette.gov.ph\/2008\/12\/19\/republic-act-no-9514\/\r\n[46] Revita, J. C. (2018). NCCC Mall fire report done. Retrieved July 5, 2018, from https:\/\/www.sunstar.com.ph\/article\/422125\r\n[47] Revita, J. C. (2019). Davao City: Fire incidents up by 31.1%. Retrieved from https:\/\/www.sunstar.com.ph\/article\/1781790\r\n[48] Rey, A. (2017). Will you report corrupt fire bureau officials? Retrieved from https:\/\/www.rappler.com\/move-ph\/issues\/corruption\/158232-fire-extinguishers-inspection-bfp-corruption\r\n[49] Rogers, R. W. (1975). A protection motivation theory of fear appeals and attitude change. J Psychol. 91:93\u2013114.\r\n[50] Stevens &amp; Bolton. (2012). Fire safety the risks and costs of non-compliance with the regulations. Retrieved from https:\/\/www.stevens-bolton.com\/cms\/document\/fire.pdf\r\n[51] The American National Red Cross. (2018). Home Fire Safety. Retrieved September 18, 2018, from https:\/\/www.redcross.org\/get-help\/how-to-prepare-for-emergencies\/types-of-emergencies\/fire.html\r\n[52] Tri-Star Insurance Professionals. (2017). Oven and grill safety, microwave safety, and grease fire safety. Retrieved August 8, 2018, from https:\/\/tristarins.com\/kitchen-fire-hazards-to-be-aware-of\/\r\n[53] United Ways of New Jersey. (2018). Fire Safety Preparedness. Retrieved September 18, 2018, from https:\/\/www.nj211.org\/fire-safety-preparedness\r\n[54] University of Texas, Austin. (2018). Fire Safety Awareness. Retrieved July 10, 2018, from https:\/\/fireprevention.utexas.edu\/firesafety\/fire-safety-awareness\r\n[55] Villamor, F. (2017a). Fire traps dozens inside Philippines mall. Retrieved from https:\/\/www.nytimes.com\/2017\/12\/24\/world\/asia\/philippines-mall-fire.html\r\n[56] Villamor, F. (2017b). Fire traps dozens inside Philippines mall. Retrieved from https:\/\/www.smh.com.au\/world\/asia\/fire-in-philippine-shopping-mall-kills-37-20171224-p4yy0x.html\r\n[57] Washburn University. (2018). Fire and life safety guidelines. Retrieved August 8, 2018, from https:\/\/washburn.edu\/parents-family\/health-safety\/safety-planning\/fire-and-life-safety-guidlines.html\r\n[58] William Hird &amp; Company. (2020). The importance of being up to local fire code standards. Retrieved from https:\/\/www.hirdco.com\/fire-extinguishers\/importance-local-fire-code-standard\/\r\n[59] Wright, J. D. (2015). International encyclopedia of the social &amp; behavioral sciences. Reference work. (2nd edition). Elsevier. https:\/\/www.sciencedirect.com\/referencework\/9780080970875\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Jhon Louie A. Pintac, Diomedes R. Pechora, Victoria O. Ligan, &#8220;Compliance with the 2008 Fire Code of The Philippines (RA 9514): Basis for Intervention&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.22-30 March 2021\u00a0 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5302<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/22-30.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/compliance-with-the-2008-fire-code-of-the-philippines-ra-9514-basis-for-intervention\/\" target=\"_blank\" rel=\"noopener noreferrer\">Compliance with the 2008 Fire Code of The Philippines (RA 9514): Basis for Intervention<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3171c8 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3171c8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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elementor-widget-text-editor\" data-id=\"b317ebd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b317f63 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b317f63\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3180bf\" data-id=\"b3180bf\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3181cb elementor-widget elementor-widget-text-editor\" data-id=\"b3181cb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b318271 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b318271\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3183d4\" data-id=\"b3183d4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3184e6 elementor-widget elementor-widget-text-editor\" data-id=\"b3184e6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Enhancing Performance of the Building Construction Industry through Quantitative Risk Analysis and Risk Response: A Case of Exchequer Funded Building Construction Projects in Machakos County, Kenya<\/strong><\/span>\r\n\r\n<strong>John Malu Nzioki, Dr. Mary Nyawira Mwenda &#8211; March 2021 Page No.: 31-39<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b31859d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b31859d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b318734\" data-id=\"b318734\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b31887d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b31887d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">In Kenya, the building construction sector has been facing a myriad of challenges leading to project failures. This research study determined how construction projects are influenced by risk management in Machakos County. This research focused on quantitative risk analysis and risk response as the main objectives and its influence on performance of construction projects in Machakos County. This study was guided by uncertainty theory. 585 National Contraction Authority registered contractors were the target population and a sample size of 232. The sample size was calculated from formula taken from Kothari which was representative of the whole population. The study used descriptive research survey design. The data was analysed and presented in frequencies, percentages, means and standard deviation were tabulated and analysed from quantitative data. Fishers test was computed to examine the variable relationships. The finding led to the conclusion that quantitative risk analysis and Risk Response had a significance influence on performance of construction Projects by factor [0.412 and 0.271] with (P = 0.000). (P=0.000&lt;0.05) The p&lt;0.005 therefore the null hypothesis was rejected meaning that there was positive relationship between Quantitative Risk Analysis and Risk Response. The study recommends further research to be done in other areas in Kenya in order to establish whether the explored factors can be generalized to influence the performance of construction projects.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 31-39\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 01 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>John Malu Nzioki<\/strong><\/span>\r\nMA Project Planning and Management Candidate, University of Nairobi, Kenya\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Dr. Mary Nyawira Mwenda<\/strong><\/span>\r\nLecturer, School of Open and Distance Learning University of Nairobi, Kenya\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Agbenyega, I. 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Risk management framework for construction projects in developing countries, Constr. Manag. Econ. 22 237-52.\r\n[48] Winch. (2010). Managing Construction Projects(Second edition uppl.). Wiley Blackwell.\r\n[49] Winch, G. . (2010). Managing Construction Projects(Second edition uppl.). Wiley Blackwell.\r\n[50] Xiong et al. (2013). Examining the influence of participant performance factors on contractor satisfaction. International Journal of Project management.\r\n[51] Yamo, J. (2006). Strategic Planning and Performance of Civil Engineering ConstructionFirms in Nairobi, Unpublished MBA Thesis, University of Nairobi, Nairobi, Kenya.\r\n[52] Young. (2012). Outsourcing in public health: a case study of contract failure and its aftermath. . Journal of Health Organization and Management, 22(5), 446-464.\r\n[53] Zwikael, O. and Ahn, M. (2011). The effectiveness of risk management: An analysis of Project risk planning across SMEs industries and countries. . Risk analysis, Vol. 31 No 1, pp. 25- 37.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">John Malu Nzioki, Dr. Mary Nyawira Mwenda &#8220;Enhancing Performance of the Building Construction Industry through Quantitative Risk Analysis and Risk Response: A Case of Exchequer Funded Building Construction Projects in Machakos County, Kenya&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.31-39 March 2021\u00a0 URL : https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/31-39.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/31-39.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/enhancing-performance-of-the-building-construction-industry-through-quantitative-risk-analysis-and-risk-response-a-case-of-exchequer-funded-building-construction-projects-in-machakos-county-kenya\/\" target=\"_blank\" rel=\"noopener noreferrer\">Enhancing Performance of the Building Construction Industry through Quantitative Risk Analysis and Risk Response: A Case of 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data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b31db56 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b31db56\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b31dca5\" data-id=\"b31dca5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b31ddad elementor-widget 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elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b31e0f5 elementor-widget elementor-widget-text-editor\" data-id=\"b31e0f5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Exploratory and Confirmatory Factor Analysis of the Latent Determinants of E-government Adoption: An Evidence from Kenya\u2019s Public Sector<\/strong><\/span>\r\n\r\n<strong>Christopher Ogola- March 2021 Page No.: 40-44<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b31e1a0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b31e1a0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b31e324\" data-id=\"b31e324\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b31e458 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b31e458\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p style=\"text-align: justify;\" align=\"justify\">Recently, e-government has attracted attention of many scholars. This has led to a growing scholarly literature on the importance and the factors that facilitate e-government implementation. However, despite the increased interest in e-government adoption, there is lack of information about the latent factors that affect e-government in the public sector. Most of the research has focused on observable determinants such as availability of resources, training and support. The latent determinants of e-government adoption therefore remain highly unknown in the existing literature. Due to this research gap, this study conducted an exploratory and confirmatory factor analysis with an aim of identifying the latent determinants of e-government adoption, with a reference to the Kenya\u2019s public sector. The findings indicated that perceived trust, compatibility, usefulness and satisfaction are the latent determinants that influence e-government adoption in the public sector.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 40-44\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 03 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\">\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Christopher Ogola<\/strong><\/span>\r\nDepartment of Management, School Of Business and Management, Mount Kenya University, Kenya\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Africa Open Data. (2018). E-governance in Africa. Retrieved on 12\/12\/2020 from https:\/\/africaopendata.org\/\r\n[2] Kaur, M., &amp; Singh, A. (2015). E-Government: Challenges for acceptance and adoption in state of Punjab. International Journal of Computer Applications, 109(15), 20-23.\r\n[3] Lubua, E.W. (2017). E-Governance and the ICT Legislative Framework. The International Journal of Engineering and Science, 23(1), 2319 \u2013 1805.\r\n[4] Organisation of American States, (2013). E-government. Retrieved on 14.10.2020 from http:\/\/www.oas.org\/en\/topics\/egovt.asp.\r\n[5] Organization for Economic Cooperation and Development.(2019). Improving Public Sector Efficiency: Challenges and Opportunities. Journal on Budgeting, 7 (1), 1-41.\r\n[6] WorldBank, (2017). Doing Business Report. Retrieved on 14.10.2020 from https:\/\/www.doingbusiness.org\/en\/reports\/global-reports\/doing-business-2017.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Christopher Ogola &#8220;Exploratory and Confirmatory Factor Analysis of the Latent Determinants of E-government Adoption: An Evidence from Kenya\u2019s Public Sector&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.40-44 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/40-44.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/40-44.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/exploratory-and-confirmatory-factor-analysis-of-the-latent-determinants-of-e-government-adoption-an-evidence-from-kenyas-public-sector\/\" target=\"_blank\" rel=\"noopener noreferrer\">Exploratory and Confirmatory Factor Analysis of the Latent Determinants of E-government Adoption: An Evidence from Kenya\u2019s Public Sector<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b31f518 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b31f518\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b31f96a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b31f96a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b31fade\" data-id=\"b31fade\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b31fc00 elementor-widget elementor-widget-text-editor\" data-id=\"b31fc00\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b31fc9f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b31fc9f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b31fdf5\" data-id=\"b31fdf5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b31ff14 elementor-widget 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data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b320826 elementor-widget elementor-widget-text-editor\" data-id=\"b320826\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3208c3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3208c3\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b320a27\" data-id=\"b320a27\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b320b38 elementor-widget elementor-widget-text-editor\" data-id=\"b320b38\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Putting the Brakes on Gendered Mishaps during COVID-19 Pandemic: Safeguarding the Health and Rights of Women and Girls in Bangladesh<\/strong><\/span>\r\n\r\n<strong>Zawad Ibn Farid, Isna Haque Sheoti, Muhammad Awfa Islam, Sawban Ibn Farid- March 2021 &#8211; Page No.: 45-52<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b320bd5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b320bd5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b320d56\" data-id=\"b320d56\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b320e92 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b320e92\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The surge of Covid-19 pandemic had forced the governments all around the world to declare lockdown and other preventive measures to limit the spread of the virus. Although the outcome of such initiatives has positively contributed towards communities, it has also taken a disproportionate toll on women and girls in terms of their health and rights. The finding of this study is premised upon the interpretation of information from different relevant secondary sources. This review article explores the situation of women and girls during Covid-19 in a developing country like Bangladesh. The findings of the study suggest that, women and girls are the worst sufferer of COVID-19 pandemic. The societal constructed gender roles along with historical inequality and systematic disenfranchisement have added to their vulnerability substantially during this dire time. Women and girls have suffered both socially i.e., domestic violence; economically i.e., unemployment; and physically i.e., unaddressed sexual and reproductive health needs. However, the article also suggests plausible solutions to overcome the undesirable situation through undertaking a holistic approach towards safeguarding the health and rights of women in Bangladesh. Measures like economic empowerment through stimulus package, social protection through safety net programs along with need based innovative interventions from government, non-government and private agencies are expected to put a break on the ongoing gendered mishaps and augment the position of women and girls in the society.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 45-52\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 03 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5304\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5304<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<\/span>\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Zawad Ibn Farid <\/strong><\/span>\r\nInstitute of Disaster Management and Vulnerability Studies, University of Dhaka, Dhaka-1000, Bangladesh\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Isna Haque Sheoti <\/strong><\/span>\r\nDepartment of Population Science, University of Dhaka, Dhaka-1000, Bangladesh\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Muhammad Awfa Islam <\/strong><\/span>\r\nInstitute of Disaster Management and Vulnerability Studies, University of Dhaka, Dhaka-1000, Bangladesh\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sawban Ibn Farid <\/strong><\/span>\r\nDepartment of International Relations, Jahangirnagar University, Dhaka-1000, Bangladesh\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Ashraf, G. 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Gender-based violence. https:\/\/bangladesh.unfpa.org\/en\/topics\/gender-based-violence-4.\r\n[27] Viveiros, N., &amp; Bonomi, A. E. (2020). Novel Coronavirus (COVID-19): Violence, Reproductive Rights and Related Health Risks for Women, Opportunities for Practice Innovation. Journal of Family Violence. doi:10.1007\/s10896-020-00169-x.\r\n[28] World Bank. (2020). Gender dimensions of the Covid-19 pandemic. World Bank Group, 1-29. Retrieved July 1, 2020, from https:\/\/openknowledge.worldbank.org\/bitstream\/handle\/10986\/33622\/Gender-Dimensions-of-the-COVID-19-Pandemic.pdf?sequence=1&amp;isAllowed=y.\r\n[29] WHO. (2020a). \u2018Statement on the second meeting of the International Health Regulations (2005) Emergency Committee regarding the outbreak of novel coronavirus (2019-nCoV)\u2019, Available at: https:\/\/bit.ly\/3ebBR7cv.\r\n[30] WHO. (2020b, May 13). COVID-19 and violence against women. Retrieved July 2, 2020, from https:\/\/www.who.int\/reproductivehealth\/publications\/vaw-covid-19\/en\/.\r\n[31] WHO. (2018a). Primary Health Care and Health Emergencies. World Health Organization. https:\/\/www.who.int\/docs\/default-source\/primary-health-care-conference\/emergencies.pdf?sfvrsn=687d4d8d_2.\r\n[32] WHO. (2018b). Adolescent health. Retrieved from https:\/\/www.who.int\/southeastasia\/health-topics\/adolescent-health.\r\n[33] WHO, &amp; HRP. (2019). Violence against women Intimate partner and sexual violence against women &#8211; Evidence brief. World Health Organization. Retrieved October 21, 2020, from https:\/\/www.who.int\/reproductivehealth\/publications\/vaw-evidence-brief\/en\/.\r\n[34] WHO. (2021). Coronavirus disease (COVID-19). Retrieved January 04, 2021, from https:\/\/www.who.int\/emergencies\/diseases\/novel-coronavirus-2019.\r\n[35] Worldometers. (2021). Bangladesh. Retrieved January 2, 2021, from https:\/\/www.worldometers.info\/coronavirus\/country\/bangladesh\/.\r\n[36] Whiting, K. (2019, March 8). 7 surprising and outrageous stats about gender inequality. https:\/\/www.weforum.org\/agenda\/2019\/03\/surprising-stats-about-gender-inequality\/.\r\n[37] World Bank. (2017). In Bangladesh, Empowering and Employing Women in the Garments Sector. Retrieved from https:\/\/www.worldbank.org\/en\/news\/feature\/2017\/02\/07\/in-bangladesh-empowering-and-employing-women-in-the-garments-sector.\r\n[38] Wenham, C., Smith, J., &amp; Morgan, R. (2020). COVID-19: The gendered impacts of the outbreak. The Lancet, 395(10227), 846-848. doi:10.1016\/s0140-6736(20)30526-2.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Zawad Ibn Farid, Isna Haque Sheoti, Muhammad Awfa Islam, Sawban Ibn Farid, &#8220;Putting the Brakes on Gendered Mishaps during COVID-19 Pandemic: Safeguarding the Health and Rights of Women and Girls in Bangladesh&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.45-52 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5304<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title 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elementor-element-b3223b3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3223b3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32253a\" data-id=\"b32253a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32264f elementor-widget elementor-widget-text-editor\" data-id=\"b32264f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b322702 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b322702\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32290d\" data-id=\"b32290d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b322a48 elementor-widget elementor-widget-text-editor\" data-id=\"b322a48\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b322af0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b322af0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b322c45\" data-id=\"b322c45\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b322d5d elementor-widget elementor-widget-text-editor\" data-id=\"b322d5d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b322dff elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b322dff\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b322f57\" data-id=\"b322f57\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b323062 elementor-widget elementor-widget-text-editor\" data-id=\"b323062\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3230fe elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3230fe\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32324a\" data-id=\"b32324a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32335a elementor-widget elementor-widget-text-editor\" data-id=\"b32335a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3233f4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3233f4\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32353d\" data-id=\"b32353d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b323653 elementor-widget elementor-widget-text-editor\" data-id=\"b323653\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b323726 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b323726\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32389e\" data-id=\"b32389e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3239b7 elementor-widget elementor-widget-text-editor\" data-id=\"b3239b7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Social Stratification in the choice and use of Public Bus Transport among Travellers from Eastern Province to Lusaka- Zambia and vice versa<\/strong><\/span>\r\n\r\n<strong>Jordan Tembo, Patricia Mambwe- March 2021 Page No.: 53-69<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b323a65 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b323a65\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b323bce\" data-id=\"b323bce\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b323cfb elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b323cfb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">Social stratification categorizes society into social classes. The choice to use either a luxury Public Bus Transport or an ordinary lower-class Public Bus Transport is purely individual. But social analysis traces the choice to the social class to which an individual belongs. The objective of this study was to explore views and opinions over choice of Public Bus Transport of travellers from Eastern Province to Lusaka-Zambia. The Study was conducted between June 2019 and November, 2020. Data collection was done through observation and a single-interview-per-participant. A total of 26 participants participated in the study. Participants were sourced from luxury Public Buses and ordinary lower-class buses travelling to Lusaka from Eastern Province and vice versa. The study found that travellers who chose and used luxury Public Buses cited efficiency, comfort, safety, reliability, and convenience as qualitative factors behind their choice. Travellers riding ordinary lower-class public buses cited an atmosphere for kinship relationships that prevailed in lower-class buses, cost negotiability, flexibility of drivers to stop anywhere, anytime when a traveller submitted a request and that lower-class public buses provided a sense of freedom and liberty for individual\u2019s self-expression. So long social stratification exists; the upper class will continue to enjoy privileges of comfort, safety, convenience of transportation for sound health and general well-being, self-fulfilment and cost-effectiveness. The lower class on the other hand, unless, they make bold and defying decisions, their choice of Public Bus Transport shall linger around unreliable, congested, second-class Public buses with poor ventilation, uncomfortable seats hence they risk poor health, injuries, costly travel expenses due to unnecessary bus delays and increased stress.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 53-69\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 04 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jordan Tembo <\/strong><\/span>\r\nKalindawalo General Hospital, P.O.Box 560008, Petauke, Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Patricia Mambwe <\/strong><\/span>\r\nDepartment of Nursing, School of Health Sciences, Rusangu University, Monze, Zambia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Anderson, E.(2011). \u2018The Cosmopolitan Canopy\u2019. Annals of the American Academy of Political and Social Science 595:14-28\r\n[2] Bonnilla-Silva, E.(1996). \u2018Rethinking Racism: Toward a structural interpretation\u2019 American Sociological Review 62; 445-80\r\n[3] Creswell, J.W.(1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA:Sage Publications\r\n[4] Dost\u00e1l, I. Admec, V. (2011). Transport and its Role in the Society. Transactions on Transport Sciences 4(2) DOI: 10.2478\/v10158-011-0006-8https:\/\/ https:\/\/tots.upol.cz\/pdfs\/tot\/2011\/02\/01.pdf Retrieved on the 20th of November, 2020\r\n[5] Da\u0148kov\u00e1,A.,Dost\u00e1l,I.2011, The Social Aspects of Transport. Transactions on Transport Sciences 4(2) DOI: 10.2478\/v10158-011-0009-5https:\/\/www.researchgate.net\/publication\/271050699_The_Social_Aspects_of_Transport Retrieved on the 20th of November, 2020\r\n[6] Davis, K., Moore,W.E.(1945). Some Principles of Stratification. American Sociological Review vol.10.No.2, 1944,10(2),245-249. Retrieved from http:\/\/www.jstor.org\/stable\/2085643 Retrieved on the 21st November, 2020\r\n[7] Delaney, T. (2015). The Functionalist Perspective on Sports from : Routledge. Hand book of the Sociology of Sports Routledge Accessed 18th February, 2021 https:\/\/www.routledgehandbooks.com\/doi\/10.4324\/9780203404065.ch3\r\n[8] Green, J. Thorogood, N.(2004). Qualitative methods for health research. London: Sage\r\n[9] Kulash, D.J.(1999). Transportation and Society. Eno Transportation Foundation\r\n[10] Kuzel, A.,1992, Sampling in qualitative inquiry. In: Crabtree, B. and Miller, W., Eds., Doing Qualitative Research. Newbury Park, Sage\r\n[11] Litman, T.(2017).Valuing Transit Service Quality Improvements. Considering Comfort and Convinience in Transport Project Evaluation. Victoria Transport Policy Institute.https:\/\/www.vtpi.org\r\n[12] Mooney, L. A., Knox, D., Schacht, C.(2007). Understanding Social Problems (5th ed.). Amazon\r\n[13] Markus, H.R., Schwartz, B.(2010). Does Choice Mean Freedom and Well-Being? Journal of Consumer Research, Inc. Vol.37:344 Doi: 10.1086\/651242\r\n[14] Ogunbameru, O.A.(ed.). Introductory Sociology. Obafemi Awolowo University Press Limited\r\n[15] Orhan, S.(2016).Social Stratification- Social Security Relationship: Example of Turkey. Labour and Social Security Workshop. Journal of Education &amp; Social Policy vol 3(4) 119-130\r\n[16] Paine, F.T., Nash, A.N., Hille, S.J., Brunner, G.A. (1969). Consumer Attitudes towards Auto versus Public Transport Alternatives. Journal of Applied Psychology 53 (6) pp.472480.\r\n[17] Purifoye, G. (2014).Moving Social Spaces: Public Transportation, Material Differences, and the Power of Mobile Communities in Chicago. PhD Dissertation. University of Chicago\r\n[18] Seidman, I.(2006). Interviewing as Qualitative Research(3rd ed.). A Guide for Researchers in Education and the Social Sciences in Schultz, A(1967). The Phenomenology of the Social World(G. Walsh &amp; F. Lenhert, Trans.). Chicago: North-Western University Press\r\n[19] Shankar-Rao, C.N.(2006).Sociology: Principles of Sociology with an Introduction to Social Thought(6th ed.). New Delhi; s. Chand &amp; Company Ltd\r\n[20] Sheehy-Skeffington, J., Rea, J.(2017). How Poverty affects people\u2019s decision-making processes. https:\/\/www.reserachgate.net\/publications Retrieved on 7th of December, 2020 at 12hrs\r\n[21] Stopher, P.R., Spear, B.D., Sucher, P.O. (1974). Toward the Development of Measures of Convenience for Travel Modes. Transportation Research Record 527, pp 16-32\r\n[22] Sorokin, P.A.(1964). Social and Cultural Mobility, The Free Press, New York\r\n[23] Wardman, M.(2014). Valuing convenience in Public transport Discussion Paper No 2014-02 Roundtable Summary and Conclusions. Univeristy of Leeds April, 2014. International Transport Forum. https:\/\/www.itf-oecd.org&gt;files&gt;doc\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Jordan Tembo, Patricia Mambwe, &#8220;Social Stratification in the choice and use of Public Bus Transport among Travellers from Eastern Province to Lusaka- Zambia and vice versa&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.53-69 March 2021\u00a0 URL : https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/53-69.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/53-69.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/social-stratification-in-the-choice-and-use-of-public-bus-transport-among-travellers-from-eastern-province-to-lusaka-zambia-and-vice-versa\/\" target=\"_blank\" rel=\"noopener noreferrer\">Social Stratification in the choice and use of Public Bus Transport among Travellers from Eastern Province to Lusaka- Zambia and vice versa<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b324b53 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b324b53\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b324c3e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b324c3e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3259cb\" data-id=\"b3259cb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b325b61 elementor-widget elementor-widget-text-editor\" data-id=\"b325b61\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b325c28 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b325c28\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b325da8\" data-id=\"b325da8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b325f01 elementor-widget elementor-widget-text-editor\" data-id=\"b325f01\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b325fbd elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b325fbd\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b326127\" data-id=\"b326127\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b326240 elementor-widget elementor-widget-text-editor\" data-id=\"b326240\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3262e1 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3262e1\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b326435\" data-id=\"b326435\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b326571 elementor-widget elementor-widget-text-editor\" data-id=\"b326571\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b326631 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b326631\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3267ab\" data-id=\"b3267ab\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3268b9 elementor-widget elementor-widget-text-editor\" data-id=\"b3268b9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Role of the Southern African Development Community (SADC) in combatting the Effects of Climate Change among Small-scale Farmers &#8211; The case of Zambia<\/strong><\/span>\r\n\r\n<strong>Jonah Kondowe &#8211; March 2021 Page No.: 60-69<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32696d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32696d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b326afd\" data-id=\"b326afd\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b326c41 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b326c41\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This study set out to explore the role of SADC in combatting the effects of climate change among small-scale farmers using the case study of Zambia. The methodology adopted was an explorative qualitative design. A qualitative thematic analysis that involved building a thematic coding frame based on the key research question was used to analyse the study. The findings show that SADC has developed and implemented a series of projects to help small-scale farmers combat the effects of climate change. SADC also established the Plant Genetic Resources Centre (PGRC), among other initiatives relating to mapping out related projects in soliciting funds. Therefore, this research recommends: integrating SADC programmes with government programmes at the national level to ensure that all agricultural extension officer&#8217;s capacities are built and developing a regional authority responsible for generating climate finance.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 60-69\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 07 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jonah Kondowe <\/strong><\/span>\r\nM.A. Governance and Regional Integration\r\nPan African University, Institute of Governance, Humanities and Social Sciences (PAUGHSS) in Cameroon, Yaound\u00e9\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1] Abegunde, O. 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Managing Ecosystems to Fight Poverty. Washington, DC: WRI, 254pp. [http:\/\/www.wri.org\/publication \/ world-resources-2005-wealth-poor].\r\n[68] Zambia Daily Mail (2020). Farmers get seed tips. Paper dated 3rd November, 2020: 12.\r\n[69] ZARI (n.d.). Scaling up Small Holder Soybean Productivity in Zambia. Agricultural Productivity Programme for Southern Africa (APPSA).\r\n[70] Zimmerer, K. S., &amp; Vanek, S.J. (2016). Toward the integrated framework analysis of linkages among agrobiodiversity, livelihood diversification, ecological systems, and sustainability amid global change. Land (5) 10.\r\nguide for researchers in education and the social sciences. New York: Teachers College Press.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Jonah Kondowe , &#8220;The Role of the Southern African Development Community (SADC) in combatting the Effects of Climate Change among Small-scale Farmers &#8211; The case of Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.60-69 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/60-69.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" 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tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-role-of-the-southern-african-development-community-sadc-in-combatting-the-effects-of-climate-change-among-small-scale-farmers-the-case-of-zambia\/\" target=\"_blank\" rel=\"noopener noreferrer\">The Role of the Southern African Development Community (SADC) in combatting the Effects of Climate Change among Small-scale Farmers &#8211; The case of Zambia<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b327b56 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elementor-section-height-default elementor-section-height-default\" data-id=\"b327c3d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b327dc0\" data-id=\"b327dc0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b327ee5 elementor-widget elementor-widget-text-editor\" data-id=\"b327ee5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element 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class=\"elementor-section elementor-top-section elementor-element elementor-element-b328294 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b328294\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3283dc\" data-id=\"b3283dc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b328699 elementor-widget elementor-widget-text-editor\" data-id=\"b328699\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32876f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32876f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3288f9\" data-id=\"b3288f9\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b328a13 elementor-widget elementor-widget-text-editor\" data-id=\"b328a13\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b328ac0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b328ac0\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b328c4a\" data-id=\"b328c4a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b328d92 elementor-widget elementor-widget-text-editor\" data-id=\"b328d92\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Adaptive Collaborative Management (ACM) Model In Waste Management in Makassar City <\/strong><\/span>\r\n\r\n<strong>Azri Rasul, Moh. Thahir Haning, Rakhmat, Muh. Akmal Ibrahim- March 2021 Page No.: 70-77<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b328e44 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b328e44\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b328fb2\" data-id=\"b328fb2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3290f2 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3290f2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This study aims to analyze and to describe waste management in Makassar City from the ACM perspective, seen from the twelve dimensions of ACM, namely bridging organizations, conflict, enabling condition, incentives, knowledge, leadership, learning, networks, organizational interactions, strength empowerment, shared responsibility, and trust. The goal of this study is also to find an ACM model in waste management in Makassar City.This research used a qualitative approach applying a descriptive method. Sources of data are obtained from key informants who are directly related to waste management (primary), and from various literature, articles, journals.. Methods of data collection were observation, interviews and literature review. Data analysis techniques were carried out by (1) data condensation, (2) data display, and (3) conclusion overview\/verification.The results showed that 1) five of twelve dimensions studied needed serious attention to be optimized since they have a major influence on the success of ACM, namely the dimensions of liaison organization, possible condition, knowledge, leadership, and learning. Meanwhile, the other dimensions had run even though it was not optimal. 2)The finding of the paper is the design of the ACM n approach model to be used in solving solid waste problems in Makassar City.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 70-77\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 08 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5303\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5303<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Azri Rasul <\/strong><\/span>\r\nDepartment of Administrative Science, Faculty of Social and Political Science, Hasanuddin University\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Moh. Thahir Haning <\/strong><\/span>\r\nDepartment of Administrative Science, Faculty of Social and Political Science, Hasanuddin University\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Rakhmat <\/strong><\/span>\r\nDepartment of Public Administration, Graduate Program, Hasanuddin University\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Muh. Akmal Ibrahim <\/strong><\/span>\r\nDepartment of Public Administration, Graduate Program, Hasanuddin University\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1]\tAnsell, C. and Gash, A. (2007) \u2018Collaborative Governance in Theory and Practice\u2019, Journal of Public Administration Research and Theory, 18(4), 543\u2013571.\r\n[2]\tArikunto, S. (2006) Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta. \r\n[3]\tArmitage, D. R. et al. (2009) \u2018Adaptive co-management for social\u2013ecological complexity\u2019, Frontiers in Ecology and the Environment, 7(2), 95\u2013102. \r\n[4]\tArmitage, D. R. and Doubleday, N. (2007) \u2018Edited b y Derek Armitage , Fikret Berkes , and Nancy Doubleday Integrating Holism and Segmentalism\u202f: Overcoming Barriers to Adaptive Co-Management between Management Agencies and Multi-Sector Bodies Adaptive Co-Management\u202f: Collaboration , Learning , and\u2019, (May 2014). Available at: t: https:\/\/www.researchgate.net\/publication\/232273249%0AAdaptive.\r\n[5]\tBerkes, F. et al. (2001) \u2018The Canadian Arctic and the Oceans Act: the development of participatory environmental research and management\u2019, Ocean &#038; Coastal Management, 44(7\u20138),  451\u2013469. \r\n[6]\tBerkes, F. and Ross, H. (2013) \u2018Community Resilience: Toward an Integrated Approach\u2019, Society &#038; Natural Resources, 26(1), 5\u201320. \r\n[7]\tBlack, K. (2010) Business Statistics: Contemporary Decision Making. Edition 6, United States Of America. \r\n[8]\tBohensky, E. et al. (2010) \u2018Adaptive Capacity in Theory and Reality: Implications for Governance in the Great Barrier Reef Region\u2019, 23\u201341. \r\n[9]\tBulkeley, H. and Betsill, M. (2005) \u2018Rethinking Sustainable Cities: Multilevel Governance and the \u201cUrban\u201d Politics of Climate Change\u2019, Environmental Politics, 14(1), 42\u201363. \r\n[10]\tBurgess, R. G. (2003) Field Research. first edit. Edited by R. G. Burgess. London: Routledge. \r\n[11]\tby Janet V Denhardt (Author), R. B. D. (Author) (2002) The New Public Service; Serving Not Steering. expanded e. london and newyork.\r\n[12]\tCarlsson, L. and Berkes, F. (2005) \u2018Co-management: concepts and methodological implications\u2019, Journal of Environmental Management, 75(1), 65\u201376. \r\n[13]\tDietz, T. (2003) \u2018The Struggle to Govern the Commons\u2019, Science, 302(5652), 1907\u20131912. \r\n[14]\tFolke, C. et al. (2005) \u2018Adaptive Governance Of Social-Ecological Systems\u2019,Annual Review of Environment and Resources, 30(1), 441\u2013473. \r\n[15]\tHasyim, Muhammad, Kuswarini, Prasuri, Masdiana. (2020). The new Toraja destination: adding value \u2018Toraja coffee\u2019 of the sustainable tourism development. IOP Conf. Series: Earth and Environmental Science, 575, 012072.\r\n[16]\tKaharuddin, Hasyim, M., Kaharuddin, Tahir M., Nurjaya, M. (2020). Problematic English Segmental Sounds: Evidence From Indonesian Learners Of English. Palarch\u2019s Journal of Archaeology of Egypt\/Egyptology,  17(6), 9105-9114.\r\n[17]\tLebel, L., Garden, P. and Imamura, M. (2005) \u2018The Politics of Scale, Position, and Place in the Governance of Water Resources in the Mekong Region\u2019, Ecology and Society, 10(2), p. art18. \r\n[18]\tLogsdon, J. M. (1991) \u2018Interests and Interdependence in the Formation of Social Problem-Solving Collaborations\u2019, The Journal of Applied Behavioral Science, 27(1), 23\u201337. \r\n[19]\tMakassar, B. P. S. K. (2019) Kota Makassar dalam angka 2019. Makassar.\r\n[20]\tMakassar, W. (2018) Peraturan Walikota Makassar No. 36 Tahun 2018 tentang Kebijakan dan strategi dalam pengelolaan sampah rumah tangga dan sampah sejenis sampah rumah tangga. Indonesia.\r\n[21]\tMiles, Huberman, Saldana, M. (2014) qualitative data analysis. Edition 3. united states of america.\r\n[22]\tOlsson, P., Folke, C. and Hahn, T. (2004) \u2018Social-Ecological Transformation for Ecosystem Management: the Development of Adaptive Co-management of a Wetland Landscape in Southern Sweden\u2019, Ecology and Society, 9(4), p. art2. \r\n[23]\tPatterson, M. D. et al. (2013) \u2018In situ simulation: detection of safety threats and teamwork training in a high risk emergency department\u2019, BMJ Quality &#038; Safety, 22(6), 468\u2013477. \r\n[24]\tPlummer, R. et al. (2012) \u2018Adaptive comanagement: A systematic review and analysis\u2019, Ecology and Society, 17(3).\r\n[25]\tRoussos, S. T. and Fawcett, S. B. (2000) \u2018A Review of Collaborative Partnerships as a Strategy for Improving Community Health\u2019, Annual Review of Public Health, 21(1), 369\u2013402.\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Azri Rasul, Moh. Thahir Haning, Rakhmat, Muh. Akmal Ibrahim, &#8220;Adaptive Collaborative Management (ACM) Model In Waste Management in Makassar City &#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.70-77 March 2021\u00a0 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5303<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/70-77.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/adaptive-collaborative-management-acm-model-in-waste-management-in-makassar-city\/\" target=\"_blank\" rel=\"noopener noreferrer\">Adaptive Collaborative Management (ACM) Model In Waste Management in Makassar City <\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b329f86 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b329f86\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32a40d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32a40d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32a571\" data-id=\"b32a571\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32a683 elementor-widget elementor-widget-text-editor\" data-id=\"b32a683\" 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class=\"elementor-element elementor-element-b32b952 elementor-widget elementor-widget-text-editor\" data-id=\"b32b952\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32ba5c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32ba5c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32bc29\" data-id=\"b32bc29\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32bd64 elementor-widget elementor-widget-text-editor\" data-id=\"b32bd64\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Practices of Pentecostal Assemblies of God Church Theology that Address Gender Based Violence (GBV) in Zambia: A Case Study of Bread of Life Main Pentecostal Church in Lusaka District<\/strong><\/span>\r\n\r\n<strong>Mutata Deborah Kamwengo and Oliver Magasu- March 2021 Page No.: 78-85<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32be0d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32be0d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32bf97\" data-id=\"b32bf97\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32c0ca elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b32c0ca\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The researcher sort to establish practices of the Pentecostal Assemblies of God church theology that address Gender Based Violence. The study was exploratory in terms of design. The study sample consisted of two (2) Pastors, two (2) church elders, four (4) church deacons, two (2) representatives from the Evangelical Fellowship of Zambia (EFZ)- a mother body of all Pentecostal churches in Zambia  and ten (10) lay members from the church under study. Purposive and convenient sampling techniques for participants were used to sample participants from the population under study. The key finding of the study was that the church\u2019s intervention in addressing Gender Based Violence (GBV) came through couples\u2019 meetings, premarital and post-marital counselling, participation in campaigns against GBV and being an active voice against GBV. Based on the findings, this study recommends that the church should introduce awareness and rehabilitation programmes specially designed to help both perpetrator and the victim of GBV. Secondly, the researcher recommends that the Church should employ strategic plans to curb the vice by forming more support groups with the help of the government in order to address GBV. As a suggestion for future research, the study recommended that a study in the future be undertaken to determine the success and challenges of the Church\u2019s anti-GBV activities.  <\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 78-85\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 08 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mutata Deborah Kamwengo  <\/strong><\/span>\r\nKwame Nkrumah University, Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Oliver Magasu<\/strong><\/span>\r\nKwame Nkrumah University, Zambia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1]\tAririguzoh, S. (2013). Human Integration in Globalization: The Communication Imperative. Nigerian Journal of Social Sciences, Vol. 9, No 2,118 -141. \r\n[2]\tBrown, D. W., et al (2009). Exposure to physical and sexual violence and adverse health behaviours in African children: results from the global school-based student health survey. Bull World Health Organ; 87(6):447\u201355. Bethesda: National Center for Biotechnology Information. \r\n[3]\tCanadian Panel on Violence against Women (CPVAW) (1993). Changing the Landscape:  Ending Violence \u2013 Achieving Equality. Ottawa: Ministry of Supply and Services. \r\n[4]\tCentral Statistical Office (CSO) (2014). Ministry of Health (MOH) [Zambia], and ICF International. 2014. Zambia Demographic and Health Survey 2013-14. Rockville,\r\n[5]\tDreyer, Y.  (2004). A Public Practical Theological Theory for Religious Education of Secularised   Youth. HTSTeologiese Studies 60(3), 919\u2013945.  \r\n[6]\tJere, M. M. (2013). Factors That Lead to Low Prosecution of Wife Battery Cases in Lusaka Urban.  Unpublished Dissertation. Lusaka: University of Zambia. \r\n[7]\tFortune, M. M. &#038;Enger, C. G. (2005). Violence against Women and the Role of Religion.  Applied. Research Forum. National Electronic Network on Violence against Women. \r\n[8]\tHarrisburg, PA: National Online Resource Center on Violence against Women. \r\n[9]\tLondt, M. P. (2004). Management of Domestic Violence: Risk-Based Assessment and  Intervention Guidelines with Perpetrators of Intimate Violence. (Published Dissertation PhD). South Africa: University of the Western Cape. Nason- Clark. \r\n[10]\tLowe, D. W. (1986). Counselling Activities and Referral Practices of Ministers. Journal of Psychology and Christianity, 5(1), 22-29.\r\n[11]\tMagasu, O. Muleya, G &#038;Mweemba, L. (2020). Pedagogical Challenges in the Teaching of Civic Education in Secondary Schools in Zambia:International Journal of Science and Research; Vol.9 (3), p. 1483 &#8211; 1488\r\n[12]\tMusune, J. (2015). Female Domestic Violence against Men: A Case Study of Lusaka and Chongwe Districts. Unpublished Master\u2019s Thesis. Lusaka: University of Zambia. \r\n[13]\tNason-Clark, N. (1996). Religion and Violence against Women: Exploring the Rhetoric and the Response of Evangelical Churches in Canada. Social Compass Journal, 43. pp 551-560.\r\n[14]\tOsmer, R.  &#038; Schweitzer, F. (2003). Religious Education between Modernization and Globalization:  New Perspectives on the United States and Germany. Grand Rapids, MI: Eerdmans. \r\n[15]\tRaditloaneng, W. N. (2010). Women, Poverty and Literacy. Gaborone: Lambert Publishing. \r\n[16]\tRosen, K. H., et al (2003). Partner violence assessment. New York: Nova Science Publishers, pp. 187-201. \r\n[17]\tRosenthal, R. (2013). Meta-Analytic Procedures for Social Research. Newbury Park, CA: Sage\r\n[18]\tRotunda, R. J., Williamson, G., &#038;Penfold, M. (2004). Clergy Response to Domestic Violence: A Preliminary Survey of Clergy Members, Victims, and Batterers. Pastoral Psychology, 52. Retrieved June 20 2019. pp 353-365. \r\n[19]\tSampaet al. (1994). Gender Bias in the Zambian Court System: A Report Based on Research Findings. Lusaka: Women and Law in Southern Africa WILDAF.  \r\n[20]\tSande, N. (2016). Faith and Equality: Rethinking Women in Leadership Positions in Pentecostalism. Journal of Gender and Religion in Africa. 22 (2): 50-62.  \r\n[21]\tSande, N. (2019). The Pentecostal Theology and Gender Based Violence. International Journal of Contemporary Applied Researches. Volume 6, Issue 2. P.1 -12\r\n[22]\tShannon-Lewy, C. &#038; Dull, V. T. (2005). The response of Christian clergy to domestic violence:  Help or hindrance? Journal of Aggression and Violent Behaviour, 10, 647-659. \r\n[23]\tUnited Nations (2012). Zambia: Fighting Gender Based Violence as Cases Continue to Rise.  Africa Renewal Journal.\r\n[24]\tWorld Bank (2018). The World Bank and Education: The Gender Dimension in the World Bank\u2019s Education Strategy. Washington: World Bank. \r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Mutata Deborah Kamwengo and Oliver Magasu, &#8220;Practices of Pentecostal Assemblies of God Church Theology that Address Gender Based Violence (GBV) in Zambia: A Case Study of Bread of Life Main Pentecostal Church in Lusaka District&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.78-85 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/78-85.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div 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aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/practices-of-pentecostal-assemblies-of-god-church-theology-that-address-gender-based-violence-gbv-in-zambia-a-case-study-of-bread-of-life-main-pentecostal-church-in-lusaka-district\/\" target=\"_blank\" rel=\"noopener noreferrer\">Practices of Pentecostal Assemblies of God Church Theology that Address Gender Based Violence (GBV) in Zambia: A Case Study of Bread of Life Main Pentecostal Church in Lusaka District<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b32cf67 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b32cf67\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32d3c7 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32d3c7\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32d556\" data-id=\"b32d556\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32d68a elementor-widget elementor-widget-text-editor\" data-id=\"b32d68a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32d73e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32d73e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32d8d5\" data-id=\"b32d8d5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32da1f elementor-widget elementor-widget-text-editor\" data-id=\"b32da1f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32dacb elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32dacb\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32dc2c\" data-id=\"b32dc2c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32dd42 elementor-widget elementor-widget-text-editor\" data-id=\"b32dd42\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32dde5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32dde5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32df6a\" data-id=\"b32df6a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32e084 elementor-widget elementor-widget-text-editor\" data-id=\"b32e084\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>\u201cUNESCO Policy of Education for all\u2019: Advancing access to inclusive education practice in special education in Imo State, Nigeria\u201d<\/strong><\/span>\r\n\r\n<strong>Umeh Ngozi Chuma, Nnadi Ine, &#038; Osuji Emma- March 2021 Page No.: 86-94<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32e12c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32e12c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32e38e\" data-id=\"b32e38e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32e505 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b32e505\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This study investigates barriers to inclusive education practices as it affects children with disabilities in Imo state based on ideas of the social model of disability. Specifically, the study explores the fundamentals of successful implementation of inclusive education. Two research questions have been formulated. Identified government owned special basic schools within the 3 senatorial zones in Imo state is selected for the study. The zones include, Owerri, Orlu and Okigwe. The study participants generally, include children with disabilities, teachers, inclusive education consultants and policy makers- involving particularly officials of the Imo State Universal Basic Education Boards- IMSUBEB in the sampled state. Descriptive and qualitative survey will be used for the study. Questionnaire, interviews and focus group discussions will be used to gather data. <\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 86-94\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 09 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5308\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5308<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Umeh Ngozi Chuma<\/strong><\/span>\r\nImo State University, Owerri, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Nnadi Ine<\/strong><\/span>\r\nImo State University, Owerri, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Osuji Emma<\/strong><\/span>\r\nImo State University, Owerri, Nigeria\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">References are not available.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Umeh Ngozi Chuma, Nnadi Ine, &#038; Osuji Emma, &#8220;\u201cUNESCO Policy of Education for all\u2019: Advancing access to inclusive education practice in special education in Imo State, Nigeria\u201d&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.86-94 March 2021\u00a0 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5308<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/86-94.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/unesco-policy-of-education-for-all-advancing-access-to-inclusive-education-practice-in-special-education-in-imo-state-nigeria\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u201cUNESCO Policy of Education for all\u2019: Advancing access to inclusive education practice in special education in Imo State, Nigeria\u201d<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b32f401 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b32f401\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32f4f2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32f4f2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32f6a8\" data-id=\"b32f6a8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32f7e5 elementor-widget elementor-widget-text-editor\" data-id=\"b32f7e5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32f890 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32f890\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32f9f4\" data-id=\"b32f9f4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32fb07 elementor-widget elementor-widget-text-editor\" data-id=\"b32fb07\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32fbb2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32fbb2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b32fd69\" data-id=\"b32fd69\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b32fe8b elementor-widget elementor-widget-text-editor\" data-id=\"b32fe8b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b32ff2f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b32ff2f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b330086\" data-id=\"b330086\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3301a7 elementor-widget elementor-widget-text-editor\" data-id=\"b3301a7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b330249 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b330249\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3303c3\" data-id=\"b3303c3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3304e3 elementor-widget elementor-widget-text-editor\" data-id=\"b3304e3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Trade Liberalisation and Economic Growth, an Emperical Analysis<\/strong><\/span>\r\n\r\n<strong>Helder Eduardo Pinto Afonso &#8211; March 2021 &#8211; Page No.: 95-101<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b330599 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b330599\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b330753\" data-id=\"b330753\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b330894 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b330894\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The issues in the achievement of an economic performance are underpinned by the success of different actions that are employed by the nations and its regional groups. In line with this goal, different economic schemes are applied to address the needs of growth performance. Therefore, it is important to understand the different challenges that can affect economic performance of a country and the issues of trade liberalization. This research examines the influence of openness to trade and growth performance. Thus, in this scenario the paper looked at different papers that analyses countries trading policies and the various strategies under liberalisation plan and its effect on economic growth. The empirical findings from various studies indicated that trade openness canaffect negatively economic growth, although, it showed that having a strong manufactural sector and industry, may create a positive impact on growth.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 95-101\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 09 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5305\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5305<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<\/span>\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Helder Eduardo Pinto Afonso<\/strong><\/span>\r\nInstitute of Governance, Humanities and Social Science, the Pan African University\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1]\tAisen, A., &#038; Veiga, F. 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The World Bank Development Research Group Macroeconomics and Growth, 56.\r\n[14]\tEdwards, S. (1998). Openness, outward orientation, trade liberalization and economic performance in developing countries. NATIONAL BUREAU OF ECONOMIC RESEARCH.\r\n[15]\tEdwards, S. (1998). Trade orientation, dirstortions and growth in developing courties. National Bureau of Economic Research, 48.\r\n[16]\tGries, T., &#038; Redlin, M. (2010). Trade Openness and Economic Growth: A Panel Data Analysis . University of Paderborn.\r\n[17]\tHarrisson, A., &#038; Tang, H. (2004). Liberalization of trade: why so much controversy? Munich Personal RePEc Archive.\r\n[18]\tHillman, A. L. (2008). Tade Liberalization and Globalization. In C. K. Rowley, &#038; F. G. Schneider, Readings in Public Choice and Constitutional Political Economy.\r\n[19]\tKasidi, F., &#038; Mwakanemela, K. (2013). Impact of inflation on economic growth: a case study of Tanzania. Asian Journal of Empirical Research, 363-380.\r\n[20]\tKeho, Y., &#038; Wang, M. G. (2017). The impact of trade openness on economic growth: The case of Cote d\u2019Ivoire. Cogent Economics &#038; Finance.\r\n[21]\tKishtainy, N., Abbot, G., Farndon, J., Kennedy, F., Meadway, J., Wallace, C., &#038; Weeks, M. (2015). The Economics Book. London: Penguin Random House.\r\n[22]\tKneller, R., Morgan, C. W., &#038; Kanchanahatakij, S. (2008). Trade Liberalisation and Economic Growth. The World Economy, 701-719.\r\n[23]\tLa Dehesa, G. (2000). Comprender Globalizaci\u00f3n. Alianza.\r\n[24]\tLucas, R. E. (1988). ON THE MECHANICS OF ECONOMIC DEVELOPMENT. Journal of Monetary Economics, 3-42.\r\n[25]\tMallick, L., &#038; Ranjan Behera, S. (2019, January 26). Does trade openness affect economic growth in India? Evidence from threshold cointegration with asymetric adjustment. Retrieved from Contigent Economic &#038; Finance: https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/23322039.2020.1782659\r\n[26]\tMoyo, C., &#038; Khobai, H. (2018). Trade openness and economic growth in SADC countries. Munich Personal RePEc Archive.\r\n[27]\tNurudeen, A., Obi, B., Wafe, G., Jimaza, M., Abdullahi, U., &#038; Gana, U. (2012). Trade Opennness Economic Growth nexus: Empirical evidence from Nigeria. Economic Journal of Nepal, 35.\r\n[28]\tPigka-Balanika, V. (2013, February 30). The Impact of Trade Openness on Economic Growth. Retrieved Setember 14, 2020, from Erasmus University Thesis Repository: https:\/\/thesis.eur.nl\/pub\/15905\/356613-Pigka-Balanika.pdf\r\n[29]\tPritchett, L. (1996). Measuring Outward Orientation in the LDCs: Can it be Done? Journal of Development Economics, 49: 309\u201355.\r\n[30]\tRodriguez, F., &#038; Rodrik, D. (2001). Trade Policy and Economic Growth: A Skeptic&#8217;s Guide to the Cross-National Evidence. Cambrige.\r\n[31]\tRodrik, D. (2017, December 5). Rescuing Economics from Neoliberalism. Boston Reviews, 15.\r\n[32]\tRomer, P. D. (1986). Increasing Returns and Long-Run Growth . The Journal of Political Economy.\r\n[33]\tSach, J., &#038; Warner, A. (1995). Economic Reform and the Process of Global Integration. Brookings Paper-s on Economic Activity.\r\n[34]\tSadeh, T. (2014). The Euro\u2019s Effect on Trade. European Union Politics, 215\u2013234.\r\n[35]\tSemanc\u00edkov\u00e1, J. (2016). Trade, Trade opnness and Macroeconomic performance . Elsevier, 10.\r\n[36]\tSheikh, A. M., Malik, A. M., &#038; Masood, R. Z. (2020). Assessing the effects of trade openness on sustainable development: evidence from India. Asian Journal of Sustainability and Social Responsibility.\r\n[37]\tSikwila, N., Ruvimbo, N., &#038; Mosikari, T. (2014). Trade openness and GDP Growth nexus in. Global Journal of Management and Business Research.\r\n[38]\tSilajdzic, S., &#038; Mehic, E. (2018). Trade Openness and Economic Growth: Empirical Evidence from Transition Economies. IntechOpen.\r\n[39]\tSilva, S., JMC, &#038; Tenreyro, S. (2011). Further Simulation Evidence on the Performance of the Poisson Pseudo-Maximum Likelihood Estimator. Economics Letters, 220-222.\r\n[40]\tStensnes, K. (2006). Trade Openness and Economic Growth, Do institutions matter? Norsk Utenrikspolitisk Institutt &#8211; NUPI, 72.\r\n[41]\tStiglitz, J. (2012). Globalization and its Discontents. Haryana: Penguin Books.\r\n[42]\tStonecash, R. E., Gans, J. S., King, S. P., &#038; Mankiw, N. G. (2000). Principles of Macroeconomics . Sydney: Harcourt.\r\n[43]\tTalukder, D. (2013). Gains and losses from trade liberalisation: a theoretical debate and empirical evidence. ICL Business School, 93-103.\r\n[44]\tTinbergen, J. (1962). haping the World Economy; Suggestions for an International Economic Policy. Twentieth Century Fund.\r\n[45]\tYeboah, O., Naanwaab, C., Saleem, S., &#038; Akuffo, A. (2012). Effects of Trade Openness on Economic Growth: The Case of African Countries. Agribusiness, Applied Economics and Agriscience Education- NC A&#038;T, 4-7.\r\n[46]\tYusuf, M., Malarvizhi, A., &#038; Khin, A. (2013). Trade Liberalization Economic Growth and Poverty Reduction in Nigeria. International Journal of Business and Management, 43-47.\r\n[47]\tZahonogo, P. (2016). Trade and economic growth in developing countries: Evidence from sub-Saharan Africa. Journal of African Trade, 41-56.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Helder Eduardo Pinto Afonso &#8220;Trade Liberalisation and Economic Growth, an Emperical Analysis&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.95-101 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5305 <\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/95-101.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/trade-liberalisation-and-economic-growth-an-emperical-analysis\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Trade Liberalisation and Economic Growth, an Emperical Analysis<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b33c2bb elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b33c2bb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33c39b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33c39b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33c532\" data-id=\"b33c532\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33c660 elementor-widget elementor-widget-text-editor\" data-id=\"b33c660\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33c713 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33c713\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33c86b\" data-id=\"b33c86b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33c976 elementor-widget elementor-widget-text-editor\" data-id=\"b33c976\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33ca14 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33ca14\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33cb63\" data-id=\"b33cb63\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33cc77 elementor-widget elementor-widget-text-editor\" data-id=\"b33cc77\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33cd15 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33cd15\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33ce7e\" data-id=\"b33ce7e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33cf9d elementor-widget elementor-widget-text-editor\" data-id=\"b33cf9d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>A Comparative Investigation of Bangladesh and African Sub Continent Countries Pre-Primary Education<\/strong><\/span>\r\n\r\n<strong>Md Mirajur Rhaman Shaoan &#8211; March 2021 &#8211; Page No.: 102-107<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33d04d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33d04d\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33d1e6\" data-id=\"b33d1e6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33d336 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b33d336\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">Purpose of Comparative Education Research: Comparative education research helps to understand educational processes between the countries where the analysis is carried out. Mainly comparative education research helps understand other countries&#8217; education systems. It also helps to draw some lessons to improve the education system. Besides, Comparative education research, many cases may generate new knowledge and contribute to the theory. Comparative education research contributes to improving the desired aspects of the education process through three specific following ways: \r\n1.  Understanding the countries themselves \r\n2.  Using the knowledge gained from the examples of the two countries to generalize to others and contributing to the theory Understanding the countries themselves \r\nThrough the use of comparative analysis, African sub continent countries will appreciate their education program. The conditions of the educational cycle and the other essential elements of comparative education research should be described. Besides, they should also consider each other&#8217;s structures and gain lessons to develop their systems. In particular, the government authority can often use comparative education research findings as evidence to identify its potential areas for improvement. They should build on others&#8217; related perspectives to adapt them to their issues to incorporate appropriate solutions.\r\n<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 102-107\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 09 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5306\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5306<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Md Mirajur Rhaman Shaoan<\/strong><\/span>\r\nSouthwest University Chongqing, China\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1]\tBarnett, W.S. (2008). Preschool education and it&#8217;s lasting effects: Research and policy implications. National Institute for Early Education Research Rutgers, The State University of New Jersey.\r\n[2]\tBerlinski, S.; Galiani, S.; &#038;Gertler, P., (2006), The effect of pre-primary education on primary school performance. The Institute of Fiscal Studies, London, UK, Retrieved on 23\/05\/2018 fromhttps:\/\/www.ifs.org.uk\/wps\/wp0604.pdf\r\n[3]\tBray, M., Adamson, B., &#038; Mason, M. (Eds.). (2007).Comparative education research: Approaches and methods. Comparative Education Research Centre; Springer Science + Business Media. https:\/\/doi.org\/10.1007\/978-1-4020-6189-9\r\n[4]\tCrossley, M., and Watson, K., (2003), Comparative and International Research in Education Globalisation, context and difference. London and New York: RoutledgeFalmer.\r\n[5]\tDaka, H., Chipindi, F.M. &#038; Mwale-Mkandawire, M. (2020). The relationship between assessment practices and students&#8217; academic performances. A case of undergraduate students at the medical school of the university of Zambia, 2008 \u2013 2016. Zambian Journal of Educational Management, Administration and Leadership, 1, (1), 143-156. ISSN: 2706-7416 (Print).\r\n[6]\tDPE (2015), Annual Primary School Census \u2013 2015, DPE, MoPME Retrieved on 18\/05\/2018 from:  http:\/\/dpe.portal.gov.bd\/sites\/default\/files\/files\/dpe.portal.gov.bd\/publications\/f2501e16_4f57_467b_8c67_48a5855f88fe\/Final%20Draft%20APSC2015.pdf\r\n[7]\tDPEd (2013), Primary Teacher Education, DPEd Professional Education, Diploma in Primary Education, National Academy for Primary Education (NAPE), Mymensingh, Bangladesh \r\n[8]\tEducation Watch, (2013), New Vision Old Challenges: The State of Pre-primary Education in Bangladesh, CAMPE_ Campaign for Popular Education, Dhaka, Bangladesh\r\n[9]\tFNBE_ Finnish National Board of Education (2010), National Core Curriculum for Pre-primary Education 2010, Finnish National Agency for Education, Finland, Retrieve on 10\/06\/2018 from:http:\/\/www.oph.fi\/download\/153504_national_core_curriculum_for_pre-primary_education_2010.pdf\r\n[10]\tGraham, J., (2017), The Unprecedented Rise of Pre primary Education in Bangladesh, London, UK, Retrieve on 23\/06\/2018 from: https:\/\/apolitical.co\/solution_article\/unprecedented-rise-pre-primary-education-bangladesh\/\r\n[11]\tHaque, M.; Nasrin, S.; Yesmin, M. N. and Biswas, M. H. A., (2013), Universal Pre-Primary Education: A Comparative Study, American Journal of Educational Research, 2013, Vol. 1, No.1,3136;Retrieveon23\/06\/2018from:https:\/\/pdfs.semanticscholar.org\/c981\/be80b6005b01631fc84a0c662b69ee7d1cf9.pdf\r\n[12]\tJahan, M. (2002).Early childhood care, Education and Development (ECCED) in Bangladesh, Bangladesh Education Journal, Vol-1, 1-24Elephant Road ,Katabon, Dhaka-1205.\r\n[13]\tKaul, V., (2002) Early Childhood Care and Education In: R Govinda (ed.) (2002) India Education Report New Delhi: Oxford University Press.\r\n[14]\tMoE_Ministry of Education (2010), National Education Policy 2010, Ministry of Education, Government of People&#8217;s Republic of Bangladesh, Dhaka: Bangladesh\r\n[15]\tOsborn, D.; Cutter, A. &#038;Ullah, F., (2015), Universal Sustainable Development Goals: Understanding the Transformational Challenges for Developed Countries, Stakeholder Forum,Retrieveon01January2018from:https:\/\/sustainabledevelopment.un.org\/content\/documents\/1684SF_-_SDG_Universality_Report_-_May_2015.pdf\r\n[16]\tPatricia Broadfoot, (2000),Comparative Education for the Twenty-First Century: retrospect and prospect. Comparative Education Vol. 36, No. 3, pp.357-371.\r\n[17]\tRashid, F., (2015), Exploring &#8216;Individualised Teaching&#8217;in a Government Pre-primary Classroom in Bangladesh, Retrieve on 24\/05\/2018 from: https:\/\/bdeduarticle.com\/exploring-individualized-teaching-in-a-government-pre-primary-classroom-in-bangladesh\/\r\n[18]\tThomas, M. A.M., Serenje-Chipindi, J &#038; Chipindi, F.M. (2020), Comparing course syllabi from A to Z: Examining the contexts, content, and concerns for social foundations of education in Australia and Zambia. In A. E. Mazawi &#038; M. Stack (Eds.). Course syllabi in faculties of education across the world: Bodies of knowledge and their discontents (pp 38\u201350).  Sydney: Bloomsbury, ISBN 978-1-3500-9425-3 (hardback) 978-1-3500-9427-7 (online).\r\n[19]\tUNESCO, (2006), Pre-Primary Education: A Valid Investment Option for EFA, Section for Early Childhood and Inclusive Education, UNESCO, France, Retrieve on 23\/05\/2018 from: http:\/\/unesdoc.unesco.org\/images\/0014\/001439\/143986e.pdf\r\n[20]\tUNESCO, (2015), Education for All (EFA) Global Monitoring Report_2015, ISBN 978-92-3-100085-0, UNESCO: France.Retrieve on 23\/05\/2018 from: unesdoc.unesco.org\/images\/0023\/002322\/232205e.pdf\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Md Mirajur Rhaman Shaoan &#8220;A Comparative Investigation of Bangladesh and African Sub Continent Countries Pre-Primary Education&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.102-107 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5306<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/102-107.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/a-comparative-investigation-of-bangladesh-and-african-sub-continent-countries-pre-primary-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>A Comparative Investigation of Bangladesh and African Sub Continent Countries Pre-Primary Education<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b33e2d4 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b33e2d4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33f322 elementor-widget elementor-widget-text-editor\" data-id=\"b33f322\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33f3df elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33f3df\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33f52d\" data-id=\"b33f52d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33f641 elementor-widget elementor-widget-text-editor\" data-id=\"b33f641\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33f6dc elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33f6dc\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33f849\" data-id=\"b33f849\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33f956 elementor-widget elementor-widget-text-editor\" data-id=\"b33f956\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Disablers in the Implementation of Performance Management System in the Zambian Public sector<\/strong><\/span>\r\n\r\n<strong>Maxwell Phiri, Francis Simui &#038; Gift Masaiti- March 2021 Page No.: 108-114<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b33f9f3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b33f9f3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b33fb61\" data-id=\"b33fb61\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b33fc8c elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b33fc8c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">In this study we explored the disablers in Management System in Zambia\u2019s public service. The study applied qualitative research methodology with a Case study design. The study comprised of 30 purposively selected Zambia public service workers as participants. The study used semi-structured interviews to generate evidence. The study findings revealed that the implementation of the Performance Management System (PMS) had a number of disablers that greatly affected the quality of service delivery in the public service. The most common barriers included low level of feedback rate, lack of commitment from top management, lack of adequate funding, lack of time, leadership style, constant change of leader, lack of trust, unfairness in the performance managements system, lack of reward system, lack of training in performance management system, lack of effective coordination, ineffective supervision and cultural beliefs. Thus, if the Public service is to improve on its performance, there is need to combine available resources and competencies to overcome disablers consistent with the theory of Resource-Based View. Unless managers of public service realize the importance of understanding and applying the resource based view theory in order to mobilize and deploy available resources, performance management practices will remain inappropriately implemented.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 108-114\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 09 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5307\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5307<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Maxwell Phiri<\/strong><\/span>\r\nInstitute of Distance Education, University of Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Francis Simui<\/strong><\/span>\r\nSchool of Education, University of Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Gift Masaiti<\/strong><\/span>\r\nSchool of Education, University of Zambia\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1]\tBarney, J. B. (1991). Firm resources and sustained competitive advantage. Journal of Management, 17, 99\u2013120.\r\n[2]\tBirger Wernerfelt (1984) Strategic Management Journal, Vol. 5, No. 2. (Apr. &#8211; Jun., 1984), pp. 171-180. Stable URL: http:\/\/links.jstor.org\/sici?sici=0143-\r\n[3]\tBryman, A. (2012). Social Research Methods. 4th edition. New York: Oxford University Press.\r\n[4]\tCreswell, J. W. (2007) Qualitative Enquiry and Research Design: Choosing Among Five Approaches, Thousand Oaks, CA: Sage Publications.\r\n[5]\tDe Waal, A. A., and Mulimbika, T. (2017). \u201cA comparative analysis of &#8230; A. A.,\r\n[6]\tDenzin, N. K., &#038; Lincoln, Y. S. (2011). The SAGE Handbook of Qualitative Research. Thousand Oaks, CA: Sage.\r\n[7]\tFitzpatrick, T. (2003) After the New Social Democracy. Manchester: Manchester University Press\r\n[8]\tGeetika, &#038; Nandan, Shefali. 2010. Determinants of Customer Satisfaction on Service Quality: A Study of Railway Platforms in India. Journal of Public Transportation, 13 (1): 97-113.\r\n[9]\tKamfwa (2016) Evaluation of Effectiveness of Annual Appraisal system \r\n[10]\tKanchebele,(2012) Evaluation of Annual Appraisal system \r\n[11]\tLockett A, Thompson S &#038; Morgenstern U (2009). The development of the resource-based view of the firm: A critical appraisal. International Journal of Management Review. 11(1): 9-28.\r\n[12]\tMAFF, 2001; MLGH, 2000; PSMD, ..\r\n[13]\tMargret  A Peteraf (1993)  Strategic Management Journal (1986-1998); Mar 1993; 14, 3; abi\/inform Global pg. 17\r\n[14]\tMorse, Janice (2000b). Exploring pragmatic utility: Concept analysis by critically appraising the literature. In Beth Rodgers, Beth &#038; Kathleen Knafl (Eds.), Concept development in nursing (pp.333-352). Philadelphia: W. B. Saunders.\r\n[15]\tMundende, K., Simui, F., Chishiba, A., Mwewa, G. &#038; Namangala, B. (2016). Trends and prospects of instructional material development and delivery at the University of Zambia. Global Journal of Human-Social Science: Linguistics &#038; Education, 16(3), 5 11. Retrieved from 303. https:\/\/doi.org\/10.1111\/j.1467-8551.2003.00380.x\r\n[16]\tRubel, J. D., &#038; Okech, J. E. A. (2017). Qualitative Research in Group Work: Status, Synergies, and Implementation. Journal for Specialists in Group Work, 42(1), 54-86. doi:10.1080\/01933922.2016.1264522\r\n[17]\tSeidman, I. (2006). Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York, Teachers College Press.\r\n[18]\tSilverman, David. 2005. Doing qualitative research. A practical handbook. 2nd ed. London: SAGE Publications.\r\n[19]\tSimui, F., Kasonde Ngandu, S., Cheyeka, A. &#038; Kakana, F. (2018). Unearthing dilemmas in thesis titles: Lived experience of a novice researcher in Sub Saharan Africa. International Journal of Multidisciplinary Research and Development, 5(4), 99 105. https:\/\/bit.ly\/34qdnzy\r\n[20]\tSimui, F., Namangala, B., Tambulukani, G., and Ndhlovu, D. (2018). Demystifying the process of ODL policy development in a dual-mode context: lessons from Zambia. Journal of Distance Education. 2018. Routledge, DOI: 10.1080\/01587919.2018.1457946.\r\n[21]\tSimui, F., Thompson, L.C., Mwewa, G., Mundende, K., Kakana, F., Chishiba, A.B. &#038; Namangala, B. (2017). Distance learners\u2019 perspective on user friendly instructional materials at the University of Zambia. Journal of Learning for Development, 4(1), 90 98. https:\/\/bit.ly\/34nNS1L\r\n[22]\tStake, R. E. (2005). Qualitative case studies. In N. K. Denzin &#038; Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.) (pp. 443-466). Thousand Oaks, CA: Sage\r\n[23]\tTeddy Jurnali &#038; A.K. Siti-Nabiha, 2015. &#8220;Performance Management System for Local Government: The Indonesian Experience,&#8221; Global Business Review, International Management Institute, vol. 16(3), pages 351-363, June.   \r\n[24]\tTimes of Zambia News Paper January 13, 2016; \r\n[25]\tWernerfelt, B. (1984) A Resource-Based View of the Firm. Strategic Management Journal, 5, 171-180.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Maxwell Phiri, Francis Simui &#038; Gift Masaiti, &#8220;Disablers in the Implementation of Performance Management System in the Zambian Public sector&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.108-114 March 2021\u00a0 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5307<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/108-114.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/disablers-in-the-implementation-of-performance-management-system-in-the-zambian-public-sector\/\" target=\"_blank\" rel=\"noopener noreferrer\">Disablers in the Implementation of Performance Management System in the Zambian Public sector<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b343897 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b343897\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3439ab elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3439ab\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b343b50\" data-id=\"b343b50\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b343ca0 elementor-widget elementor-widget-text-editor\" data-id=\"b343ca0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b343d4f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b343d4f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b343f09\" data-id=\"b343f09\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b344031 elementor-widget elementor-widget-text-editor\" data-id=\"b344031\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3440d4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3440d4\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b344229\" data-id=\"b344229\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b344378 elementor-widget elementor-widget-text-editor\" data-id=\"b344378\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b34443e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b34443e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3445a6\" data-id=\"b3445a6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3446b0 elementor-widget elementor-widget-text-editor\" data-id=\"b3446b0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b344762 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b344762\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3448df\" data-id=\"b3448df\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3449f8 elementor-widget elementor-widget-text-editor\" data-id=\"b3449f8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Oral Aesthetic in Barbara Kimenye\u2019s <i>Kalasanda<\/i><\/strong><\/span>\r\n\r\n<strong>Felix Ayioka Orina and Christine Namayi &#8211; March 2021 &#8211; Page No.: 115-119<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b344a99 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b344a99\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b344c0e\" data-id=\"b344c0e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b344d55 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b344d55\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1871\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1872\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1873\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1874\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1875\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1876\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1871\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1871\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1871\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Barbara Kimenye is recognized as one of East Africa&#8217;s influential writers with her novels and novellas focusing on concerns and styles drawn from her immediate context: East Africa. Through her works, it is not only possible to bring out the flexibility and elasticity of oral traditions but also ways in which the European tradition of the novel and African modes of expression complement each other. Kimenye\u2019s Kalasanda fuses the two traditions to achieve a specific intended effect on and reaction from the reader that she targets. The present study, therefore, is not only an attempt to reveal the universal credentials of the oral traditions but also to show how specific oral tradition features may be determined by both context and the author\u2019s aesthetic aspirations. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 115-119\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 10 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1872\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1872\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1872\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Felix Ayioka Orina <\/strong><\/span>\r\nKibabii University, Department of Eljmc, Kenya\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Christine Namayi<\/strong><\/span>\r\nKibabii University, Department of Eljmc, Kenya\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1873\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1873\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1873\" tabindex=\"0\" hidden=\"hidden\">[1]\tChesaina, C. (2007). The Role and Significance of Oral Literature in Social and Psychological Development of Children. Inaugural Lecture. \r\n[2]\tCuller, J. (1997). Literary Theory: A Very Short Introduction. Oxford. Oxford UP.\r\n[3]\tKabira, W. (1992). \u201cThe Oral Artist and the Gender Dimension.\u201d In O. O. (Eds), Refrections on Theory and methods in Oral Literature (pp. 12-28). Nairobi: Views Media.\r\n[4]\tKhan, A. (2009). \u201cParadigms of Social Aesthetics in Themne Oral Performance\u201d. Oral Tradition, 24\/1:143-159.\r\n[5]\tKimenye, B. (1965). Kalasanda. Nairobi: East African Educational Publisher Ltd.\r\n[6]\tKurtz, R. (2005). The Writing of Marjorie Oludhe Macgoye. Nairobi. Mvule Africa Publishers.\r\n[7]\tMuleka, J. (2014). \u201cTheory in the Study of African Oral Literature: The Oral Artist\u2019s Agenda. Journal of Humanities. Volume 3, No. 7.\r\n[8]\tMuchiri, J. (2011). \u201cCapturing Socio-Cultural Diversity and Change through Oral Literature\u201d. Indiana University Press. Vol. 5:2.\r\n[9]\tSmith, T. S. (2007). \u201cBlack Aesthetics in Children\u2019s Literature\u201d. Master\u2019s Theses and Doctoral Dissertations. 37. http:\/\/commons.emich.edu\/theses\/37\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1874\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1874\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1874\" tabindex=\"0\" hidden=\"hidden\">Felix Ayioka Orina and Christine Namayi,  &#8220;The Oral Aesthetic in Barbara Kimenye\u2019s <i>Kalasanda<\/i>&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.115-119 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/115-119.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1875\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1875\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1875\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/115-119.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1876\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1876\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1876\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-oral-aesthetic-in-barbara-kimenyes-kalasanda\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The Oral Aesthetic in Barbara Kimenye\u2019s <i>Kalasanda<\/i><\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b351d17 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b351d17\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b351def elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b351def\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b351f7f\" data-id=\"b351f7f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b352181 elementor-widget elementor-widget-text-editor\" data-id=\"b352181\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35224c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35224c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3523be\" data-id=\"b3523be\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3524e2 elementor-widget elementor-widget-text-editor\" data-id=\"b3524e2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3525b1 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3525b1\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b352745\" data-id=\"b352745\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35286a elementor-widget elementor-widget-text-editor\" data-id=\"b35286a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>New cloth in an old overcoat: A content analysis of the National Archives of Zimbabwe Act [Chapter 25:06] to the management of electronic records in Zimbabwe<\/strong><\/span>\r\n\r\n<strong>Godfrey Tsvuura, Kudzai. D. Mbawuya, Patrick Ngulube- March 2021 Page No.: 120-128<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b352913 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b352913\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b352aa4\" data-id=\"b352aa4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b352c02 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b352c02\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This study content analyses the National Archives of Zimbabwe Act (1986) to the management of electronic records in Zimbabwe. It is a fact that electronic records management has been adopted in Zimbabwe as a way to mitigate the challenges experienced in paper records management.  This adoption has been coded as a revolution in which whether we like it or not, it has come, dominated and challenged the traditional paper record-keeping system. The objective of the study is to analyse whether the National Archives of Zimbabwe Act of 1986 as amended under Act 22 of 2001 is in tandem with current electronic records management practices.  The study adopts a content analysis approach in which the National Archives of Zimbabwe Act was analysed. Qualitative data drawn from the analysis were organised into broad themes and the content reported in a narrative form. The researchers use an emergent framework to code and categorise the data and group them into themes.  The study found out that the National Archives of Zimbabwe Act does not address advent of electronic records management in terms of legislative and policies. The study recommends that the policy makers should first address issues of legislation and policies for effective management of electronic records. The study deepens the understanding of electronic records management from which policy makers in Zimbabwe can take a cue to deal with the management of e-records. It is hoped that this study would help records managers and archivists, policy makers and the government of Zimbabwe to articulate and consider the amendment of the National Archives of Zimbabwe Act to cover management of electronic records.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 120-128\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 10 April 2021<\/p>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Godfrey Tsvuura <\/strong><\/span>\r\nDepartment of Information Science and Records Management, Faculty of Applied Social Sciences, Zimbabwe Open University\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Kudzai. D. Mbawuya <\/strong><\/span>\r\nDepartment of Information Science and Records Management, Faculty of Applied Social Sciences, Zimbabwe Open University\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Patrick Ngulube <\/strong><\/span>\r\nSchool of Interdisciplinary Research and Graduate Studies, University of South Africa\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdam, A. (2008). Implementing electronic document and records management systems. New York: Auerbach Publishers\r\n[2]\tAsogwa, B.E. 2012. 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Provisions for managing and preserving records created in networked environments in the archival legislative frameworks of selected member states of the Southern African Development Community. Archives and Manuscripts, 44 (1):24-41. \r\n[31]\tNgoepe, M., &#038; Van der Walt, T.B. 2009. Strategies for the preservation of electronic records in South Africa: Implication on access to information. https:\/\/www.researchgate.net\/publication\/2727326753 (Accessed 2020 July, 15). \r\n[32]\tPenn, I. A., Pennix, G. B., &#038; Coulson, J. 1994. Records management handbook. 2nd ed. Vermont: Gower Publishers.\r\n[33]\tSaldana, J., &#038; Omasta, M. 2018. Qualitative research: Analysing life. Los Angeles: Sage.\r\n[34]\tSemakula, J.M. 2015. Knowledge and information management policy. Baylor College of Medicine. Children\u2019s Foundation Uganda. https:\/\/www.academia.edu\/37649968\/KNOWLEDGE_AND_INFORMATION_MANAGEMENT_POLICY_John_Mark_SEMAKULA?email_work_card=view-paper (Accessed 2020 July, 27).\r\n[35]\tSmit, F., Glaudemans, A. &#038; Jonker, R. (eds) (2017). Archives in Liquid Times, GTV: Drukwerk.\r\n[36]\tThibodeau, Kenneth. (2013). \u201cWrestling with Shape-Shifters: Perspectives on Preserving Memory in the Digital Age.\u201d In The Memory of the World in the Digital Age: Digitization and Preservation, 15\u201323. Vancouver, BC: UNESCO.\r\nhttp:\/\/www.unesco.org\/webworld\/download\/mow\/mow_vancouver_proceedings_en.pdf(Accessed 2015 December, 15)\r\n[37]\tThurston, A. (2015) Managing records as the evidence base for development. African Policy Review, : 31-34.\r\n[38]\tTsvuura, G. 2020. Digitisation of records and archives at two selected stateuniversities in Zimbabwe.  PhD Thesis: Zimbabwe Open University.\r\n[39]\tVan Bussel, G. 2017. The theoretical framework for the \u2018Archive-As-Is\u2019. An organisation oriented view on archives. In F. Smit, A. Glaudemans &#038; R. Jonker. (Eds.). Archives in liquid times. (pp 43-71) GTV Drukwerk: Stichting Archiefpublicaties. \r\n[40]\tWilson, I.E. 2012. Peace, order and good government. Archives n society. Archival Science, 12(2):235-244.\r\n[41]\tYusof, Z.M. (2015). Classifications: The understudied concept. International Journal of Information Management, 35 (2): 176-182. \r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Godfrey Tsvuura, Kudzai. D. Mbawuya, Patrick Ngulube, &#8220;New cloth in an old overcoat: A content analysis of the National Archives of Zimbabwe Act [Chapter 25:06] to the management of electronic records in Zimbabwe&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.120-128 March 2021\u00a0URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/120-128.pdf <\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/120-128.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/new-cloth-in-an-old-overcoat-a-content-analysis-of-the-national-archives-of-zimbabwe-act-chapter-2506-to-the-management-of-electronic-records-in-zimbabwe\/\" target=\"_blank\" rel=\"noopener noreferrer\">New cloth in an old overcoat: A content analysis of the National Archives of Zimbabwe Act [Chapter 25:06] to the management of electronic records in Zimbabwe<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b35419b elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b35419b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b354291 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b354291\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b354422\" data-id=\"b354422\" data-element_type=\"column\" 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data-id=\"b354783\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35489a elementor-widget elementor-widget-text-editor\" data-id=\"b35489a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b354943 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b354943\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b354a8f\" data-id=\"b354a8f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b354b9d elementor-widget elementor-widget-text-editor\" data-id=\"b354b9d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b354c3b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b354c3b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b354dbc\" data-id=\"b354dbc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b354ed1 elementor-widget elementor-widget-text-editor\" data-id=\"b354ed1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b354f7b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b354f7b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3550de\" data-id=\"b3550de\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3551ed elementor-widget elementor-widget-text-editor\" data-id=\"b3551ed\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Socio-Economic Factors and Sustainability of Women Empowerment Groups in Pastoralist Communities in Kenya: A Case of Tiaty Sub-County, Baringo County<\/strong><\/span>\r\n\r\n<strong>Mwanja Eric Muhia, Dr. Mary Nyawira Mwenda &#8211; March 2021 Page No.: 129-140<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35528c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35528c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b355402\" data-id=\"b355402\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35553f elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b35553f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">Sustainability of women empowerment projects in the pastoralist communities is a significant element of societal development. It is true that women play key roles in providing the family with daily basic needs. However, it is through the establishment of institutions such as women groups that women and other agencies including the government can propagate the empowerment initiative. This study measured the effect of social economic factors on sustainability of women empowerment projects in the pastoralist communities in Kenya. The study focused on the influence of income generating activities, social capital, cultural orientation and education level on how they impact sustainability of women empowerment groups among pastoralist communities in Kenya and was carried out among women groups in Tiaty Sub County; Baringo County. Using descriptive research design 384 out of 3568 women in 182 registered women were sampled. In addition, five key informants including; area chiefs, representatives of financial institutions, and the Tiaty sub-county Social Services department were interviewed. Key Informant Interview (KII) guides and structured questionnaires were used to collect quantitative data and qualitative data respectively. Descriptive statistics was used to analyze quantitative data while qualitative data was organized and analyzed by themes. Using Pearson correlation coefficient, the findings established a direct and positive relationship between sustainability of women empowerment groups and independent variables; Income generating activities at R=0.934, Social capital at R=0.835. Further inference showed the proportionate contribution of independent variables factors towards sustainability of women empowerment groups at 87.23% (0.9342) from Income generating activities and 69.72%(0.8352) from Social capital respectively. Additionally the composite mean and standard deviation for income generating activities and social capital was M=3.92;SD=1.058, M=3.87;SD 0.859, respectively. This study observed that the income generating activities showed the highest Pearson correlation coefficient towards sustaining women empowerment groups. This study recommends; training women on income generating activities to aid in their empowerment and sustainability of groups, enacting proper legislation to accord equal opportunities to pastoralist women, sustaining programs to challenge male dominance in pastoralist and training women leaders on skills to ensure their groups are well run and managed.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 129-140\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 13 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mwanja Eric Muhia <\/strong><\/span>\r\nMaster of Arts in Project Planning and Management at the University of Nairobi, Kenya\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Dr. Mary Nyawira Mwenda <\/strong><\/span>\r\nLecturer, School of Open and Distance Learning, University of Nairobi, Kenya\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tHale S. (2011).  From site to vision: The woman building in contemporary culture, Otis College of Art and Design\r\n[2]\tManu, T. S. (2008) Women in Africa\u2019s Development Overcoming Obstacles, Pushing for Progress. Africa Recovery Briefing Paper, No. 11, April 2008.\r\n[3]\tPradhan B.(2003). Measuring Empowerment: A methodological approach. Society for International Development (www.sidint.org). 1011-6370 (200306) 46:2; 51\u201357; 033500\r\n[4]\tSIDA(2017). Supporting Women\u2019s Economic Empowerment: Scope for Sida\u2019s Engagement\r\n[5]\tOxaal Z, and Baden S (1997) Gender and Empowerment: De\ufb01nitions, Approaches and Implications for Policy. University of Sussex, Institute of Development Studies Report No. 40, BRIDGE Development\r\n[6]\tParvin G.A, Ahsan S.M, Chowdhury M.R. (2004). Women Empowerment Performance of Income Generating Activities Supported by Rural Women Employment Creation Project (RWECP): A Case Study in Dumuria Thana, Bangladesh.  The Journal of Geo-Environment      ISSN 1682-1998 Vol. 4, 2004, PP. 47-62 (Printed in August, 2005) \r\n[7]\tIFAD (2014) Empowering women Through Self Help Groups. Insight No.13 India.\r\n[8]\tDejin, F. (2012).Gender and Rural Development. Zurich Lit Verlag&#038; Co.\r\n[9]\tMualuko B.W,.Mbabazi M., &#038;Shukla J., (2016) Effect of Self-Help Groups Activities on Women Empowerment in Rwanda: A Case of Twisungane Women\u2019s Self Help Group. International Journal of Business &#038; ManagementVol 4 No.1pp1\u201316\r\n[10]\tLivingstone J, and Ruhindi E, (2011). Economic Empowerment for Pastoralist Women: A Comparative Look at Program Experience in Uganda, Somaliland and Sudan\r\n[11]\tMakokha, J.N. (2008). Gender Empowerment through Micro-financing: a case study of women group in Fumbini location, Kilifi District, Kenya. Unpublished. M.A Project Paper, Institute of Anthropology, Gender and African Studies, Universityof Nairobi.\r\n[12]\tMurugangi, K. R. and Dombosi, B. (2007) Self Help Groups &#8211; New Women\u2019s Movement in Kenya. Social Welfare 47: 9-12.\r\n[13]\tMukasa, B. L. (2007) Women Groups and Groups as Partners in Small Enterprises Development in Kenya. Friedrich Ebert Foundation\/National Board for Small Scale Industries.\r\n[14]\tNjabani A. W. (2015) The Role of Women Self-help Groups in Socio-Economic Development of Chuka\/Igamba Ng\u2019ombe Constituency Tharaka Nithi County. Moi University, Kenya.\r\n[15]\tEneyew, A. &#038;Mengistu, S. (2013) Double Marginalized Livelihoods: Invisible Gender Inequality in Pastoral Societies; Societies 2013, 3, 104\u2013116; doi: 10.3390\/soc3010104\r\n[16]\tKenya-Ministry of labor 2013\r\n[17]\tNokia Research Center 2009\r\n[18]\tBaringo County integrated development Plan 2013 \u2013 2017\r\n[19]\tFlintan F. (2008) Women\u2019s Empowerment in Pastoral Societies. IUCN-WISP, GEF-UNDP\r\n[20]\tKipuri, N. and Ridgewell, A. (2008) A Double Bind: The Exclusion of Pastoralist Women in the East and Horn of Africa. Report. Minority Rights Group International, London.\r\n[21]\tHartley, D. &#038; Rijali, H. (2013). Final Project Review Jozanichakwa Bay, Conservation Project (KCBCA) Phase III Zanzibar, Tanzania.\r\n[22]\tMutesasira, L. K. and N. R. Mule (2003). Understanding the West Nile SLAs and Charting a Path for the Future\r\n[23]\tUNDP (2012). What is Human Development? UNDP.\r\n[24]\tOino P. G., Auya S. and Luvega C. (2014) Women Groups: A Pathway to Rural Development in Nyamusi Division, Nyamira County, Kenya. International Journal of Innovation\r\n[25]\tAdhola G.A.  (2012). Determinants of sustainability of women\u2019s development projects funded by non-governmental organizations Kisumu central, Kenya. Unpublished Master\u2019s Thesis University of Nairobi, Kenya.\r\n[26]\tAllen, H. &#038; Hobane, P. (2013). Impact Evaluation of Kupfuma Ishungu. Arusha, Tanzania: CARE International.\r\n[27]\tAnyango, E. (2014). CARE Malawi Central Region Livelihood Security Project Impact Assessment Report on Village Savings &#038; Loans Component (VS&#038;L).\r\n[28]\tKorir W. (2013) Influence of Women Participation in Groups on Socio Economic Development of Rural Communities in Kenya: A Case of Koibatek District, Baringo County.University of Nairobi, Kenya.\r\n[29]\tOkumu M.C. (2016). Determinants of sustainability of women self-help groups in Mombasa island, Mombasa County, Kenya. Unpublished Master\u2019s Thesis University of Nairobi, Kenya.\r\n[30]\tAboukhsaiwan, O. (2014) Measuring the impact of income-generating projects on women&#8217;s empowerment outcomes: Evidence from rural Morocco scholarly commons; University of Pennsylvania.\r\n[31]\tBargoria, F.K. (2017) Effects of women participation in self-help groups on their households\u2019 socio- economic status in Tinderet sub-county, Nandi County, Kenya\r\n[32]\tBadejo, A.F., Majekodunmi, A.O., Kingsley, P. et al. The impact of self-help groups on pastoral women\u2019s empowerment and agency: A study in Nigeria. Pastoralism 7, 28 (2017). https:\/\/doi.org\/10.1186\/s13570-017-0101-5\r\n[33]\tBantilan, M., &#038; Padmaja, R. (2008). Empowerment through Social Capital Build-Up: Gender Dimensions Technology Uptake. Experimental Agriculture,44(1), 61-80. doi:10.1017\/S0014479707005947\r\n[34]\tBandiera, O, Natraj, A. (2013), \u201cDoes Gender Inequality Hinder Development and Economic Growth? Evidence and Policy Implications\u201d, World Bank Research Observer, 28 (February), 2-21.\r\n[35]\tAli, M., Khan, A., Chandra, D., &#038; Nedelea, A. (2017). Testing the theory of Social Networking on empowerment of people especially women at two villages in Bangladesh: A field investigation. Ecoforum Journal, 6(2). Retrieved from http:\/\/www.ecoforumjournal.ro\/index.php\/eco\/article\/view\/636\r\n[36]\tOECD (2018). The Impact of Legal Frameworks on Women\u2019s Economic Empowerment around the World: challenges and good practices.\r\n[37]\tMugenda O. M &#038; Mugenda A. G (2008). Research Methods: Quantitative and Qualitative Approaches. Nairobi, Acts Press.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Mwanja Eric Muhia, Dr. Mary Nyawira Mwenda , &#8220;Socio-Economic Factors and Sustainability of Women Empowerment Groups in Pastoralist Communities in Kenya: A Case of Tiaty Sub-County, Baringo County&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.129-140 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/129-140.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/129-140.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/socio-economic-factors-and-sustainability-of-women-empowerment-groups-in-pastoralist-communities-in-kenya-a-case-of-tiaty-sub-county-baringo-county\/\" target=\"_blank\" rel=\"noopener noreferrer\">Socio-Economic Factors and Sustainability of Women Empowerment Groups in Pastoralist Communities in Kenya: A Case of Tiaty Sub-County, Baringo County<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3563fe elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3563fe\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3564f3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3564f3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b359ac2\" data-id=\"b359ac2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b359ce2 elementor-widget elementor-widget-text-editor\" data-id=\"b359ce2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b359dcc elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b359dcc\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b359f5e\" data-id=\"b359f5e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35a075 elementor-widget elementor-widget-text-editor\" data-id=\"b35a075\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35a127 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35a127\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35a277\" data-id=\"b35a277\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35a387 elementor-widget elementor-widget-text-editor\" data-id=\"b35a387\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35a43b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35a43b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35a59b\" data-id=\"b35a59b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35a6b0 elementor-widget elementor-widget-text-editor\" data-id=\"b35a6b0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35a755 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35a755\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35a8d3\" data-id=\"b35a8d3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35a9e4 elementor-widget elementor-widget-text-editor\" data-id=\"b35a9e4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Zimbabwe in Covid-19 Lockdown: The Benefits and Shortcomings of Online Learning in Open Distance e-learning Institutions of Zimbabwe<\/strong><\/span>\r\n\r\n<strong>Mukomana Saziso, Prof Sylod Chimhenga, Dr John Mpofu- March 2021 Page No.: 141-145<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35aa81 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35aa81\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35ac14\" data-id=\"b35ac14\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35ad7a elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b35ad7a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">During the lockdown period for Covid-19, online learning has been the best platform to keep learners\/lecturers engaged and safe by maintaining social distancing. Through online learning, students often face a number of challengesto their full participation in coursework units. The online environment   also   presents   challenges   for   many   academic   staff that increasingly   require   higher   levels   of   technological   competency   and proficiency   on   top   of   their   regular   academic   workload.  This study adopted the qualitative research paradigm in which a case study design was used. The design was considered appropriate because it enabled the researchers to interact with the participants in their natural settings on the phenomenon in its original form. The study was confined to Zimbabwe Open University, Bulawayo Regional Campus students and tutors only and it sought to establish the challenges learners experience in using the online learning platform during the Covid-19 lockdown. The findings show that participants still lack the knowledge on what online learning is all about and the different types of media used and how to use them in different environments.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 141-145\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 14 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mukomana Saziso <\/strong><\/span>\r\nZimbabwe Open University, Department of Teacher Education\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Prof Sylod Chimhenga <\/strong><\/span>\r\nZimbabwe Open University, Department of Disability Studies and Special Needs Education\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Dr John Mpofu<\/strong><\/span>\r\nZimbabwe Open University, Department of Media studies\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tArasaratnam, L. A. &#038; Northcote, M. (2017). Community in Online Higher Education: Challenges and Opportunities. The Electronic Journal of e-Learning, 15(2), 188-198.\r\n[2]\tBaker, G. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. The Journal of Educators Online, 7(1), 1-30. Retrieved from http:\/\/www.anitacrawley.net\/Articles\/BakerPaper.pdf\r\n[3]\tBates, A. W. (2020). Advice to those about to teach online because of the corona-virus. 9 March. https:\/\/www.tonybates.ca\/2020\/03\/09\/advice-to-those-about-to-teach-online-because-of-the-corona-virus\/ . Accessed 30 April 2020.\r\n[4]\tCresswell, J. W., &#038; Plano Clark, V. L. (2011). Designing and Conducting mixed method research (2nd ed.). Thousand Oaks, CA: Sage.\r\n[5]\tDuran, A., Cornejo, J., &#038; Flores, J. (2017). Competitive advantages with the use of ICT (moodle) in the new curriculum at the University of Guadalajara, M\u00e9xico. Competition Forum, 15(2), 319-323. \r\n[6]\tGomez, P.; Barbera, E. &#038; Fern\u00e1ndez, F. (2016). Measuring teachers and learners\u2019 perceptions of the quality of their online learning experience. Distance Education, 37(2), 146-163. doi: https:\/\/doi.org\/10.1080\/01587919.2016.1184396 accessed 22June 2020\r\n[7]\tIoannou, A. Demetriou, S. &#038; Mama, M. (2014). Exploring factors influencing collaborative knowledge construction in online discussions: student facilitation and quality of initial postings. The American Journal of Distance Education, 28, 183-195.\r\n[8]\tKwon, K., &#038; Park, S. J. (2017). Effects of discussion representation: Comparisons between social and cognitive diagrams. Instructional Science, 45(4), 469-491. doi: https:\/\/doi.org\/10.1007\/s11251- 017-9412-6\r\n[9]\tOroma, J. O., Wanga, H., &#038; Fredrick, N. (2012). Challenges of e-learning in developing countries: The Ugandan experience. In Proceedings of INTED2012 Conference, 5th-7th March. DOI: http:\/\/dx.doi.org\/10.13140\/2.1.4754.1448\r\n[10]\tSife, A., Lwoga, E., &#038; Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using ICT, 3(2).\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Mukomana Saziso, Prof Sylod Chimhenga, Dr John Mpofu, &#8220;Zimbabwe in Covid-19 Lockdown: The Benefits and Shortcomings of Online Learning in Open Distance e-learning Institutions of Zimbabwe&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.141-145 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/141-145.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/141-145.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/zimbabwe-in-covid-19-lockdown-the-benefits-and-shortcomings-of-online-learning-in-open-distance-e-learning-institutions-of-zimbabwe\/\" target=\"_blank\" rel=\"noopener noreferrer\">Zimbabwe in Covid-19 Lockdown: The Benefits and Shortcomings of Online Learning in Open Distance e-learning Institutions of Zimbabwe<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b35c0ca elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b35c0ca\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35c1ba elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35c1ba\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35c37a\" data-id=\"b35c37a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35c513 elementor-widget elementor-widget-text-editor\" data-id=\"b35c513\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35c605 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35c605\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35c785\" data-id=\"b35c785\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35c8aa elementor-widget elementor-widget-text-editor\" data-id=\"b35c8aa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35c96a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35c96a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35cac8\" data-id=\"b35cac8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35cbd7 elementor-widget elementor-widget-text-editor\" data-id=\"b35cbd7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35cc82 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35cc82\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35cdea\" data-id=\"b35cdea\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35cf06 elementor-widget elementor-widget-text-editor\" data-id=\"b35cf06\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35cfa9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35cfa9\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35d1e8\" data-id=\"b35d1e8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35e75e elementor-widget elementor-widget-text-editor\" data-id=\"b35e75e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Challenges faced by Combined Schools in Masaiti district which hinders the provision of Quality Education<\/strong><\/span>\r\n\r\n<strong>Mufalo Mutau Setwin, Sanny Mulubale, Gistered Muleya, Simui Francis &#8211; March 2021 &#8211; Page No.: 146-154<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b35e8b3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b35e8b3\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b35eaed\" data-id=\"b35eaed\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b35eca0 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b35eca0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This paper discusses challenges faced by combined schools in Masaiti district which hinders the provision of quality education. A mixed methods concurrent triangulation model was used in the study. The study was conducted in all the 8 purposively sampled combined schools in Masaiti district on the Copperbelt province of Zambia. The study sample had 138 respondents comprising 77 females and 61 males. Teachers and pupils were randomly selected while school administrators and the Ministry of General Education officials were purposively sampled. Focus Group Discussions, semi-structured interviews &#038; mixed questionnaires were the research instruments used during data collection. Pupils, school administrators and the Ministry of General Education officials were interviewed while teachers responded to a questionnaire. Qualitative data was thematically analysed while quantitative data was analysed with the help of Statistical Package for Social Sciences (SPSS) software. The study revealed that all combined schools in Masaiti district faced many challenges which hindered the provision of quality education to learners. Some of these challenges were; lack of teaching and learning materials, inadequate infrastructure, sexual harassment among learners, lack of parental involvement in school activities, inadequate qualified teachers and long distances covered by learners to school among others. Due to these challenges, it was revealed that these schools were recording very poor final examination results at junior secondary school level more especially in Social Studies from the time they were upgraded in 2017. But little was being done to mitigate these challenges. Based on the research findings therefore, the study recommended that the Ministry of General Education should collaborate with parents and other relevant stakeholders in order to mitigate these challenges by providing necessary teaching\/learning materials and embark on construction of school infrastructure which will improve the provision of quality education in combined schools.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 146-154\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 15 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<\/span>\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mufalo Mutau Setwin<\/strong><\/span>\r\nMishikishi secondary school, Masaiti, Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Sanny Mulubale <\/strong><\/span>\r\nSchool of Education, University of Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Gistered Muleya <\/strong><\/span>\r\nInstitute of Distance Education, University of Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Simui Francis <\/strong><\/span>\r\nInstitute of Distance Education, University of Zambia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAkinyemi Olufunminiyi, A &#038; Abiodun Adekunle, B. 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O., Otoh-Offong A. N., Usulor, V. I.  &#038; Okeke, J. N. (2016). Resource Availability and Utilisation Dimension in the Implementation of Junior Secondary Social Studies Curriculum in Ebonyi State, Nigeria. Australian Journal of Basic and Applied Sciences, 10(14), p.1-9.\r\n[40]\tRogayan, D. V. Jr. &#038; Villanueva, E. E. N. (2019). Implementation status of K12 Social Studies program in Philippine Public Schools. PEOPLE: International Journal of Social Sciences, 5(3), 233-250.\r\n[41]\tSabato, A. (2015). An investigation on the challenges facing the provision of quality education in secondary schools. MA. Dissertation. Tanzania: Open University of Tanzania.\r\n[42]\tSaunders, M. (2003). Research Methods for Business Students, London: Pearson Education Ltd, Prentice Hall.\r\n[43]\tWahyuni, D. (2012). The research design maze: understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research, (10)1, p. 69-80. \r\n[44]\tWiysahnyuy, L. F. (2019). \u201cProfessional Development of Teacher Trainers in the Higher Teacher Training College Bambili (Cameroon)&#8221;. International Journal of Humanities Social Sciences and Education, 6(7), p. 55-62. doi: http:\/\/dx.doi.org\/10.20431\/2349-0381.0607006.\r\n \r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Mufalo Mutau Setwin, Sanny Mulubale, Gistered Muleya, Simui Francis &#8220;Challenges faced by Combined Schools in Masaiti district which hinders the provision of Quality Education&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.146-154 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/146-154.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/146-154.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/challenges-faced-by-combined-schools-in-masaiti-district-which-hinders-the-provision-of-quality-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Challenges faced by Combined Schools in Masaiti district which hinders the provision of Quality Education<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b35fbb0 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b35fbb0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3603e1 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3603e1\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b360564\" data-id=\"b360564\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36069b elementor-widget elementor-widget-text-editor\" data-id=\"b36069b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b360743 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b360743\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b361b25\" data-id=\"b361b25\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b361cb7 elementor-widget elementor-widget-text-editor\" data-id=\"b361cb7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b361d90 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b361d90\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b361f16\" data-id=\"b361f16\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36203c elementor-widget elementor-widget-text-editor\" data-id=\"b36203c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3620f0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3620f0\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36226e\" data-id=\"b36226e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b362387 elementor-widget elementor-widget-text-editor\" data-id=\"b362387\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b362455 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b362455\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3625d6\" data-id=\"b3625d6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3626ea elementor-widget elementor-widget-text-editor\" data-id=\"b3626ea\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Variations in Social Media Use and Narcissism Conduct among Students in Colleges of Education on the Copperbelt, Zambia<\/strong><\/span>\r\n\r\n<strong>Harry Jordan Silomba, Professor Sophie Kasonde Ng\u2019andu- March 2021 Page No.: 155-160<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b362788 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b362788\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b362906\" data-id=\"b362906\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b362a4d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b362a4d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p style=\"text-align: justify;\" align=\"justify\">This study investigated the variations in social media usage with regard to Narcissism conduct among students in colleges of education. The study utilised the survey method to solicit data from a sample of five hundred and seventy-nine (579) college students who were drawn from three (3) public and three (3) private colleges of education on the Copperbelt. Bergen Social Media Addiction Scale (BSMAS) and Narcissistic Personality Inventory (NPI 12) were utilised to determine student&#8217;s social media use and narcissistic behaviour. The findings indicated that Facebook and WhatsApp were the commonly used platforms and that their adoption depended upon demographic variables of gender, age, year of study and college status. The study also finds a high degree of narcissism in students that leads to troubling levels. Therefore, the study suggests early screening, accompanied by effective counselling interventions to inculcate a sense of self-worth.\r\n\r\n <\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 155-160\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 15 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Harry Jordan Silomba<\/strong><\/span>\r\nLecturer, Educational Psychology, Mufulira College of Education Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Professor Sophie Kasonde Ng\u2019andu<\/strong><\/span>\r\nSenior lecturer, Department of Psychology Sociology and Special Education, University of Zambia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAhad, A.D., &#038; Lim, S. M.A. (2014). Convenience or Nuisance? The WatsApp\u2019dilemma. Procedia-social and Bhavioural sciences, 155,189-196. The International Conference on Communication and Media (i-COME\u201914), 18-20, Langkawi, MALAYSIA. Date accessed 19th December, 2018.\r\n[2]\tAhmer Z. &#038;Tanzil S. (2018). Internet Addiction Among Social Networking Sites Users: Emerging Mental Health Concern Among Medical Undergraduates of Karachi. Pak J Med Sci. 34(6):1473-1477. doi: https:\/\/doi.org\/10.12669\/pjms.346.15809. Date accessed 12th August, 2020.\r\n[3]\tAkakandelwa A. &#038; Walubita G. (2017). Students \u2018Social Media Use and its Perceived impact on their Social Life: A Case Study of the University of Zambia. The International Journal of multi- Disciplinary research. ISSN: 3471-7102. www.ijmdr.net.\r\n[4]\tAl-Rahmi, W., Othman, M. &#038; Musa, M. (2014). The Improvement of Students\u2019 Academic Performance by Using Social Media through Collaborative Learning in Malaysian Higher Education. Asian Social Science, 10(8), 210-211. DOI:10.5539\/ass.v10n8p210. \r\n[5]\tAmani, F., Aghaie, B., Zeynizadeh, S., Tabrizian, S., Aslanian, R., &#038;Jafarizadeh, R. (2020). Using social network rates among Ardabil city women over 25 years old. Journal of Human Sport and Exercise, 15(2proc), S429 doi.org\/10.14198\/jhse.2020.15.Proc2.33.\r\n[6]\tAndreassen, C. S., Pallesen, S. &#038; Griffiths, M. D. (2017). The Relationship between Addictive Use of Social Media, Narcissism, and Self-Esteem: Findings from a Large National Survey. Addictive Behaviors. Journal homepage: date accessed 30th June 2019 form doi:10.1016\/j.addbeh.2016.03.006www.elsevier.com\/locate\/addictbeh\r\n[7]\tAsiedu, Nasir &#038; Badu, Ellis. (2018). Motivating issues affecting students\u2019 use of social media sites in Ghanaian tertiary institutions. Library Hi Tech. 36. 10.1108\/LHT.\r\n[8]\tAzizi S., Mohsen, Soroush A. &#038;Khatony A. (2019).The Relationship between Social Networking Addiction and Academic Performance in Iranian Students of Medical Sciences: a cross-sectional study. BMC Psychology 7:28 https:\/\/doi.org\/10.1186\/s40359-019-0305-0.Date accessed 28th May, 2020.\r\n[9]\tB\u00e1nyai, F., Zsila, \u00c1.,Kir\u00e1ly, O., Maraz, A., Elekes, Z., Griffiths, M. D., Andreassen, C. S. &#038;Demetrovics, Z. (2017). Problematic social media use: Results from a large-scale nationally representative adolescent sample.PLoS One, 12(1), e0169839. \r\ndoi:10.1371\/journal.pone.0169839. Date accessed 28th July 2018.\r\n[10]\tBasak, E. &#038;Calisir, F. (2014), Uses and Gratifications of LinkedIn: An Exploratory Study, Lecture Notes in Engineering and Computer Science. 2. ISBN: 978-988-19253-5-0 ISSN: 2078-0958 (Print); ISSN: 2078-0966. Date accessed 28th February, 2019.\r\n[11]\tBoursiera Valentina, Gioiaa Francesca, GriffithsMark D., (2020). Selfie-engagement on Social Media: Pathological Narcissism, Positive Expectation, and Body objectification \u2013 Which is more influential?Addictive Behaviors Reports journal homepage: Date accessed 8th July, 2020 from www.elsevier.com\/locate\/abrephttps:\/\/doi.org\/10.1016\/j.abrep.2020.100263.\r\n[12]\tCampbell, W. K. (1999). Narcissism and Romantic Attraction. Journal of Personality and Social Psychology, 77, 1254\u20131270.\r\n[13]\tCarpenter, C.J. (2012). Narcissism on Facebook: Self-promotional and Anti-Social Behavior. Personality Individual Differences; 52 (4): 482-486. Doi:10.1016\/j.paid 2011.11.011, Date accessed 8th May, 2018.\r\n[14]\tCorrea, T., Hinsley, A.W, De Zuniga HG. (2010). Who interacts on the Web? The intersection ofusers\u2019 Personality and Social Media Use. Computers in Human Behavior. 2010;26: 247-253\r\n[15]\tFrederick,C. &#038; Zhang,T. (2019). 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Computer in Human Behaviour, 66, 211-216. Date accessed 22nd February, 2019.\r\n[27]\tPempek, T. A., Yermolayeva, Y. A., &#038; Calvert, S. L. (2009). College Students&#8217; Social   Networking Experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227\u2013238. https:\/\/doi.org\/10.1016\/j.appdev.2008.12.010\r\n[28]\tSaleemAlhabash&#038;Mengyan Ma (2017) A Tale of Four Platforms: Motivations and Uses of  Facebook, Twitter, Instagram, and Snapchat among College Students?        https:\/\/doi.org\/10.1177\/2056305117691544 SAGE. \r\n[29]\tSharma, A. &#038;Shukia, A.K. (2016). Impact of social messengers Especially WhatsApp on Youth: A sociological study. International journal of Advance Research and innovation Ideas in education 2(5), 367-375.\r\n[30]\tShilpi, R.S. &#038;Arun, K.G. (2019).Impact of Social Media Use of University Students. Journal of Statistics and Applications, 9(1): 36-43. DOI: 10.5923\/j.statistics.20190901.05\r\n[31]\tSilomba, H.J, Akakandelwa A. Kasonde S.N. (2021). Association between Social Media Addiction and Depression of Students in Colleges of Education on the Copperbelt Province, Zambia.International Journal of Humanities Social Sciences and Education Volume 8, Issue 2PP 157-165. https:\/\/doi.org\/10.20431\/2349-0381.0802015.\r\n[32]\tStrickland, A. C. (2014). Exploring the Effects of Social Media Use on the Mental Health of Young Adults. Online Master\u2019s Thesis University of Central Florida Orlando. \r\n[33]\tSukhdeep, K., Maheshwari, S.K, Sharma, (2018). Narcissistic Personality and Selfie taking Behavior among College Students University College. International Journal of Medicaland Health Research ISSN: 2454-9142Faridkot, Punjab. Date accessed 2nd March 2019\r\n[34]\tRaskin, R. &#038; Terry, H. (1988). A principal-Components Analysis of the Narcissistic Personality Inventory and further evidence of its Construct Validity. Journal of Personality and Social Psychology, 54(5), 890\u2013902. doi:10.1037\/0022-3514.5.890. Data accessed 12th June, 2019.\r\n[35]\tRaj, M., Bhattacherjee, S. &#038; Mukherjee, A. (2018). Usage of Online Social Networking Sites among School Students of Siliguri, West Bengal, India Journal Psychological medicine 40(5) doi: 10.4103\/IJPSYM.IJPSYM-70-18. Date retrieved 16th June 2019.\r\n[36]\tRautela, S., Singhal T. K. &#038;Yerpude, S. (2019). An Insight into the Changing World of Communication- A Generic Study of Undergraduate Students\u2019 Perception of WhatsApp and Its Usage.International Journal of Applied Engineering Research ISSN: 0973-4562 Volume 13, Number 5 2213-2224 \u00a9 Research India Publications.\r\n[37]\tRousseau, A., Eggermont, S. &#038;Frison, E. (2017), \u2018The Reciprocal and Indirect Relationships Between Passive Facebook Use, Comparison on Facebook and Adolescents\u2019 Body Dissatisfaction\u2019, Computers in Human Behavior 73, 336\u2013344. https:\/\/doi.org\/10.1016\/j.chb.2017.03.056\r\n[38]\tTheonas, G, Hobbs, D, Rigas, D: (2007). The Effect of Facial Expressions on Students in Virtual Educational Environments. International Journal of Business, Human and Social Sciences, 0.0(11).http:\/\/doi.org\/10.5281\/zenodo.1330651. Date retrieved 26th May, 2018. \r\n[39]\tThiagarajan, S, Venkatachalam, Y, Sebastian, K. (2017), What\u2019s Feeding Your Monster? A Look at Narcissistic Tendency and Low Self-Esteem as Driving Forces behind the Growth of Social Media Dependency, International Journal of Indian Psychology, Volume 4. Issue 3 ISSN: 2348-5396 (e), ISSN: 2349-3429 (p), DIP:18.01.029\/20170403\r\n[40]\tWickel TM (2015) Narcissism and Social Networking Sites: The Act of Taking Selfies. The Elton Journal of Undergraduate Research in Communications. 6(1):1-2. 9.\r\n[41]\tXu, H. &#038; Tan, B.C. (2012). Why Do I Keep Checking Facebook: Effects of Message Characteristics on the Formation of Social Network Services Addiction. ICIS. Date accessed 26th October, 2018.\r\n[42]\tYang, S.Y., Lin, C.Y., Huang, Y.C. &#038; Chang, J.H. (2018). Gender differences in the association of smartphone use with the vitality and mental health of adolescent students. Journal of American College Health. Advance online publication. Doi:10.1080\/07448481.2018.1454930. Date accesed 15th November 2018.\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Harry Jordan Silomba1*, Professor Sophie Kasonde Ng\u2019andu &#8220;Variations in Social Media Use and Narcissism Conduct among Students in Colleges of Education on the Copperbelt, Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.155-160 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/155-160.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/155-160.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/variations-in-social-media-use-and-narcissism-conduct-among-students-in-colleges-of-education-on-the-copperbelt-zambia\/\" target=\"_blank\" rel=\"noopener noreferrer\">Variations in Social Media Use and Narcissism Conduct among Students in Colleges of Education on the Copperbelt, Zambia<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b363a85 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b363a85\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b363b80 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" 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elementor-section-height-default elementor-section-height-default\" data-id=\"b363ec6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b364016\" data-id=\"b364016\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b364126 elementor-widget elementor-widget-text-editor\" data-id=\"b364126\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3641c8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3641c8\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b364334\" data-id=\"b364334\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b364465 elementor-widget elementor-widget-text-editor\" data-id=\"b364465\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b364dae elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b364dae\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b364fa7\" data-id=\"b364fa7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3650f1 elementor-widget elementor-widget-text-editor\" data-id=\"b3650f1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3651b3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3651b3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36531b\" data-id=\"b36531b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36542a elementor-widget elementor-widget-text-editor\" data-id=\"b36542a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3654d5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3654d5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b365632\" data-id=\"b365632\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b365746 elementor-widget elementor-widget-text-editor\" data-id=\"b365746\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\r\n\r\n\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3657e4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3657e4\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36595c\" data-id=\"b36595c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b365a69 elementor-widget elementor-widget-text-editor\" data-id=\"b365a69\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Influence of School Location and Interest in Secondary School Students\u2019 Academic Achievement in Mathematics Niger State Nigeria<\/strong><\/span>\r\n\r\n<strong>Dr. A.Musbahu; Oluyemo A. A; Jesse. V. S; Alhassan D. Safo &#038; Dr. I. Amos- March 2021 &#8211; Page No.: 161-167<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b365b12 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b365b12\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b365c92\" data-id=\"b365c92\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b365dc6 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b365dc6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study assessed the influence of school location and interest on secondary school students\u2019 academic achievement in mathematics in Niger state, Nigeria. Correlation Survey design was adopted for the study. The target population for this study consisted of 5,368 (2,705 males and 2,663 females) JSS 1 students in the 2012\/2013 academic session from 92 public and private Junior Secondary Schools in Zone \u2019B\u2019 of Niger State. The sample of this study consisted of 361 (265 students in urban area and 96 students in rural areas) and multi-stage stratified random sampling technique was employed in the selection. Two instruments were developed for the study which consisted of an Inventory on Students\u2019 Interest in Mathematics (ISIM) and a Mathematics Achievement Test (MAT). Descriptive statistics (mean and Standard Deviation), biseria correlation and its associated simple regression of Ordinary Least Squares (OLS) method were used to establish relationship between the variables and to test null hypothesis at the 0.05 level of significance. The instruments were validated and the reliability coefficient was established using the test-retest method. The data obtained were analyzed using mean with the criterion mean set at 2.5. The findings of the study revealed that there is a significant relationship between interestand urban students\u2019 achievement in mathematics; and significant relationship between interest and rural students\u2019 achievements in Mathematics test. Based on the findings of the study, it was recommended amongst other things that Government should provide incentives that will attract qualified teachers in having interest in teaching in the rural areas and parents in rural areas should help their children to maintain interest in mathematics. This can be done through adopting good strategies. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 161-167\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 15 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Oluyemo A. A <\/strong><\/span>\r\nNiger State College of Education, MINNA, Niger State, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jesse. V. S <\/strong><\/span>\r\nNiger State College of Education, MINNA, Niger State, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Alhassan D. Safo  <\/strong><\/span>\r\nNiger State College of Education, MINNA, Niger State, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Dr. I. Amos <\/strong><\/span>\r\nNiger State College of Education, MINNA, Niger State, Nigeria\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAgbaje, R. O &#038;Awodun, A. O (2014).Impact of school location on academic achievement of science students\u2019 in senior secondary school certificate examination.International Journal of Scientific Research Publications, volume 4, issue 9, September 2014 ISSN 2250-3153. Ijsrp.org.\r\n[2]\tAgwagah U. N. V. &#038;Gimba, R. W. (2013). Effect of computer-assisted instruction package on students\u2019 achievement in mathematics set theory. Review of Education, 24(1), 103-114.\r\n[3]\tAkissani, I. Muntari, I. &#038; Ahmed, M. (2019).Effects of gender and school location on mathematics achievement of senior secondary school students in Katsina Educational one, Katsina State, Nigeria. Abacus (Mathematics Education Series).Vol. 44, No.1.\r\n[4]\tAkomolafe, M. T. &#038;Olorunfemi-Olabisi, F.A (2011)Impact of family type on secondary school students\u2019 academic performance in Ondo State, Nigeria.European Journal of Educational Studies, 3,481-487 \r\n[5]\tAlechenu, S. O. (2012). Gender-related differential item functioning in mathematics:multiple choice test items set and administered by National ExaminationsCouncil. Journal of Mathematics Science Education, Abuja Federal Capital Territory, Nigeria\r\n[6]\tAlordiah, O. C, Akpadaka, G &#038;Oviogbodu, O. C. (2015).The influence of gender, school location and socio-economic status on students\u2019 academic achievement in mathematics. Journal of Education and Practice. 6(17), 130-136\r\n[7]\tAnikweze, C. M. (2010).Measurement and evaluation for teacher education. Enugu: SNAAP Press Ltd.\r\n[8]\tEmaikwu, S. O. (2011) Assessment of the Impact of Students\u2019 Mode of Admission into University and their Academic Achievement in Nigeria. International Journal of Academic Research in Progressive Education and Development, 1(3), 151-164\r\n[9]\tMusa A. Bala D. &#038;Umar M. (2016).Gender differencesin achievement goals and performancein English Language and Mathematics of senior secondary school students in Borno State, Nigeria.Journal of Education and Practice www.iiste.org. ISSN 2222-1735 (paper) ISSN 2222-2X. VOL.7. NO. 27, 201.165\r\n[10]\tNnenna, G. E.  (2018). Influence of gender and school location on senior secondary school students\u2019 achievement in Biology in Agbani Education zone of Enugu State, Nigeria. Journal of Education and Practice ISSN 2222-1735, ISSN 2222-288X. Volume 9, No. 21 2018, 45-51\r\n[11]\tNtibi E. J &#038;Edoho, A. E (2017). Influence of school location on students\u2019 attitude towards mathematics and basic science. British Journal of Education. 5(10), 76-85\r\n[12]\tOkereke, C. &#038;Onwukwe, E. O (2011). Influence of gender, school location and the use of play simulation on school achievement in chemistry. JORIND (9)1June 2011.ISSN 1596-303 www.transcampus.org\/journals.www. Ajol.info\/Journals\/Jorind\r\n[13]\tOkorie, E. &#038;Ezeh, D. N (2016). Influence of gender and location on students\u2019 achievement in chemical bonding. Mediterranean Journal of Social Sciences.\r\n \r\n \r\n  \r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Dr. A.Musbahu; Oluyemo A. A; Jesse. V. S; Alhassan D. Safo &#038; Dr. I. Amos  &#8220;Influence of School Location and Interest in Secondary School Students\u2019 Academic Achievement in Mathematics Niger State Nigeria&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.161-167 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/161-167.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/161-167.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/influence-of-school-location-and-interest-in-secondary-school-students-academic-achievement-in-mathematics-niger-state-nigeria\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Influence of School Location and Interest in Secondary School Students\u2019 Academic Achievement in Mathematics Niger State Nigeria<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b366cb5 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b366cb5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b366d89 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b366d89\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b366f04\" data-id=\"b366f04\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b367030 elementor-widget elementor-widget-text-editor\" data-id=\"b367030\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3670d1 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3670d1\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b367223\" data-id=\"b367223\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36732f elementor-widget elementor-widget-text-editor\" data-id=\"b36732f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3673cd elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3673cd\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b367539\" data-id=\"b367539\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3676bd elementor-widget elementor-widget-text-editor\" data-id=\"b3676bd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3677bd elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3677bd\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b368351\" data-id=\"b368351\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b368516 elementor-widget elementor-widget-text-editor\" data-id=\"b368516\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3685f6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3685f6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b368760\" data-id=\"b368760\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36887c elementor-widget elementor-widget-text-editor\" data-id=\"b36887c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b368949 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b368949\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b368ab7\" data-id=\"b368ab7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b368bd1 elementor-widget elementor-widget-text-editor\" data-id=\"b368bd1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b368c73 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b368c73\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b368dc7\" data-id=\"b368dc7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b368ecc elementor-widget elementor-widget-text-editor\" data-id=\"b368ecc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b368f6e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b368f6e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3690d2\" data-id=\"b3690d2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3691e1 elementor-widget elementor-widget-text-editor\" data-id=\"b3691e1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Needs Analysis on the Competence of Secondary School Mathematics Teachers: Springboard for a Teacher Training Module<\/strong><\/span>\r\n\r\n<strong>Rey Avila Mangarin, Liezel V. Chan  &#8211; March 2021 &#8211; Page No.: 168-177<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36928f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36928f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b369414\" data-id=\"b369414\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36953d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b36953d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The purpose of this quantitative non-experimental descriptive-comparative research was to generate a Teacher Training Program for Mathematics Teachers based on an Input-Output (IO) Model addressing the needs competence of Mathematics teachers in a certain Division of DepEd Region XI. Online survey on the Needs Analysis utilizing google form was conducted considering complete enumeration and in the analysis of data mean, t-test, and ANOVA were used. The results showed of all seven dimensions, two are in high level competence which are planning instruction and managing instruction; while the other five are in very high level which are: improving personal competence, specifying objectives for instruction, diagnosing and evaluating learning, delivering instruction, and administering instructional facilities and equipment. Further, it was found out that there was no significant difference on the competence of Mathematics teachers when analyzed by length of service, position, educational attainment, and age. The Teacher Training Program proposed is a two-week self-management learning program utilizing the Planning and Managing Instruction Effectively: A Self-Regulated Module formulated by the researcher.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 168-177\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 15 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5309\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5309<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Rey Avila Mangarin <\/strong><\/span> \r\nStudent, MAEd Teaching Mathematics, The University of Mindanao   \r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Liezel V. Chan <\/strong><\/span> \r\nDean, College, UM Panabo College            \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAlferez, M.S. &#038; Duro, M.A. (2018). Statistics and Probability. Philippines: MSA Publishing Company.\r\n[2]\tAlmeida, A.B., Gaerlan, A.A., &#038; Manly, N.E. (2016). Research Fundamentals: From concepts to outputs. Philippines: Adriana Publishing co., Inc.\r\n[3]\tAng-ug, E.F., Casocot, N.T., Garcia, R.F., &#038; Tado, P.P. (2014). College Statistics. Davao City: Blue Patriarch Publishing House.\r\n[4]\tArnab, R. (2017). Nonsampling Errors. Retrieved from https:\/\/www.sciencedirect.com\/topics\/mathematics\/complete-enumeration.\r\n[5]\tAtmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R &#038; D. Journal of Language Teaching and Research, 9(1), 197-204. doi:http:\/\/dx.doi.org\/10.17507\/jltr.0901.25\r\n[6]\tAmorado, R. V. (20110. Kakistocracy: Rule of the unprincipled, unethical, and unqualified. Davao City: Research and Publication Office, Ateneo de Davao University.\r\n[7]\tAplaon, Z. (2017). Needs assessment of senior high school mathematics teachers in teaching statistics and probability. Retrieved from researchgate.net\/publication\/334226177_NEEDS_ASSESSMENT_OF_SENIOR_HIGH_SCHOOL_MATHEMATICS_TEACHERS_IN_TEACHING_STATISTICS_AND_PROBABILITY on October 2019.\r\n[8]\tCherry, K. (2019). The 5 Levels of Maslow&#8217;s Hierarchy of Needs. Retrieved from https:\/\/www.verywellmind.com\/what-is-maslows-hierarchy-of-needs-4136760.\r\n[9]\tDarling-Hammond, L., Hyler, M.A., &#038; Gardner, M. (2017). Effective Teacher Professional Development. Retrieved from https:\/\/learningpolicyinstitute.org\/product\/effective-teacher-professional-development-brief.\r\n[10]\tDe Belen, R.T. &#038; Feliciano, J.P. (2015). Basic statistics for research. Philippines: Wiseman\u2019s Books Trading, Inc.\r\n[11]\tFernandez-Vazquez, E. (2015). EMPIRICAL ESTIMATION OF NON-LINEAR INPUT-OUTPUT MODELS: AN ENTROPY ECONOMETRICS APPROACH. Economic Systems Research, 27(4), 508. Retrieved from https:\/\/search.proquest.com\/docview\/1761128142?accountid=31259\r\n[12]\tGolding, J. (2017). Mathematics teachers\u2019 capacity for change. Retrieved from https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/03054985.2017.1331846 .\r\n[13]\tJusoh, A., Salleh, M., Embong, R., &#038; Mamat, M. (2018). The Influence of Mathematical Teacher Competency on Creative Teaching Practice. International Journal of Academic Research in Progressive Education and Development, 7(4), 397\u2013409.  DOI: 10.6007\/IJARPED\/v7-i4\/5333\r\n[14]\tKatwibun, D. (2013). The need for preparing mathematics teachers for diverse classrooms in Thailand. Retrieved from https:\/\/pdf.sciencedirectassets.com\/277811\/1-s2.0-S1877042813X00278\/1-s2.0-S187704281303379X\/main.pdf?X-Amz-Security-Token=IQoJb3.\r\n[15]\tKenton, W. (2018). Input-Output Analysis. Retrieved from  https:\/\/www.investopedia.com\/terms\/i\/input-output-analysis.asp.\r\n[16]\tMcCombs, S. (2019). Descriptive research. Retrieved from https:\/\/www.scribbr.com\/methodology\/descriptive-research\/.\r\n[17]\tNain, B. (2013). Nain&#8217;s porous hierarchy of needs: An alternative to maslow&#8217;s hierarchy of needs. Indian Journal of Positive Psychology, 4(3), 464-467. Retrieved from https:\/\/search.proquest.com\/docview\/1613959955?accountid=31259\r\n[18]\tRakumako, A. &#038; Laughksch, R. (2010). Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province. Retrieved https:\/\/www.semanticscholar.org\/paper\/Demographic-profile-and-perceived-INSET-needs-of-in-Rakumako-Laugksch\/8b498c5b5b2d63a430423efed08325859155f0f4.\r\n[19]\tReuben, R., Sogillo, O., Guimba, W., &#038; Alico, J. (2016). Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Retrieved from https:\/\/www.researchgate.net\/publication\/321010255_Assessment_of_Mathematics_Teachers_in_a_Public_and_a_Private_School_Implications_to_the_Quality_of_Teaching_Secondary_Mathematics.\r\n[20]\tSchembri, J. (2012). Input Output Model. Retrieved from https:\/\/www.sixsigmadaily.com\/input-output-model\/.\r\n[21]\tZakaria, E. &#038; Daud, M. Y. (2009). Assesing mathematics teachers&#8217; professional development needs. Retrieved from https:\/\/www.researchgate.net\/publication\/278848270_Assesing_mathematics_teachers&#8217;_professional_development_needs\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Rey Avila Mangarin, Liezel V. Chan   &#8220;Needs Analysis on the Competence of Secondary School Mathematics Teachers: Springboard for a Teacher Training Module&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.168-177 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5309<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/168-177.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/needs-analysis-on-the-competence-of-secondary-school-mathematics-teachers-springboard-for-a-teacher-training-module\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Needs Analysis on the Competence of Secondary School Mathematics Teachers: Springboard for a Teacher Training Module<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b36a339 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b36a339\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36a40e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36a40e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36a585\" data-id=\"b36a585\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36a69e elementor-widget elementor-widget-text-editor\" data-id=\"b36a69e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36a74c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36a74c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36a8b7\" data-id=\"b36a8b7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36a9ef elementor-widget elementor-widget-text-editor\" data-id=\"b36a9ef\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Revisiting Indigenous Institutions for Leadership Revival in Africa<\/strong><\/span>\r\n\r\n<strong>Johnson Olawale BAMIGBOSE, Omowumi BOBOYE &#8211; March 2021 &#8211; Page No.: 178-182<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36c008 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36c008\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36c285\" data-id=\"b36c285\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36c3e4 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b36c3e4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The crisis of governance in Africa has call forpublic outcry over the years. This crisis has eventually led to several challenges including leadership mistrust, climate change, economic recession, youth unemployment, violent conflicts, corruption, sustainable housing, transportation and cities, demography and the youth question, food security, population and city planning quagmires. Quite disturbing is the continual dependence on their colonial masters to champion the path of development even in the 21st century global arena. Hence, development continues to be a mirage in the desert as a result of weak and corrupt political leadership associated with the continent. Based on the foregoing, this paper dwelling on the descriptive and analytical methods revisited the indigenous institutions of Yoruba Obaship as a lesson for leadership revival in Africa. This becomes imminent as the present governance structure has failed to fully address the identified development conundrums. Indigenous institutions should be seen as what can be tagged \u201cTiwa N Tiwa\u201d and so the lessons garnered can be used in reviving the culture of political leadership in the land. In the same vein, structural-functionalism approach was adopted to explain the imperativeness of indigenous leadership as subjects pay more loyalty to their belief system compare to the over-bloated modern democracy. The paper recommends a revivification of indigenous leadership styles, collaborative governance by both democratic and traditional institutions and incorporation of the indigenous virtues into the political leadership among others.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 178-182\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 15 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<\/span>\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Johnson Olawale BAMIGBOSE<\/strong><\/span>\r\nDepartment of Political Science and Public Administration, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Omowumi BOBOYE <\/strong><\/span>\r\nDepartment of Political Science and Public Administration, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbimbola K. (2006) Yoruba Culture: A Philosophical Account,Birmingham: Iroko Academic Publishers, 35.\r\n[2]\tAdedeji, A. O., Teriba, and Bugembe, P. (eds) (1991) The Challenge of African Economic Recovery and Development, London, Frank Cass.\r\n[3]\tAlmond, G. A. (1966). Introduction: A Functional Approach to Comparative Politics in Gabriel A. Almond and James S. Coleman (eds.), The Politics of Developing Areas, Princeton: Princeton University Press.\r\n[4]\tAyo, S. B. (2002) Public Administration and the Conduct of Community Affairs among the Yoruba in Nigeria, Workshop on Political Theory and Policy Analysis, Indiana University, Bloomington, Indiana.\r\n[5]\tBamigbose, J. O. (2017) Re-Contextualizing Post-Colonial State as a Development Paradigm in Contemporary Nigeria (Unpublished B.SC. Long Essay, Adekunle Ajasin University, Ondo State).\r\n[6]\tBernard, C. I. (1938). The Function of the Executive, Harvard University Press, Cambridge; Mass.\r\n[7]\tBratton M. and Van de Walle N. (1994) Neopatrimonial Regimes and Political Transitions in Africa. World Politics, Vol. 46, No. 4 (July), 453-489.\r\n[8]\tDasylva, A. O. (2004) Studies in Drama, Ibadan: Stirling-Horden Publishers Nigeria Ltd.\r\n[9]\tDavidson, B. (1969) The African Genius, 80-87. Boston: Atlantic Monthly Press.\r\n[10]\tEkeh, P. P. (1975). \u201cColonialism and the Two Publics in Africa: A Theoretical Statement\u201d, Comparative Studies in Society and History, 17 (1):91-112. \r\n[11]\tIsaac. Y. O. (2018). Role of Traditional Institution in Nigeria Democratic Space: Contending Perspectives, Issues, and Potentials.\r\n[12]\tJoseph, R. (1987) Democracy Prebendal Politics in Nigeria. The Rise and Fall of the Second Republic. Cambridge University Press.\r\n[13]\tJoseph, R. (2003) Africa\u2019s Predicament and Academe, The Chronicle Review. The Chronicle of Higher Education, Section 2.\r\n[14]\tJoseph, R. (2006) Misgovernance and the African Predicament: Can the Code be Broken? Faculty of Social Sciences Distinguished Lecture Series No. 1. Ibadan University Printery, U.I. Ventures Ltd.\r\n[15]\tOgungbemi, S. (2017) Traditional Religious Belief System In Culture and Customs of the Yoruba by Toyin Falola and Akintunde Akinyemi (2017), Pan-African University Press., USA.\r\n[16]\tOluro, J. M and Bamigbose, J. O. (2021) Legislative Cross-carpeting, Multiparty System and the Challenges of Democratic Good Governance in Nigeria,Journal of Public Administration and Governance Vol. 11, No.1., 26-39, URL: https:\/\/doi.org\/10.5296\/jpag.v11i1.18151ISSN 2161-7104.\r\n[17]\tOsifo. V. (2017). 7 Roles of Traditional Rulers in Achieving Stable Democracy in Nigeria. Information Guide in Nigeria.\r\n[18]\tRobbins, S. P. (1980) The Administrative Process, Prentice Hall Inc. New Jersey, U. S. A. 2nd ed.\r\n[19]\tSowunmi, Z, K. (2017). A full list of all 371 tribes in Nigeria, states where they originate. Vanguard.\r\n[20]\tTannenbaum, R., Weschler, I. R. and Massarik, F. (1959) Leadership and Organization, McGraw Hill Book Co., New York.\r\n[21]\tTocqueville, A. de. (1945) Democracy in America, ed. Philip Bradley, 2 Vols. New York: Alfred A. Knopf.\r\n[22]\tWunch, J. S. and Olowu, D. (1990) The Failure of the Centralized State, Institutions and Local Governance, and Democratic Reforms in Nigeria, Studies in Comparative International Development 31(4), 66-82. \r\n\r\n \r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Johnson Olawale BAMIGBOSE, Omowumi BOBOYE &#8220;Revisiting Indigenous Institutions for Leadership Revival in Africa&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.178-182 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/178-182.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/178-182.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/revisiting-indigenous-institutions-for-leadership-revival-in-africa\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Revisiting Indigenous Institutions for Leadership Revival in Africa<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b36d26a elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b36d26a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36d338 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36d338\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36d4c4\" data-id=\"b36d4c4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36d6e6 elementor-widget elementor-widget-text-editor\" data-id=\"b36d6e6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36d7cf elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36d7cf\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36d971\" data-id=\"b36d971\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36da9c elementor-widget elementor-widget-text-editor\" data-id=\"b36da9c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section 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data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36e461 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36e461\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36e5b2\" data-id=\"b36e5b2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36e6b7 elementor-widget elementor-widget-text-editor\" data-id=\"b36e6b7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36e757 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36e757\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36e8c5\" data-id=\"b36e8c5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36e9d7 elementor-widget elementor-widget-text-editor\" data-id=\"b36e9d7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Assessment of Sorghum\/Soybean Farmer\u2019s Perception on the Benefits of Strip Intercropping Techniques In Tofa Local Government Area of Kano State, Nigeria<\/strong><\/span>\r\n\r\n<strong>IMAM A. B, Ogundele O. T, Elachi M. S, Bogunmbe A. A- March 2021 Page No.: 183-187<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36ea72 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36ea72\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36ebd5\" data-id=\"b36ebd5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36ecf7 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b36ecf7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p style=\"text-align: justify;\" align=\"justify\">The study assessed sorghum\/soybean farmer\u2019s perception on the benefits of strip intercropping techniques in Tofalocal government area of Kano State, Nigeria.Data for the study was obtained through the use of structured questionnaire administered on seventy-five(75) respondents. Two specific objectives were raised; to determine the benefit derived by sorghum\/soybean strip intercropping farmer before adoption and after adoption in terms of output and to describe sorghum\/soybean farmers\u2019 perceptions on other benefits of strip intercropping techniques and sources of information regarding the techniques. Result of study shows that100% ofthe respondents practiced sorghum\/soybean strip intercropping techniques at 4:4 crop arrangements where TGX-1835-10E and TGX-1448-2E soybean varieties and CSR01, SK, ICSV400 and GAYA EARLY sorghum varieties were used for the period of 4 years, giving rise to 2-rotations.The study revealsed that there was high increase in the level of output gotten by the farmer, soil fertility restored, incidences of pest and disease infestation reduced and reduction in maturity periods of crops. The problems reportedwere that of the first and third sorghum varieties given  (SK and ICSV400 sorghum varieties) in which the former displays a misfit to their ecology and the latera short stalk and small seeds similar to their local varieties, and also constraint of not having basic farm inputs to carry out their farming activities was also reported and a meager cases of insect pest infestation. Conclusively, this technique is highly beneficial to the farmers in the study area. It is therefore recommended that inputs should be made available to these farmers before the rainfall season. \r\n\r\n <\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 183-187\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 16 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>IMAM A. B<\/strong><\/span>\r\n Department of Agricultural Economics and Extension, Bayero University Kano, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Ogundele O. T<\/strong><\/span>\r\n Department of Agricultural Economics and Extension, Bayero University Kano, Nigeria\r\n \r\n <span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Elachi M. S<\/strong><\/span>\r\n Department of Agricultural Economics and Extension, Bayero University Kano, Nigeria\r\n \r\n <span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Bogunmbe A. A<\/strong><\/span>\r\n Department of Agricultural Economics and Extension, Bayero University Kano, Nigeria\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAjeigbe, H. A., Singh, B. B. (2012). Improving Cowpea-Cereal-Based Cropping System in the Dry Savannas of West Africa. Experimental Agriculture, Vol. 4, No. 28, Pp.164\r\n[2]\tBandyopadhyay, S.K. and Dc, R. (2011). Plant Growth and Seed Yield of soybean when Intercropped with Legumes. Journal of Agricultural Science (Cambridge).Vol.1 6,No 197, p62 1-627.\r\n[3]\tBlade, S. F. (1992). Recent Developments in Cowpea lnter-cropping System Research. Ibadan, Nigeria: IITA and JIRCAS. Experimental Agriculture Vol. 6, No. 11, Pp.115 11 8.\r\n[4]\tCarsky, R.J., Berner, D.S., Dashiel K.E., Oyewole B. and Schulz S. (2015). Reduction of StrigaHermonthica in Maize using Soybean Rotation.hiternational Journal of Pest management. 46:115-120\r\n[5]\tJames. A.O (2006). Improve Agronomic Practices of Maize, Sorghum and Millet. Unpublished Paper Presented at a Seminar for Kano and Kaduna State Extension agents IITA Local Government Desk Officers on Gatsby Project Held at IITA Kano Station 16th May 2006\r\n[6]\tMohammed, I.B., Olufajo, 0.0., Singh, B.B., Miko, S. and Mohammed, S.G. (2015). Evaluation of Yield of components of Sorghum-cowpea lntercrops in the Sudan Savanna Ecological zone. Asian Research Publishing Network (ARPN). Journal of Agricultural and Biological Sciences.Vol.3 No.3.PP 29-3 7.\r\n[7]\tSingh, B.B. ,andAjeigbe H.A. (2001). Breeding Improved Cowpea Varieties for Different Cropping Systems and Agro-ecologies in West Africa. African Crop Science Conference Proceedings.5: 35-41.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">IMAM A. B, Ogundele O. T, Elachi M. S, Bogunmbe A. A, &#8220;Assessment of Sorghum\/Soybean Farmer\u2019s Perception on the Benefits of Strip Intercropping Techniques In Tofa Local Government Area of Kano State, Nigeria&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.183-187 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/183-187.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/183-187.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/assessment-of-sorghum-soybean-farmers-perception-on-the-benefits-of-strip-intercropping-techniques-in-tofa-local-government-area-of-kano-state-nigeria\/\" target=\"_blank\" rel=\"noopener noreferrer\">Assessment of Sorghum\/Soybean Farmer\u2019s Perception on the Benefits of Strip Intercropping Techniques In Tofa Local Government Area of Kano State, Nigeria<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b36fb58 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b36fb58\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36fc3b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36fc3b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b36fdb5\" data-id=\"b36fdb5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b36fedd elementor-widget elementor-widget-text-editor\" data-id=\"b36fedd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b36ff9e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b36ff9e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3703fb\" data-id=\"b3703fb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b37054d elementor-widget elementor-widget-text-editor\" data-id=\"b37054d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3705f5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3705f5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b370763\" data-id=\"b370763\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b370882 elementor-widget elementor-widget-text-editor\" data-id=\"b370882\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b37092c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b37092c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b370a7c\" data-id=\"b370a7c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b370b86 elementor-widget elementor-widget-text-editor\" data-id=\"b370b86\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b370c20 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b370c20\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b370d6d\" data-id=\"b370d6d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b370e75 elementor-widget elementor-widget-text-editor\" data-id=\"b370e75\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b370f10 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b370f10\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b371065\" data-id=\"b371065\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b37116d elementor-widget elementor-widget-text-editor\" data-id=\"b37116d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\r\n\r\n\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b371205 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b371205\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b371368\" data-id=\"b371368\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b37147a elementor-widget elementor-widget-text-editor\" data-id=\"b37147a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Effect of political extremism on the link between the feeling of threat to group\u2019s image and intergroup hostility: The case of the expressions <i>Tontinards<\/i> and <i>Sardinards<\/i> in the Cameroonian context<\/strong><\/span>\r\n\r\n<strong>Gustave Adolphe MESSANGA, Sabine Flore NGASSOM PENTCHEU, &#038; Sonia NPIANE NGONGUEU- March 2021 &#8211; Page No.: 188-193<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b371516 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b371516\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3716af\" data-id=\"b3716af\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3717fe elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3717fe\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study analyzes the effect of political extremism on the link between the feeling of threat to group\u2019s image and intergroup hostility. It tests the hypothesis that political extremism has a moderating effect on the link between the feeling of threat to group\u2019s image and intergroup hostility. Research methodology consisted on the administration of the scales of political extremism (Dono et al.,2018), threat to group\u2019s image, and intergroup hostility (Schaafsma &#038; Kipling, 2012) to 397 participants, including 221 Bamil\u00e9k\u00e9 and 176 B\u00e9ti whose age varies between 17 and 59 years (M = 28.05; S.D. = 8.32). The results of the statistical analyzes provide empirical support for the hypothesis of the study. We conclude that this study contributes to the literature on the explanatory factors of intergroup hostility by revealing that the link between that construct and threat to group\u2019s image is moderated by political extremism. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 188-193\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 16 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5310\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5310<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Gustave Adolphe MESSANGA <\/strong><\/span>\r\nDepartment of Philosophy-Psychology-Sociology, University of Dschang, Cameroon\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sabine Flore NGASSOM PENTCHEU <\/strong><\/span>\r\nDepartment of Philosophy-Psychology-Sociology, University of Dschang, Cameroon\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sonia NPIANE NGONGUEU  <\/strong><\/span>\r\nDepartment of Philosophy-Psychology-Sociology, University of Dschang, Cameroon\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbrams, D., &#038; Hogg, M. A. (1988).Comments on the motivational status of self-esteem in social identity and intergroup discrimination.European Journal of Social Psychology, 18, 317-334.\r\n[2]\tAdorno, T. W., Frankel-Brunswick, E., Livinson, D. J., &#038; Stanford, R. N. (1950).The authoritarianpersonality. Harper.\r\n[3]\tAFRIC. (15 Juillet 2019). Cameroun : la \u00ab BAS \u00bb peut-elle devenir le garant de la bonne gouvernance peu importe le pouvoir en place ?\r\n[4]\tAnthony, R. (2015). From terrorism to \u201cradicalization\u201d to \u201cextremism\u201d: counterterrorism imperative or loss of focus? International Affairs, 91(2), 371-80.\r\n[5]\tBaier, D. (2018). Gewalt und Radikalit\u00e4t-Forschungsstand und Pr\u00e4vention sperspektiven. Gutachten f\u00fcr den 23. Deutschen Pr\u00e4vention stag in Dresden. \r\n[6]\tBaumeister, R. E, Smart, L., &#038; Boden, J. M. (1996). Relation of threatened egotism to violence and aggression: The dark side of high self-esteem. Psychological Review, 103, 5-33.\r\n[7]\tBaumeister, R. F., &#038; Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.\r\n[8]\tBanen du Benelux. (17 avril 2019). Beti-sardinards, Bamileke-Tontinards : Le tribalisme refait surface au Cameroun. \r\n[9]\tBj\u00f8rgo, T. (2002).Exit Neo-Nazism. Reducing recruitment and promoting disengagement from racist groups. Norwegian Institute of International Affairs.\r\n[10]\tBlumer, H. (1958). Race Prejudice as a Sense of Group Position.Pacific SociologicalReview, 1, 37.\r\n[11]\tBorum, R. (2012). Radicalization into violent extremism I: A review of social science theories. Journal of Strategic Security, 4 (4), 7-36. https\/\/doi.org\/10.5038\/1944-0472.4.4.1\r\n[12]\tBouffard, T., &#038; Marin\u00e9, C. 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Journal of Applied Social Psychology, 27, 306-329.\r\n\r\n \r\n \r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Gustave Adolphe MESSANGA, Sabine Flore NGASSOM PENTCHEU, &#038; Sonia NPIANE NGONGUEU  &#8220;Effect of political extremism on the link between the feeling of threat to group\u2019s image and intergroup hostility: The case of the expressions <i>Tontinards<\/i> and <i>Sardinards<\/i> in the Cameroonian context&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.188-193 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5310<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/188-193.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" 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class=\"elementor-element elementor-element-b375997 elementor-widget elementor-widget-text-editor\" data-id=\"b375997\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b375a35 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b375a35\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b375b8e\" data-id=\"b375b8e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap 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data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b375ff8 elementor-widget elementor-widget-text-editor\" data-id=\"b375ff8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b37609e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b37609e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3761ee\" data-id=\"b3761ee\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b376304 elementor-widget elementor-widget-text-editor\" data-id=\"b376304\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3763a4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3763a4\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b376529\" data-id=\"b376529\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b376681 elementor-widget elementor-widget-text-editor\" data-id=\"b376681\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Role of Institutional Capacity Factors and Technological Practices in Implementation of Food Security Projects in Hamisi Sub-County, Vihiga County, Kenya<\/strong><\/span>\r\n\r\n<strong>Asige Mmaitsi Lawrence &#038; Obushe Dennis Omuse  &#8211; March 2021 &#8211; Page No.: 194-201<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b37672a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b37672a\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3768b5\" data-id=\"b3768b5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3769ec elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3769ec\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This paper sought to establish the role of organizational capacity factors and technological practices in implementation of food security projects in Hamisi Sub-County, Vihiga County, Kenya. Specific objectives of the study were to establish the extent to which institutional capacity and technological practices influence implementation of food security projects in Hamisi Sub-County.  A descriptive survey design was adopted for the study .The study was conducted in all the 24 producer groups in the sub-County. Questionnaires and interview guides were used as main data collection instruments. Both descriptive and inferential statistics were used in the analysis process. The results showed that institutional capacity and technological practices influenced the successful implementation of the projects in the sub-County to a great extent. It was further noted that institutional capacity has a very strong significant correlation with successful implementation of food security initiatives in the sub-County. In regard to technological practices, it was further established that they had a very strong significant correlation with the successful implementation of food security initiatives. The results show that most of the efforts were failing due to poor institutional capacity factors and also low application of targeted technological applications aimed at driving these projects to success. It is therefore recommended that success in food security initiatives depend on institutional capacity and application of effective technological practices. Key stakeholders should endeavor to strengthen the above factors for effective implementation of these initiatives in the study area.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 194-201\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 20 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5311\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5311<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Asige Mmaitsi Lawrence <\/strong><\/span> \r\nDepartment of Social Studies, School of Arts, Humanities ,Social Sciences and Creative Industries\r\nMaasai Mara University, Narok County, Kenya \r\n\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Obushe Dennis Omuse <\/strong><\/span> \r\nDepartment of Social Studies, School of Arts, Humanities ,Social Sciences and Creative Industries\r\nMaasai Mara University, Narok County, Kenya \r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdams, F. (2021). The Right to Food. In The Right to Food (pp. 25-51). Palgrave Macmillan, Cham.\r\n[2]\tChege, J. M., Lemba, J. K., Semenye, P. P., &#038; Muindi, E. (2016). Influence of Household Characteristics on Food Security Status of Smallholder Farmers in Kilifi Sub-County, Kenya. Asian Journal of Agricultural Extension, Economics &#038; Sociology, 1-10.\r\n[3]\tEllis, F., &#038; Manda, E. (2012). Seasonal food crises and policy responses: A narrative account of three food security crises in Malawi. World Development, 40(7), 1407-1417.\r\n[4]\tFAO (2010). The State of Food Insecurity in the World (SOFI): Addressing food insecurity in protracted crises. Rome.\r\n[5]\tFAO (2012). Crop prospect and food situation, food and Agriculture organization, No.2, June 2012\r\n[6]\tFAO (2016). Rome declaration and world food summit plan of action. Rome: FAO. \r\n[7]\tFAO (2009). The State of Food Insecurity in the World (SOFI): Economic crises\u2013impacts and lessons learned. Rome: FAO.\r\n[8]\tGovernment of Kenya, (2011\/12). Short rains season assessment report; Kenya Food Security Steering Group (KFSSG).\r\n[9]\tHarrigan, J. (2014). An economic analysis of national food sovereignty policies in the Middle East: The case of Lebanon and Jordan. Asia\r\n[10]\tHilderink, H. B. M., Brons, J., Ordonez, J., Akinyoade, A., Leliveld, A. H. M., Lucas, P., &#038; Kok, M. T. J. (2012). Food security in sub-Saharan Africa: An explorative study.\r\n[11]\tJacobs, P. (2015). Household food access in rural South Africa: Lessons for emerging food security policy. \r\n[12]\tLedwith, A., &#038; Coughlan, P. (2005). Splendid isolation: Does networking really increase new product success? Creativity and Innovation Management, 14(4), 366-\t373.\r\n[13]\tMadhu, S, B., Fotedar, R., Lakshminarayana, J., &#038; Anand, P. K. (2006). Studies on the nutritional status of children aged 0\u20135 years in a drought-affected desert \tarea of western Rajasthan, India. Public health nutrition, 9(8), 961-967.\r\n[14]\tManning, L. (2021). Safeguard global supply chains during a pandemic. Nature Food, 2(1), 10-10.\r\n[15]\tMcKeon, N. (2014).  Food security governance: Empowering communities, regulating corporations. Rutledge.\r\n[16]\tMullins, D. (2005). Mainstreaming HIV and AIDS into livelihoods and Food Security Programmes: An analysis of CARE Malawi programmes.\r\n[17]\tNyasimi, M. (2013). Factors influencing the success of food security projects in Kenya: a case of Mbooni East district Makueni County.\r\n[18]\tOduor, R., Ngugi, M., Tuei, V., Milugo, T., &#038; Ochieng, J. (2015). How ready is Sub-Saharan Africa to adopt Biotech Crops? Lessons from Kenya. Ushepia-\tCrossing Boundaries, 67.\r\n[19]\tPower, E. M. (2008). Conceptualizing food security for Aboriginal people in Canada. Canadian Journal of Public Health, 99(2), 95-97.\r\n[20]\tRappaport, J. (1987). Terms of empowerment\/exemplars of prevention: Toward a theory for community psychology. American journal of community psychology, 15(2), 121-148.\r\n[21]\tSarr, B. (2012). Present and future climate change in the semi\u2010arid region of West Africa: a crucial input for practical adaptation in agriculture. Atmospheric Science Letters, 13(2), 108-112.\r\n[22]\tSunderland, T. C. (2011). Food security: why is biodiversity important? International Forestry Review, 13(3), 265-274.\r\n[23]\tUSAID (2019). Contributions of biotechnology to meeting future food and environmental security needs. The Euro Biotech Journal, 2(1),2-9. \r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Asige Mmaitsi Lawrence &#038; Obushe Dennis Omuse   &#8220;Role of Institutional Capacity Factors and Technological Practices in Implementation of Food Security Projects in Hamisi Sub-County, Vihiga County, Kenya&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.194-201 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5311<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/194-201.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/role-of-institutional-capacity-factors-and-technological-practices-in-implementation-of-food-security-projects-in-hamisi-sub-county-vihiga-county-kenya\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Role of Institutional Capacity Factors and Technological Practices in Implementation of Food Security Projects in Hamisi Sub-County, Vihiga County, Kenya<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b381833 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b381833\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b381a52 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b381a52\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b381cdf\" data-id=\"b381cdf\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b381eaa elementor-widget elementor-widget-text-editor\" data-id=\"b381eaa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b381f97 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b381f97\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3821fc\" data-id=\"b3821fc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3823d8 elementor-widget elementor-widget-text-editor\" data-id=\"b3823d8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Reasons why female adults are choosing to undergo <i>Chinamwali<\/i>&#8211; the initiation ceremony for girls in Petauke, Zambia<\/strong><\/span>\r\n\r\n<strong>Jordan Tembo, Patricia Mambwe  &#8211; March 2021 &#8211; Page No.: 202-206<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3824e4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3824e4\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b382764\" data-id=\"b382764\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b382998 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b382998\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Societies preserve their norms, values, behaviours, customs and beliefs through various cultural ceremonies. Chinamwali the initiation ceremony for girls among the Nsenga cultural grouping in Zambia has been in existence for centuries. Pubertal girls are initiated during chinamwali to prepare them for adulthood and expected social roles they will play. In recent years, chinamwali is rapidly becoming popular among adult females- a stray from the ordained norm. Mothers with children, eagerly enrol to be trained. The objective of this study was to find out reasons prompting adult females to enrol in the cultural school yet their ages are far beyond the adolescent age- band. The study used a cross-sectional study design with a qualitative approach. Using the single-interview per participant, 12 respondents participated in the study. The study found that female adults enrolled for chinamwali training to end stigma and discrimination associated with not being initiated. Some did so out of frustration and anger following scandalization by their ex-sexual partners that they lacked cultural knowledge and skills to impress a man in bed. Others enrolled in the traditional school as part of marriage preparation. Still some chose to receive instructions and skills necessary to assist them save their crumbling marriages. Chinamwali is receiving remarkable appreciation from the women folk in Petauke- Zambia. Conservative information on gender roles and the wide-ranging in-depth sexuality lessons and demonstrations among others are catching the ear of adult females. Motivated to experience social change in their lives, these new mature cultural students willingly, at a huge sacrifice, pause by laying aside all parental responsibilities temporarily, by going back to their roots to be coached traditional principles.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 202-206\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 20 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5312\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5312<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jordan Tembo <\/strong><\/span> \r\nKalindawalo General Hospital, P.O.Box 560008, Petauke, Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Patricia Mambwe <\/strong><\/span> \r\nDepartments of Nursing, School of Health Sciences, Rusangu University, Monze, Zambia\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAnu, N. (2017). Traditional unyango training in Tanzania- a step to adolescence or a leap to motherhood. Bachelor\u2019s Thesis. Laurea University of Applied Sciences\r\n[2]\tBrown, J. (1963). A cross-cultural study of female initiation rites. American Anthropologist, 65(4): 837-853\r\n[3]\tHenslin, J.M.(1995). Sociology. A Down-to-Earth Approach (2nd ed.). Massachusetts: Simon &#038; Schuster Company\r\n[4]\tMorin, O.(2018). Cultural Transmission. DOI: 10.10.100219781118924396.wbiea1882 www.researchgate.net\/publication \r\n[5]\tNabavi, R.T.(2012).Bandura\u2019s Social Learning Theory &#038; Social Cognitive Learning Theory www.researchgate.net\/publication\r\n[6]\tMunthali, A.C., Zulu, E.M. (2007). The Timing and role of initiation Rites in preparing Young People for Adolescence and Responsible Sexual and Reproductive Behaviour in Malawi. African Journal of Reproductive Health vol 11(3) December, 2007\r\n[7]\tMunthali, A.C., Kok, M.K., Kakal, T. (2018). YES I DO. Initiation ceremonies in Traditional Authority Liwonde in Machinga District in Southern Malawi: What do they influence young people\u2019s behaviour regarding sex and relationships? Study report initiation ceremonies YID Final www.Kit.nl\r\n[8]\tMenEngage Alliance (2014). Men, Masculinities, and Changing Power: A Discussion Paper on Engaging Men in Gender Equality From Beijing 1995 to 2015 www.unfpa.org resource-pdf\r\n[9]\tSaunders, M.N.K. (2012). \u2018Choosing research participants\u2019 in G. Symon and C.Cassell (eds.). Qualitative Organizational Research: Core Methods and Current Challenges, pp35-52 London: Sage\r\n[10]\tUnited Nations Population Fund (2017). A Guidance Note on alternative Rites of Passage and Cultural Practices for Adolescents and Young People in East and Southern Africa- A UNFPA Esaro Programme Guidance Note www.unfpa\r\n[11]\tUN Women (2016). Self-Learning Booklet: Understanding Masculinities and violence Against Women and Girls. Trainingcentre.unwomen.org\r\n[12]\tVan Gennep, A.(1960). The Rites of Passage. London: Routledge and Kegan Paul\r\n[13]\tWorld Health Organization (2006). Orientation Programme on Adolescent Health for Health care Providers Handout New Modules http:\/\/www.who.int\/rpc\/research_ethics\/hivtestingpolicy_en_pdf.pdf.2\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Jordan Tembo, Patricia Mambwe   &#8220;Reasons why female adults are choosing to undergo <i>Chinamwali<\/i>&#8211; the initiation ceremony for girls in Petauke, Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.202-206 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5312<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/202-206.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/reasons-why-female-adults-are-choosing-to-undergo-chinamwali-the-initiation-ceremony-for-girls-in-petauke-zambia\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Reasons why female adults are choosing to undergo <i>Chinamwali<\/i>&#8211; the initiation ceremony for girls in Petauke, Zambia<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b388b84 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b388b84\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b388c5d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b388c5d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b388dfc\" data-id=\"b388dfc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b388f37 elementor-widget elementor-widget-text-editor\" data-id=\"b388f37\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b388fe3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b388fe3\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b389162\" data-id=\"b389162\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b389277 elementor-widget elementor-widget-text-editor\" data-id=\"b389277\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Desertification and Its Implications On farmers-Herders Conflicts in Nigeria: An Analytical Appraisal<\/strong><\/span>\r\n\r\n<strong>Muktar Bashir  &#8211; March 2021 &#8211; Page No.: 207-211<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b389322 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b389322\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3894a7\" data-id=\"b3894a7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3895e8 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3895e8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The paper appraised the scourge of farmers-herdsmen conflict in Nigeria. The growing desertification and the effects of climate change have further increased the drive for the herdsmen to move further southward in search of grazing land and pasture for their livestock. The conflict has been one of the thorny security issues encroaching the corporate existence of the country particularly due to an aborted attempt by the federal government to establish the \u2018RUGA\u2019 settlement as a panacea. The paper used documentary sources to discuss and analyse the issues surrounding the causes and solutions to the problem. It was found that unless the federal government and other stakeholders make necessary steps especially reviving, reforming and remodelling the 1965 Northern Region Government\u2019s Grazing Reserve System as well as afforestation programs, the menace would continue to remain a threat to the corporate survival of the country.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 207-211\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 20 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Muktar Bashir <\/strong><\/span> \r\nDepartment of Political Science, Faculty of Social Sciences, Usmanu Danfodiyo University, Sokoto, Nigeria\r\n\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdisa, R.S. (2012). Land Use Conflict between Farmers and Herdsmen \u2013 Implications for Agricultural and Rural Development in Nigeria, Rural Development &#8211; Contemporary Issues and Practices. http:\/\/www.intechopen.com\/books\/rural-development-contemporaryissues-and-practices\/land-use-conflictbetween-famers-and-herdsmenimplications-for-agricultural-and-rural-development-in. Accessed 10 June 2020.\r\n[2]\tAdisa, R. S &#038;Adekunle, O (2010) Farmer-Herdsmen Conflict: Afactor Analysis of socio-economic conflict variables among arable crop farmers in North Central Nigeria. Journal of human ecology.DOI:10.1080\/09709272.2010.11906266.\r\n[3]\tAkujobi, C.T., Ebitari, S. &#038;Amuzie, H.O. (2016).Arable land resource conflict in Nigeria. Journal of Applied Science  and Development,7(1-2), 39-65.\r\n[4]\tAnderson, D. &#038; R. Fishwick (1984). Fuel wood consumption and deforestation in African countries: World Bank Staff Working Papers no.704. World Bank, Washington D.C.\r\n[5]\tBello, A (2013) Herders and farmers conflicts in North-Eastern Nigeria: Causes, Repercussions and Resolutions. University Farm Research, Yobe state University, Damaturu, Nigeria. Academic Journal of Interdisciplinary studies Rome: MCSER-CEMAS Sapienza University of Rome, 2 (5).\r\n[6]\tBello, M. (2015). How to Solve the Fulani Herdsmen Versus Farmers Clashes in Nigeria by MIYETTI Allah, Premium Times Online Newspaper, 14 October 2015 Available at: \t<http:\/\/www.premium-times-ng.com.html> Accessed 10 June 2020\r\n[7]\tBlench, R. (2004). National resources conflict in North-Central Nigeria: A handbook and case \tstudies. MallamDendo Ltd.\r\n[8]\tCrisis Group, (2018). Stopping Nigeria\u2019s Spiralling Farmer-Herder Violence.https:\/\/www.crisisgroup.org\/africa\/west-africa\/nigeria\/262-stopping-nigerias-spiralling-farmer-herder-violence. Accessed: 11th June 2020.\r\n[9]\tDjire, M., Polack, E. and Cotula, L. (2014). Developing Tools to secure land rights in West Africa: a \u2018Bottom Up\u2019 approach. Land Acquisitions and Rights. In: International Institute for Environment and Development. http:\/\/pubs.iied.org\/17216IIED.html?c=land. Accessed 21 June 2020.\r\n[10]\tDregne, H.E. (1986). Desertification of arid lands. In: El-Baz, F. &#038; Hassan,M.H.A. (eds.) Physics\tof desertification, 4\u201334. M. Nijhoff, Dordrecht.\r\n[11]\tEbenezer, O. T. (2015).Drought, desertification and the Nigerian environment: A review.\tJournal of Ecology and the Natural Environment,Vol. 7(7), 196-209. DOI: \t10.5897\/JENE2015. 0523. \r\n[12]\tEromo, E (2016) Nigeria land disputes fuel surge in herdsmen violence. http:\/\/uk.reuters.com\/journalist\/eromo-egbejule.\r\n[13]\tFAO (2011). Pastoralism and Rangeland Management. www.fao.org\/docrep\/014\/i1861e\/i1861e10.pdf. Accessed 10 June 2020.\r\n[14]\tGodwin, A (2018) Amnesty International Reveals How Many Nigerians Fulani Herdsmen Killed in 2018\u2019 Daily Post News of 30 January 2018. Available at: <http:\/\/dailypost.ng\/2018\/01\/30\/amnest-international-reveals-manynigerians-fulani-herdsmen-killed-2018> Accessed on 7 July 2018. Duru, Peter (2016). 10,500 Persons\r\n[15]\tDisplaced in Herdsmen Farmers Clash in Nigeria. Vanguard online Newspaper, 29 February 2016 Available at: <http:\/\/www.vanguardngr.com.html> Accessed 6 June 2018.\r\n[16]\tGonzalez, P. (2001). Desertification and a shift of forest species in the West African Sahel. Climate Research, 17(2): 217\u2013228.\r\n[17]\tGuilbert, K (2016) Farmers-Herders Conflict in Nigeria. Retrieved from Thomson Reuters foundation trust.org.\r\n[18]\tIbrahim, K. M. &#038; Muhammad, S. I. (2015). A review of afforestation efforts in Nigeria. International Journal of Advanced Research in Engineering and Applied Sciences, Vol. 4(12).\r\n[19]\tInternational Crisis Group (2017) herders against Farmers: Nigeria\u2019s Expanding Conflict. African Report No. 252 19th September, 2017.\r\n[20]\tOberschall, A. (1978). Theories of social conflict. Annual  Review of  Sociology,  4:291-315.\r\n[21]\tOyama, S. (2018). Reverse thinking and African potentials to combat desertification in the West African Sahel: Applying local greening techniques born from drought and famine in \tthe 1970s. African study monographs. Supplementary issue, 57: 95-120. https:\/\/doi.org\/10.14989\/233010.\r\n[22]\tReenberg, A., Nielsen,T.L.  &#038; Rasmussen,K. (1998). Field expansion and reallocation in the Sahel: Land use pattern dynamics in a fluctuating biophysical and socio-economic environment. \tGlobal Environmental Change8(4): 309\u2013327.\r\n[23]\tSchilling, J., Scheffran, J &#038;Link, P. M. ( 2010). Climate change and land use conflicts in \tNorthern Africa. Nova ActaLeopoldina, NF 112, Nr. 384, 173 \u2013182.\r\n[24]\tSuleiman, A;Victor, E &#038;Binta, M (2017).The menace of cattle rustling and banditry in North-west Nigeria: Acase study of katsina state. Journal of Research and Method in Education (IOSR-JRME).ISSN:2320-737X. Vol.7, Issue 6 Ver. VIII pp 40-47. www.idsrjournal.org\r\n[25]\tTurner, M.D. (1999). Labor process and the environment: The effects of labor availability and compensation on the quality of herding in the Sahel. Human Ecology, 27(2): 267\u2013296.\r\n[26]\tWezel, A. &#038; Haigis, J.(2002). Fallow cultivation system and farmers\u2019 resource management in Niger, West Africa. Land Degradation and Development, 13: 221\u2013231.\r\n[27]\tWorld Bank (2012). World Development Indicators 2012. World Bank, Washington D.C.\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Muktar Bashir   &#8220;Desertification and Its Implications On farmers-Herders Conflicts in Nigeria: An Analytical Appraisal&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.207-211 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/207-211.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/207-211.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/desertification-and-its-implications-onfarmers-herders-conflicts-in-nigeria-an-analytical-appraisal\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Desertification and Its Implications On farmers-Herders Conflicts in Nigeria: An Analytical Appraisal<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b38a48f elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b38a48f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b38a57b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b38a57b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b38e0cd\" data-id=\"b38e0cd\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b38e28a elementor-widget elementor-widget-text-editor\" data-id=\"b38e28a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b38e35a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b38e35a\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b38e515\" data-id=\"b38e515\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b38e64f elementor-widget elementor-widget-text-editor\" data-id=\"b38e64f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Impact of Rape on Rape Victims and the Characteristics of Rapists in Sri Lanka<\/strong><\/span>\r\n\r\n<strong>Prof. M.W. Jayasundara  &#8211; March 2021 &#8211; Page No.: 212-220<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b38e6fa elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b38e6fa\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b38e8ac\" data-id=\"b38e8ac\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b38e9f4 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b38e9f4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">In Sri Lanka, the women were regularly protected in the past by their family members and the comminity. But owing to the modernization and social changesin the country,the status previously enjoyed by womenspecially as regards to their protection has changed. Within this senario as men, the womentoo have started movingmostly alone in the society.In consequence some men seek sexual gratification in socially unaccepted manners. Thus, the rape of women has increased rapidly for the last two decade. The rape rate has plunged forwards from 6.8 in 2001 to 8.2 to in 2019. The increse in the number of rape incidents in the country has created a real conundrum for women as well as for the peaceful existance of the whole society.\r\nThis study was carried out with the objective of identifying the nature and causes of rapes and the impact of rapes on the victimsin the society at large. Further, the nature of the rapists was also amain concern of this study. The data were collected by conducting semi-structured interviewes and case studies with 60 victimes of rape, selected from twelve districts consisting of 3 to 8 victimes from each district in Sri Lanka. The study has revealed that less educated women between 16 to 25 years of age haveoften becom victims of rape than in the other age categories. However, thewomen over 65 years of age had become victims. The mentally retarted and the disabled women have often been the easy praysfor rapists and those who were alone at home during the day time also had become the victims of rape. Of the perpetrators  85% were known to the victims and their relatives, their lovers and neighbours had also been found among them. Ignorance,deception, loneliness and isolation at home, walking alone shady roads, physical or mental disabiltities were the main casuses to have fallen victims of rape.Among the perpetrators 20%(n=12) were alcohol abusers while 13.3% (n=8) were drugs and alcohol abusers.\r\nThe study suggests that the provision of proper protection for women who walk  alongthe solitary roads and the women who stay all alone at home minimize the number of rape victims. Further young women should be educated with respect to the impact of forced sexual intercourse and deception by men for their mere sexual gratifiction.\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 212-220\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 21 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5313\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5313<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Prof. M.W. Jayasundara<\/strong><\/span> \r\nDepartment of Criminology and Criminal Justice, University of Sri Jayewardenepura, Sri Lanka\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbbey, A. (2019) Alcohol-Related Sexual Assault: A Common Problem among College Student. In ncbi.nlm.nih.gov\/\/pmc\/articlesPMC 4484270\/ Retrieved 31.12.2020 \r\n[2]\tAdler, F., Mueller, G.O.W., Laufer, W.S. (1995) Criminology. New York: McGraw-Hill, Inc.  \r\n[3]\tAdler, P.A., Adler, P. (2007) Sociological Odyssey. USA: Thomson Wadsworth Bull R., Cooke, C., Hatcher R., et.al. (2006) Criminal Psychology a beginner\u2019s guide. Oxford: One World Publications.\r\n[4]\tCurran, D.J., Renzetti C.M. (1994) Theories of Crime. USA: Allyn and Bacon  \r\n[5]\tLivingston, J. (1992) Crime and Criminology. New Jersey: Prentice-Hall Inc.\r\n[6]\tMcNamara, R.H., (2014) Juvenile Delinquency: Bridging Theory to Practice.New York: McGraw Hill Companies, Inc. \r\n[7]\tMealey, L. (2003) Combatting Rape: Views of an evolutionary psychologists.\r\n[8]\tIn R. Bloom &#038; N. Dess (Eds.), Evolutionary Psychology and Violence (pp. 83-113). Westport, CT: Praeger.  \r\n[9]\tPenal Code of Sri Lanka (1883) Colombo: Ceylon Government Press. \r\n[10]\tQadri, S.M.A. (1977) AHMAD SIDDIQUE\u2019S Criminology: Penology and Victimology. Lucknow: Eastern Book Company. \r\n[11]\tRadhakrishnan, S., Moore, C.A. (1957) A Source Book in Indian Philosophy.NJ: Princeton University Press. \r\n[12]\tReports of the Inspector General of Police, 2001-2019.  \r\n[13]\tSiegel, L.J. (2010) Criminology: Theories, Patterns and Typologies. USA: Wadsworth. \r\n[14]\tThornhill, R., &#038; Palmer, C. (2000) A Natural History of Rape: Biological Bases of Sexual Coercion. Cambridge: MIT Press.  \r\n[15]\tVold, Bernard (1986) Theoretical Criminology. Oxford: Oxford University Press.\r\n[16]\tWales, A., Hemmens, C. (2011) Introduction to Criminology. USA: Sage Publication Inc.\r\n \r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Prof. M.W. Jayasundara   &#8220;The Impact of Rape on Rape Victims and the Characteristics of Rapists in Sri Lanka&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.212-220 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5313<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/212-220.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-impact-of-rape-on-rape-victims-and-the-characteristics-of-rapistsin-sri-lanka\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The Impact of Rape on Rape Victims and the Characteristics of Rapists in Sri Lanka<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b38f8af elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b38f8af\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b38f987 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b38f987\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b38fb1e\" data-id=\"b38fb1e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b38fc5f elementor-widget elementor-widget-text-editor\" data-id=\"b38fc5f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b38fd0c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b38fd0c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b38fe8a\" data-id=\"b38fe8a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b38ffc0 elementor-widget elementor-widget-text-editor\" data-id=\"b38ffc0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Affirming the Differently Abled on the Indian Silver Screen: A study of <i>Black<\/i> and <i>Hichki<\/i><\/strong><\/span>\r\n\r\n<strong>Mouli Sarkar  &#8211; March 2021 &#8211; Page No.: 221-224<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b390076 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b390076\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3901fc\" data-id=\"b3901fc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b390330 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b390330\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This paper attempts to focus on two contemporary Indian movies on the relation between the differently challenged persons, particularly women, and the social dynamics, Black (2005), and Hichki (2018).  Seen against the tradition of Indian Cinema, in particular, and of popular culture in this subcontinent, in general, such productions crucially depart from the conventional cultural tradition by foregrounding the so-called disabled persons as fighters against the socio-cultural receptions of the subject body and codes of \u2018normalcy\u2019. They are further set within the contemporary human rights movements. This study in social science of the relation between normalcy, power and culture in the above mentioned two movies is, therefore, framed within the theoretical discourse of Disability and Cultural Studies and look forward to a democratic society based on equality, freedom and justice. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 221-224\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 21 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5314\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5314<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mouli Sarkar <\/strong><\/span> \r\nAssistant Lecturer of English, Bengal Institute of Polytechnic (Affiliated to WBSCTVESD, Kolkata) Birbhum, West Bengal\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBarker, Clare, Stuart Murray. \u201cDisabling Postcolonialism: Global Disability Cultures and Democratic Criticism.\u201d The Disability Studies Reader. Ed. Lennard J. Davis. London and New York: Routledge, 2013. 61-73. \r\n[2]\tBlack. Dir. Sanjoy Leela Bansali. Perf. Amitabh Bachchan, Rani Mukherjee. Prod. Sanjay Leela Bhansali and Anshuman Swami. 2005. Film.\r\n[3]\tByrne, David. Social Exclusion. Jaipur, New Delhi: Rawat Pub., 2015. \r\n[4]\tDavis, Lennard J. Introduction. The Disability Studies Reader. Ed. Lennard J. Davis. London and New York: Routledge, 2013. \r\n[5]\tDas Gupta, Chidananda. The Cinema of Satyajit Ray. National Book Trust, 2001. \r\n[6]\tHichki. Dir. Siddharth P. Malhotra. Perf. Rani Mukherjee. Prod. Maneesh Sharma. 2018. Film.\r\n[7]\tMitchell, David T. and Sharon L. Snyder. 2000. Narrative Prosthesis: Disability and the Dependencies of Discourse. Ann Arbor: The University of Michigan Press.  \r\n[8]\tMoylan, Tom. Demand the Impossible: Science Fiction and the Utopian Imagination. Bern:Peter Lang, 2014. \r\n[9]\tMoylan, Tom. Introduction to the Classics Edition. Demand the Impossible: Science Fiction and the Utopian Imagination. By Tom Moylan. Bern: Peter Lang, 2014. ix-xxviii.\r\n[10]\tRay, Satyajit. Deep Focus: Reflections on Cinema. Ed. Sandip Ray. Foreword. Shyam Benegal. Harper Collins Pub, 2011. Print. \r\n[11]\tRoulstone, Alan, Carol Thomas and Nick Watson. \u201cThe changing terrain of disability studies\u201d. Routledge Handbook of Disability Studies. Ed.  Carol Thomas, Alan Roulstone and Nick Watson. London and New York: Routledge, 2012. 03-11.\r\n[12]\tSaid, Edward. \u201cIn the Shadow of the West.\u201d Power, Politics and Culture: Interviews with Edward Said. Ed. Gauri Viswanathan. London: Bloomsbury, 2005. 39\u201352.\r\n[13]\tShildrik, Margrit. \u201cCritical Disability Studies: Rethinking the Conventions for the Age of Postmodernity.\u201d Routledge Handbook  of Disability. Eds. Nick Watson, Alan Roulstone, and Carol Thomas. London and New York: Routledge, 2012. 30-41. \r\n[14]\tWilliams, Raymond. \u201cCinema and Socialism.\u201d Politics of Modernism: Against New Conformists.Ed. Tony Pinkey. London and New York: Verso, 2007. 107-118. \r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Mouli Sarkar   &#8220;Affirming the Differently Abled on the Indian Silver Screen: A study of <i>Black<\/i> and <i>Hichki<\/i>&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.221-224 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5314<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/221-224.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/affirming-the-differently-abled-on-the-indian-silver-screen-a-study-of-black-and-hichki\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Affirming the Differently Abled on the Indian Silver Screen: A study of <i>Black<\/i> and <i>Hichki<\/i><\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3930ee elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3930ee\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3931c9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3931c9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b39352f\" data-id=\"b39352f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3937ed elementor-widget elementor-widget-text-editor\" data-id=\"b3937ed\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3938c0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3938c0\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b393baf\" data-id=\"b393baf\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b393de4 elementor-widget elementor-widget-text-editor\" data-id=\"b393de4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Necessity of Vocational Training as a Tool for Empowering Rural Women in Ward Five, Mashonaland East, Zimbabwe<\/strong><\/span>\r\n\r\n<strong>Florence Jura  &#8211; March 2021 &#8211; Page No.: 225-231<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b393ea9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b393ea9\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3945af\" data-id=\"b3945af\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3947ff elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3947ff\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The study evaluated the necessity of vocational training as a tool for rural women empowerment. Specifically, the study targeted women in Ward 5 of rural areas in Mashonaland East. The research adopted an interpretivist research philosophy and a qualitative research approach with which case study research design was used. Data was generated through face-to-face interviews and questionnaire using convenience sampling. The targeted population were the women in one of Mashonaland East`s rural constituencies.  The study found that rural women remain side lined from participating in vocational training due to distance barriers, socio-economic status, education, beliefs systems and socialisation systems. Results also show that vocational training was of much significance in their empowerment as rural women. Acquiring skills like gardening skills had helped women to start their own livelihood projects to the benefit of the country. One of the main recommendations of the study was that there was need to move away from the donor syndrome to a more sustainable paradigm which has long lasting benefits.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 225-231\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 21 April 2021<\/p>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Florence Jura <\/strong><\/span> \r\nZimbabwe Open University, Zimbabwe\r\n\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdelakun, O. A., Oviawe, J. T. &#038; Barfa, G. T. (2015). Strategies for enhancing females` \tparticipation in Technical, Vocational Education and Training (TVET) in Nigeria. Advances in Social Sciences Research Journal, 2(4), 110-120.\r\n[2]\tAhamad, T. (2016). Skills development of women through vocational training. International Journal of Applied Research, 1(12), 79-83.\r\n[3]\tAknojee, S. &#038; McGrath, S. (2007).  The Transformation of vocational Further education and training.  Education and Training in Southern Africa. Cape Town:  HSRC Press.\r\n[4]\tBecker, G. (1993). Investment in Human Capital: A Theoretical Analysis. Journal of Political Economy, 70(4), 9-49. \r\n[5]\tChenoy, K.M. (2011). \u2018IBSA, Plurilateralism and the Global South\u2019. In Andrade, M., Soares, \tF.V. &#038; Lal, R. (eds). What can IBSA Offer to the Global Community? Brasilia: International Policy Centre for Inclusive Growth.\r\n[6]\tCooper, D. R. &#038; Schindler, P. S. (2011). Business Research Methods. (11th Ed.). New York: McGraw-Hill.\r\n[7]\tCreswell, J. L. &#038; Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39(3), 124-130.\r\n[8]\tDenzin, N. K. &#038; Lincoln, Y. S. (2000). &#8220;The Discipline and Practice of Qualitative Research,&#8221; pp. 1-28 in Norman K. Denzin and Yvonna S. Lincoln, eds., The \tHandbook of Qualitative Research, (2nd Ed.). Thousand Oaks, CA: Sage Publications.\r\n[9]\tEducation and Training (TVET) in Nigeria. Advances in Social Sciences Research Journal, 2(4), 110-120.\r\n[10]\tElsayed, A. &#038; Roushdy, R. (2017). Empowering Women under Social Constraints: Evidence from a Field Intervention in Rural Egypt. IZA Discussion Papers 11240, Institute of \tLabour Economics (IZA). \r\n[11]\tFAO (2014). Food and Agriculture Organization of the United Nations, Rome, Italy. \tDocument reference. FAO, 2014. FAOSTAT.\r\n[12]\tGlobal Campaign for Education Global Report (2018). Available on \tcampaignforeducation.com\r\n[13]\tHaruna, R. (2015). Factor Analysis of the Challenges and Strategies for Effective Work-\tBased Learning in Nigerian Technical and Vocational Education. Jurnal \tPendidikan Teknologi dan Kejuruan, 5(11), 17-20.\r\n[14]\tIFAD (2010). Gender dimensions of agricultural and rural employment: Differentiated \tpathways out of poverty. Rome: FAO.\r\n[15]\tILO (2009). The Global Jobs Crisis and Beyond. Geneva: International Institute for Labour Studies. ILO.\r\n[16]\tMalhotra, A., Schuller, S. R. &#038; Boender, C. (2002). Measuring Women\u2019s Empowerment as a Variable in International Development. Accessed at http:\/\/siteresources.worldbank.org\/INTEMPOWERMENT\/Resources\/486312-1095970750386?529763-1095970803335\/malhotra.pdf\r\n[17]\tMandinyenya, S. &#038; Nyandoro, Z. (2017). The Role of Non-Governmental Organisations in Empowering Rural Women in Zimbabwe. Gender &#038; Behaviour, 15(1), 8320\u20138340.\r\n[18]\tMcGrawth, S. (2004). Reviewing the development of the South African further education and training college sector ten years after the end of apartheid.   Journal of Vocational \tEducation and Training, 56(8), 137-157.\r\n[19]\tMcGrawth, S. (2002).  Skills for development:  A new approach to international Cooperation in Skills development?  Journal of vocational Education and Training \r\n[20]\tMuchena, O. N. (2006). Report on the situation of women in Zimbabwe, Ministry of Women&#8217;s Affairs, Harare, 1982. -An evaluation of six UNICEF-funded income-\tgenerating projects. Harare: UNICEF.\r\n[21]\tMutambanengwe, B. K. (2014). Is Technical-Vocational Education and Training at Tertiary Level the Answer to Socio-Economic Development and Reduction of Unemployment in Zimbabwe? International Open and Distance Learning Journal 4th ACDE Special Edition, June 2014. Pp 35-53.\r\n[22]\tMutanana, E. &#038; Bukaliya, R. (2015). Women empowerment and gender related programmes implementation in Hurungwe. International Journal of Research, 1(12), 21-25.\r\n[23]\tNgugi, M. &#038; Muthima, P. (2017). Female participation in Technical, Vocational education and Training Institutions (TVET) subsector: The Kenyan experience. Public Policy \tand Administration Research, pp. 9-23.\r\n[24]\tPadare\/Enkundleni (2018). With her: A skilled Girl Force. Harare: Padare\/Enkhunhleni.\r\n[25]\tPillay, T. V. R. (2005). Aquaculture: Principles and Practices. New York: Wiley.\r\n[26]\tSacko, J. L. C. (2018). Accelerating Progress towards the Economic Empowerment of Rural Women. Addis Ababa: African Union.\r\n[27]\tUNDP (2016). Accelerating Gender Equality and Women\u2019s Empowerment in Africa. Abuja: UNDP.\r\n[28]\tUnited Nations (2015).  Re-Thinking Women&#8217;s Empowerment and Gender Equality in 2015 and beyond. New York: United nations.\r\n[29]\tWahyuni, D. (2012). The research design maze: understanding paradigms, cases, methods and methodologies. Journal of applied management accounting research, 10(1), 69-\t80.\r\n[30]\tWilliam, N. (2005). Entrepreneurship: not an easy path to top management for women. Women in Management Review,19(3), 3.\r\n \r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Florence Jura   &#8220;The Necessity of Vocational Training as a Tool for Empowering Rural Women in Ward Five, Mashonaland East, Zimbabwe&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.225-231 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/225-231.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/225-231.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-necessity-of-vocational-training-as-a-tool-for-empowering-rural-women-in-ward-five-mashonaland-east-zimbabwe\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The Necessity of Vocational Training as a Tool for Empowering Rural Women in Ward Five, Mashonaland East, Zimbabwe<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3956ee elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3956ee\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3957c6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3957c6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b395949\" data-id=\"b395949\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b395a76 elementor-widget elementor-widget-text-editor\" data-id=\"b395a76\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b395b1c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b395b1c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b395c96\" data-id=\"b395c96\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b395dd9 elementor-widget elementor-widget-text-editor\" data-id=\"b395dd9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Open Sources Library Software Usage and Performance of Higher Education Institutions<\/strong><\/span>\r\n\r\n<strong>Abdulmalik Bappah Mahmood  &#8211; March 2021 &#8211; Page No.: 232-238<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b395e8e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b395e8e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b396025\" data-id=\"b396025\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b396169 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b396169\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The introduction of digital technology has accelerated the library\u2019s subscription to online resources including e-journals, e-books, and reference management software in higher education institutions. The open source library software in particular has deepened the availability of electronic resources and extends the boundaries of academic research. The aim of this study is to investigate in impact of open source library software usage on the overall performance of higher education institutions. A cross sectional research design was used and data was collected from 252 respondents. The data was analysed with SPSS carrying out correlation and regression analysis. Result of the study indicates that, high level usage of open source library software has significant impact on the performance of Higher education institutions. This indicates that adoption of open source library software tends to beneficial and impact positively on the performance of both students and faculties in higher education institutions in developing countries as it would help in designing education policies and programmes. It is therefore recommended that more resources should be provided for ICT infrastructure and skilled manpower for the implementation and use of Open Source Library Software among guarantee appropriate Librarians.\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 232-238\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 22 April 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5315\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5315<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Abdulmalik Bappah Mahmood<\/strong><\/span> \r\nDepartment of Library, Federal College of Education, Yola, Nigeria\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbba, K. 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McAlbert (2012) \u201cDigital Librarians and the Challenges of Open Access to Knowledge: The Michael Okpara University of Agriculture (MOUAU) Library Experience\u201d. Library Philosophy and Practice (e-journal). Paper No. 740. (Accessed Online: from digitalcommons.unl.edu\/cgi\/viewcontent.cgi?article=1814&#038;context=libphilprac)\r\n[21]\tChepesuik, R. (1997). The future is here: America&#8217;s libraries go digital. American Libraries, 2(1), 47-49.\r\n[22]\tCleveland, G. (1998). Digital Libraries: Definitions, issues and challenges. New york: IFLA.\r\n[23]\tComputer Hope Dictionary (2017) \u201cSoftware\u201d.(Accessed Online: from http:\/\/www.computerhope.com\/jargon\/s\/software.htm on 19\/2\/2017).\r\n[24]\tCrossman, A. (2017) \u201cStratified Sampling Defined and Examples of Stratified Samples: A Brief \tReview of this Method\u201d. 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Library Philosophy and Practice (e-journal).Paper 476.\r\n[30]\tFree Software Foundation (2016) \u201cWhat is Free Software?\u201d.(Accessed Online: from http:\/\/www.gnu.org\/philosophy\/free-sw.html).\r\n[31]\tGale, T. (2008) \u201cSelf-Awareness Theory\u201d. International Encyclopedia of the Social Sciences.(Accessed Online: from http:\/\/www.encyclopedia.com\/social-sciences\/applied-and-social-sciences-magazines\/self-awareness-theoryon 11\/2\/2017).\r\n[32]\tGlance DG, Kerr J, Reid A (2004). Factors Affecting the Use of Open Source Software in Tertiary Education Institutions.www.myresearchspace.grs.uwa.edu.au\/files\/folders\/20\/download.asp x.\r\n[33]\tGraham, P. (2017). Requirements for the digital research library. . Retrieved from aultnis: http:\/\/aultnis.rutgers.edu\/texts\/DRC.html \r\n[34]\tHague, M. (2011) Sampling Methods in Social Research. (Accessed Online: From Www.Grmgrlaranya.Com\/Journals\/Sampling%20methods%20in%20social%2&#8230; on December 29, 2016).\r\n[35]\tHelmreich, M. (2011) Best Practices of Adopting Open Source Software in Closed Source Software Products. A Thesis submitted to the Institute for InformatikProfessurf\u00fcr Open Source Software Friedrich-Alexander-Universit\u00e4t Erlangen\u2013N\u00fcrnberg.\t\r\n[36]\tHiong, G. O. H. S. (2005) Open Source and Commercial Software: An In-Depth Analysis of the Issues. Business Software Alliance.(Accessed Online: from http:\/\/www.wipo.int\/edocs\/mdocs\/copyright\/en\/wipo_ip_cm_07\/wipo_ip_cm_07_www_82575.pdf on 21\/2\/2017).\r\n[37]\tIdiegbeyan-ose, J., Nkiko, C. and Osinulu, I. (2016) &#8220;Awareness and Perception of Plagiarism of Postgraduate Students in Selected Universities in Ogun State, Nigeria.&#8221;.Library Philosophy and Practice (e-journal).Paper 1322.\r\n[38]\tJensen, M. (2006) Open access: Lowering the costs of international bandwidth in Africa. APC Issue Papers.(Accessed Online: from http:\/\/www.researchictafrica.net\/images\/upload\/open_access_EN.pdf).\r\n[39]\tJohnson, K. Trabelsi, H. and Tin, T. (N.D.) \u201cLibrary Support For Online Learners: E-Resources, E-Services And The Human Factors\u201d. Chapter 14.Theory and Practice of Online Learning.(Access Online: from http:\/\/cde.athabascau.ca\/online_book\/ch14.html on 21\/12\/2016).\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Abdulmalik Bappah Mahmood   &#8220;Open Sources Library Software Usage and Performance of Higher Education Institutions&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.232-238 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5315<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/232-238.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/open-sources-library-software-usage-and-performance-of-higher-education-institutions\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Open Sources Library Software Usage and Performance of Higher Education Institutions<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b396f97 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b396f97\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b397073 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b397073\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a05d7\" data-id=\"b3a05d7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a078f elementor-widget elementor-widget-text-editor\" data-id=\"b3a078f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a085e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a085e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a0a01\" data-id=\"b3a0a01\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a0b22 elementor-widget elementor-widget-text-editor\" data-id=\"b3a0b22\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Treasury Single Account Compliance: Accounting Practices for Effectiveness and Sustainability in Institutions<\/strong><\/span>\r\n\r\n<strong>Raji  Gbolagade Mojeed &#038; Adekola Adeola Adebayo, Opadotun Tunde Adewumi  &#8211; March 2021 &#8211; Page No.: 239-247<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a0bd1 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a0bd1\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a0d74\" data-id=\"b3a0d74\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a0ec5 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3a0ec5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study considered treasury single account compliance as an accounting practice for effective and sustainability in institutions. The general objective is on how treasury single account could plug leakages within the system, while the specific objective would be on how treasury single account could dovetail into a transparent reportage in a system. Legitimacy theory and public finance management theory adopted for the treasury single account, therefore foresees that government will implement policies to guarantee the society and that agencies are complying by disclosing all transactions in treasury single account. This study was based on the data from both primary source and empirical works of previous researchers. The questionnaires were administered to the bursary staff of The Polytechnic in Ibadan. The questions were on the five-point Likert type questions, with a choice of strongly agree to strongly disagree. The data gathered were analyzed using chi-square statistical packages for social sciences. Data were gathered from the questionnaires analyzed using chi-square in SPSS, and findings revealed that treasury single account compliance have a significant effect in the effective accounting practices and sustainability in institution. This paper concluded that loss of revenue has a multitude of collision on effects, including the fact that lower revenue means that less money will be available to provide facilities for sustainability. Therefore, this paper recommends that, the effectiveness of treasury single account compliance (TSAC) should be broadminded for the sustainability in institutions. There should be seal for both transparency and accountability to block the leakages within the system. The permissible laws should be appraised and adapted where mandatory training should be offered to appropriate bursary staff of The Polytechnic Ibadan to guarantee effective operation. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 239-247\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 22 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5316\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5316<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Raji  Gbolagade Mojeed <\/strong><\/span> \r\nDepartment of Accountancy, The Polytechnic, Ibadan, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Adekola Adeola Adebayo <\/strong><\/span> \r\nDepartment of Accountancy, The Polytechnic, Ibadan, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Opadotun Tunde Adewumi <\/strong><\/span> \r\nDepartment of Accountancy, Adeseun Ogundoyin Polytechnic, Eruwa, Nigeria\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbayelu, A. 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Sunday Guardian Newspaper, 2, 52 \u2013 58.\r\n[31]\tObinna, C. (2015). Banks face liquidity strain as FG fully enforces treasury single account.  Thisday, Monday, 11 August, p.52. \r\n[32]\tOguntodu, J.A., Alalade, Y.S.A., Adekunle, Y.A., &#038; Adegbie, F.F. (2016). Treasury single account and Nigeria\u2019s economy between 1999 and 2015: An assessment. Journal of  Accounting and Financial Management. 2 (6) 61 \u2013 74. \r\n[33]\tOiken, B. (2009). Corruption Perception Vs. Corruption reality. Journal of Public Economics 93(7- 8), 950-964.\r\n[34]\tOkolieaboh, S. (2016). Treasury Single Account: Implementation and Challenges. This Day Live \u2013 16 August. \r\n[35]\tOnyekpere, N.N. (2015). Public Policy Effects of Treasury Single Account in Nigerian Banks.  Vanguard Newspaper Editorial. August 14, p.15. \r\n[36]\tOru, A.O., &#038; Odumusor, C.J. (2019). Effect of treasury single account on liquidity of deposit money banks and effective control of governments cash resources in Nigeria. IOSR Journal of Economics and Finance, 10(1), 49-59.\r\n[37]\tOyedele, T. (2015). Treasury single account and taxation. PWC Nigeria. Retrieved from \thttp:\/\/pwcnigeriatypepad.com\/files\/tsa-andltax.\r\n[38]\tOyedele, T. (2016). Treasury Single Account and Taxation. Retrieved from PWC:  http:\/\/www.pwc.com\/nigeriataxbloog. \r\n[39]\tOyedokun, G. E. (2016). Imperative of Treasury Single Account (TSA) in Nigeria. Retrieved  from https:\/\/ssrn.com\/abstract=2910315 \r\n[40]\tRijckeghem, V. C., &#038; Weder, B. (2007), \u2018Corruption and Rate of Temptation: Do Low Wages in  the Civil Service Cause Corruption? IMF Working Paper 97\/73, Washington, International Monetary Fund.\r\n[41]\tTransparency International (2012 &#038; 2013). Nigerian survey and corruption survey studies June  2003. Institute of Development Studies, Ahmadu Bello University, Zaria, Kaduna. \r\n[42]\tUdo, E.J. &#038; Esara, I.E. (2016). Adoption of treasury single account (TSA) by state government of Nigeria: Benefits, challenges, and prospects. Journal of Finance and Accounting 4 (3) 126 \u2013 130.\r\n[43]\tVishney, R., &#038; Schleifer A., (2003). Corruption in Quarterly Journal of Economics, Vol. 59 World Bank (2011). Curbing fraud, corruption, and collusion in the roads sector. Washington D.C.\r\n[44]\tWorld Commission on Environment and Development (1987). Special working session vol.17, Doc.149.\r\n[45]\tYusuff, M.B. (2016). Effects of treasury single account on public financial management in Nigeria. Journal of Finance and Accounting, 7(6), 164-170.\r\n \r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Raji  Gbolagade Mojeed &#038; Adekola Adeola Adebayo, Opadotun Tunde Adewumi   &#8220;Treasury Single Account Compliance: Accounting Practices for Effectiveness and Sustainability in Institutions&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.239-247 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5316<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/239-247.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/treasury-single-account-compliance-accounting-practices-for-effectiveness-and-sustainability-in-institutions\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Treasury Single Account Compliance: Accounting Practices for Effectiveness and Sustainability in Institutions<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3a1d90 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3a1d90\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a1e69 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a1e69\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a1fee\" data-id=\"b3a1fee\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a2117 elementor-widget elementor-widget-text-editor\" data-id=\"b3a2117\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a21c8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a21c8\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a233b\" data-id=\"b3a233b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a2455 elementor-widget elementor-widget-text-editor\" data-id=\"b3a2455\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>A literature review of adult lifelong learning in Bangladesh for the medium of knowledge of society<\/strong><\/span>\r\n\r\n<strong>Md Mirajur Rhaman Shaoan, Yuke Shen,  Kamrul islam  &#8211; March 2021 &#8211; Page No.: 248-255<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a24f5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a24f5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a2677\" data-id=\"b3a2677\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a27a9 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3a27a9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study sought to investigate the historical background taking place the buildup concept of lifelong learning in Bangladesh and the learning society. It makes the knowledge center medium a possible institutional standard for the implementation of adult lifelong learning in Bangladesh. Implications of the knowledge center as a standard for lifelong learning in Bangladesh are explain by means of the container of representation on similarities as well as comparison with China. Eventually, lifelong knowledge education from the current study of the Asia-Pacific region are reviewed with regard to the advancement of strategic objectives aim to deliver adult and lifelong learning in Bangladesh point of view through and across the medium knowledge of society.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 248-255\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 22 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5317\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5317<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Md Mirajur Rhaman Shaoan<\/strong><\/span> \r\nFaculty of Education, Southwest University Chongqing, China\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Yuke Shen<\/strong><\/span> \r\nFaculty of Education, Southwest University Chongqing, China\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Kamrul islam<\/strong><\/span> \r\nMd Entrepreneurship Education Wenzhou University, China\r\n\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAhmed, M. (2009) The State and Development of Adult Learning and Education in Asia and thePacific Regional Synthesis Report (Hamburg: UIL).\r\n[2]\tAhmed, M. (2013) The Post-2015 MDG and EFA Agenda and the National Discourse about Goalsand Targets \u2013 A Case Study of Bangladesh (Geneva: Graduate Institute of International andDevelopment Studies).\r\n[3]\tBRAC (Bangladesh Rural Advancement Committee) (2012) Multi-purpose Community LearningCentres (Gonokendros), http:\/\/education.brac.net\/multi-purpose-community-learning-centres(accessed on 10 March 2014).\r\n[4]\tCisco Systems (2010) The Learning Society (San Jose, CA: The Cisco SystemsInc.),http:\/\/www.cisco.com\/web\/about\/citizenship\/socioeconomic\/docs\/LearningSociety_WhitePaper.pdf (accessed on 10 March 2014).\r\n[5]\tCoombs, P. and M. Ahmed (1974) Attacking Rural Poverty: How Non-formal Education Can Help(Baltimore: Johns Hopkins University Press).\r\n[6]\tCUE (Centre for Universal Education at Brookings) (2013a) Toward Universal Learning: WhatEvery Child Should Learn, LMTF Report, No. 1,http:\/\/www.brookings.edu\/research\/reports\/2013\/02\/learning-metrics (accessed on 10 March2014).\r\n[7]\tCUE (Centre for Universal Education at Brookings) (2013b), Toward Universal Learning: AGlobal Framework for Measuring, LMTF Report, No. 2,http:\/\/www.brookings.edu\/research\/reports\/2013\/07\/global-framework-measuring-learning(accessed on 10 March 2014).\r\n[8]\tDelors, J. (Chair) (1996) Learning: The Treasure Within, Report to UNESCO of the InternationalCommission on Education for the Twenty-first Century (Highlights) (Paris: UNESCO),http:\/\/unesdoc.unesco.org\/images\/0010\/001095\/109590eo.pdf (accessed on 1 April 2014).\r\n[9]\tDerbyshire, J. (2013) \u2018Prospect Interviews with Amartya Sen\u2019, Prospect Magazine, 18 July 2013,https:\/\/www.prospectmagazine.co.uk\/magazine\/prospect-interviews-amartya-sen-the-full-transcript-jonathan-derbyshire\/#.Ux8INryWRz8 (accessed on 11 March 2014).\r\n[10]\tDreze, J. and A. Sen (2013) An Uncertain Glory \u2013 India and Its Contradictions (London: AllenLane).\r\n[11]\tFaure, E. et al (1972) Learning to Be: The World of Education Today and Tomorrow, Report ofthe Edgar Faure Commission (Paris: UNESCO).\r\n[12]\tHasan, A. (2012) \u2018Lifelong learning in Bangladeshin OECD and Developing Countries: An Interpretation andAssessment\u2019 in Aspin, D.N. (ed.) Second Springer International Handbook of Education(Portland, OR: Powell Books), vol. 26, chapter 29, pp. 471\u2013497.\r\n[13]\tHus\u00e9n, T. (1986) The Learning Society Revisited (Oxford: Pergamon).\r\n[14]\tHutchins, R. M. (1970) The Learning Society (Harmondsworth: Penguin).\r\n[15]\tManzoor Ahmed, \u201cLifelong learning in Bangladeshin a Learning Society: Are Community Learning Centres the Vehicle?\u201d, International Development Policy | Revue internationale de politique de d\u00e9veloppement [Online], 5 | 2014, Online since 18 November 2014, connection on 04 March 2021. URL: http:\/\/journals.openedition.org\/poldev\/1782; DOI: https:\/\/doi.org\/10.4000\/poldev.1782\r\n[16]\tOyasu, K. and D. Riewpituk (2013) \u2018CLCs in the Asia Pacific Region\u2019, in Okayama ESD PromotionCommission, Education for Sustainable Development and Kminkan\/Community Learning Centre(Okayama: Okayama University Press).\r\n[17]\tPeterson, G. (1997) The Power of Words: Literacy and Revolution in South China, 1949\u201395(Vancouver: University of British Columbia Press).\r\n[18]\tUIL (2009) The Bel\u00e9m Framework for Action, Sixth International Conference on Adult Education(CONFINTEA VI), Belem, Brazil, 1\u20134 December (Hamburg: UIL).\r\n[19]\tUIL (2010) Shanghai International Forum on Lifelong Learning: Summary report of GeneralRapporteur, Shanghai, 19\u201321 May (Hamburg: UIL),http:\/\/uil.unesco.org\/fileadmin\/keydocuments\/LifelongLearning\/en\/Summary%20of%20General%20Rapporteur.pdf(accessed on 17 April 2014).\r\n[20]\tUIL (UNESCO Institute for Lifelong Learning) (2013) Second Global Report on Adult Learningand Education \u2013 Rethinking Literacy (Hamburg: UIL).\r\n[21]\tUNESCO (2011) \u2018Sustainability of Community Learning Centres: Community Ownership andSupport\u2019, Asia-Pacific Regional Action Research Studies (Bangkok: UNESCO Regional Office).\r\n[22]\tUNESCO (2012) Community Learning Centres: Asia Pacific Regional Conference Report(Bangkok: UNESCO Regional Office).\r\n\r\n \r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Md Mirajur Rhaman Shaoan, Yuke Shen,  Kamrul islam   &#8220;A literature review of adult lifelong learning in Bangladesh for the medium of knowledge of society&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.248-255 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5317<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/248-255.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/a-literature-review-of-adult-lifelong-learning-in-bangladesh-for-the-medium-of-knowledge-of-society\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>A literature review of adult lifelong learning in Bangladesh for the medium of knowledge of society<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3a80e9 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3a80e9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a81ce elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a81ce\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a836c\" data-id=\"b3a836c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a848f elementor-widget elementor-widget-text-editor\" data-id=\"b3a848f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a8537 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a8537\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a86a7\" data-id=\"b3a86a7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a87c1 elementor-widget elementor-widget-text-editor\" data-id=\"b3a87c1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Gender Roles in D. E. K. Krampah\u2019s <i>Mbofra Mfa Adwene<\/i>: A Feminist Critique<\/strong><\/span>\r\n\r\n<strong>Esther Asare, Ernest Nyamekye  &#8211; March 2021 &#8211; Page No.: 256-263<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a8862 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a8862\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a89e4\" data-id=\"b3a89e4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a8b1e elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3a8b1e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Literary writers have always been influenced by their environment. They consciously or subconsciously include society\u2019s take on gender issues in their writings. In many societies, males and females are assigned different roles based on their gender, which they play in consonance with their age limits. Literary writers tend to hide behind language to portray gender stereotypes in literary works. For some time now, feminism has been a well-used literary criticism approach. It has been used as a tool to criticize gender roles, especially the representation of women in literary works in general. Feminist literary critics argue that the representation of women in most literary works shows a large equality gap between males and females. These inequalities are often measured in literature by diction, characterization, setting and other rhetorical devices. Substantial data in the literature show that whereas male writers often write to present the position of women in society and their social expectations, most of which are related to marriage, female writers accordingly, present the different female responses to these social norms and the objection of the position of women in society. Following these trends of analysis, this paper analyzes the kind of gender roles that some Akan male writers assign to their male and female characters to ascertain whether males and females are indeed presented as equals in literary texts. The paper adopts a radical feminist approach to literary criticism and analyses D. E. K. Krampah\u2019s novel, Mbofra Mfa Adwene(1970).\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 256-263\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 22 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Esther Asare<\/strong><\/span> \r\nUniversity of Cape Coast, Department of Ghanaian Languages and Linguistics\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Esther Asare<\/strong><\/span> \r\nUniversity of Cape Coast, Department of Arts Education\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdichie, C. N. (2016). Dear Ijeawele or a feminist manifesto in fifteen suggestions. Alfred A. Knopf.\r\n[2]\tAsare-Kumi, A. A. (2010). Defining the Ghanaian feminist novel: A study of Ama Ata Aidoo\u2019s Our Sister Killjoy and Changes and AmmaDarko\u2019s Beyond the Horizon and Not Without Flowers (Doctoral dissertation, University of Ghana).\r\n[3]\tBennett, A. &#038;Royle, N.  (2004). An introduction to literature, criticism and theory (3rdedn.) Pearson Education Ltd.\r\n[4]\tButler, J. C. (1990). Gender trouble: Feminism and the subversion of identity.  Routledge.\r\n[5]\tCuller, J. D. (2007). Commentary: what is literature now? New literary history, 38 (1), 229-237. John Hopkin University press. http:\/\/www.doi: 10.1353\/nlh.2007.0017.\r\n[6]\tGolemac, A. (2014). Representation of Women in Jane Austen\u2019s Pride and Prejudice, Emma, and Persuasion.\r\n[7]\tHannam, J. (2007). The Book of Feminism. Pearson-Longman.\r\n[8]\tHassan, A. M., (2016). The Image of Women In Chinua Adchebe&#8217;s Novels Things Fall Apart, No Longer at Ease, and Arrow Of God. Global Journal of Arts, Humanities and Social Sciences, 4(1). 1-6\r\n[9]\tKrampah, D. E. K. (1970). Mboframfaadwen. Bureau of Ghana Languages.\r\n[10]\tLandstedt, E., Asplund, K. &#038;Gadin, K. G. (2009). Understanding adolescent mental health: the influence of social processes, doing gender and gendered power relations. Sociology of Health &#038; Illness, 962\u2013978. \r\n[11]\tMead, M. (1949). Male and female. Harrow.\r\n[12]\tNewman, L. K.  (2002). Sex, Gender and culture: issues in the definition, assessment and treatment of gender identity disorder. Clinical Child Psychology and Psychiatry, 7(3), 352\u2013359. \r\n[13]\tSuaidi, (2016). Feminism reflected in pride and prejudice novel by Jane Austen. JIBS, 3(1), 85-99.\r\n[14]\tVukoicic, J.  (2013). Radical feminism as a discourse in the theory of conflict. Sociological discourse, 3(5), 33-49.\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Esther Asare, Ernest Nyamekye   &#8220;Gender Roles in D. E. K. Krampah\u2019s <i>Mbofra Mfa Adwene<\/i>: A Feminist Critique&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.256-263 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/256-263.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/256-263.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/gender-roles-in-d-e-k-krampahs-mboframfaadwene-a-feminist-critique\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Gender Roles in D. E. K. Krampah\u2019s <i>Mbofra Mfa Adwene<\/i>: A Feminist Critique<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3a9a73 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3a9a73\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a9b47 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a9b47\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a9ccb\" data-id=\"b3a9ccb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3a9de7 elementor-widget elementor-widget-text-editor\" data-id=\"b3a9de7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3a9e8e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3a9e8e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3a9ff5\" data-id=\"b3a9ff5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3aa10d elementor-widget elementor-widget-text-editor\" data-id=\"b3aa10d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>A Review of resilience effects of single mother entrepreneurs and lifestyle<\/strong><\/span>\r\n\r\n<strong>Ika Indrawaty Hamzah, Farouk Djermani, Idris M. Ben Omran  &#8211; March 2021 &#8211; Page No.: 264-271<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3aa1ab elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3aa1ab\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3aa365\" data-id=\"b3aa365\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3aa501 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3aa501\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">There is a need for single mothers to raise the ability to survive to face the complex challenges in their life. These challenges could be seen in work, finance, childcare, and social support. Therefore, developing self-resilience to solve problems and face challenges seems necessary to lead to a productive, healthy life. One way to be taken is to become an entrepreneur who initiates a business to guarantee the family&#8217;s economic stability. Several factors are seen to be contributing to the success of single mothers&#8217; entrepreneurial activities, such as skills, training, motivations, and initiatives. This study focuses on the effects of the role of the entrepreneurial resilience and lifestyle of single mothers. Therefore, this study recommends that single mothers deserve assistance in their entrepreneurial journey in order to increase their independence and elevate the self-resilience to livelihood obstacles.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 264-271\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 22 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Ika Indrawaty Hamzah <\/strong><\/span> \r\nCollege of Arts and Sciences, School of Education and Modern Languages, \r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Farouk Djermani <\/strong><\/span> \r\nOthman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia 06010\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Idris M. Ben Omran <\/strong><\/span> \r\nOthman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia 06010\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbdullah, N., Hadi, N. U., &#038; Dana, L. P. (2018). The nexus between entrepreneur skills and successful business: a decompositional analysis. International Journal of Entrepreneurship and Small Business, 34(2), 249-265.\r\n[2]\tAbu, N. H., Abidin, F. Z., &#038;Zaidi, M. F. A. (2018) Single mother entrepreneurs business profile: A case study in Northern Region. 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Journal of Entrepreneurship in Emerging Economies, ahead-of(ahead-of-print), 1\u201328. https:\/\/doi.org\/10.1108\/jeee-07-2020-0246.\r\n[66]\tPortuguez Castro, M., &#038; G\u00f3mez Zerme\u00f1o, M. G. (2020). Being an entrepreneur post-COVID-19 \u2013 resilience in times of crisis: a systematic literature review. Journal of Entrepreneurship in Emerging Economies. https:\/\/doi.org\/10.1108\/JEEE-07-2020-0246.\r\n[67]\tQuagrainie, F. A., Adams, S., Kabalan, A. A. M., &#038; Dankwa, A. D. (2020). Micro-entrepreneurship, sustainable development goal one and cultural expectations of Ghanaian women. Journal of Entrepreneurship in Emerging Economies. 2053-4604\r\n[68]\tRahimi, R., Lukman, Z. M., Azlini, C., Normala, R., &#038; Kamal, M. Y. 2018Factors Identification of Rising a Resilience among Single Mother: A Case Study in Felda Chini and Felda Jengka, Pahang, Malaysia.\r\n[69]\tRahman, N. W., Abdullah, H., Darus, N., Mansor, A.A. (2018). Key Challenges Contributing to the Survival of Single Mothers. Journal of Applied Environmental and Biological Sciences, 7(4)105-109.\r\n[70]\tRatten, V. (2020a). Coronavirus (covid-19) and entrepreneurship: changing life and work landscape. Journal of Small Business &#038; Entrepreneurship, 32(5), 503-516.\r\n[71]\tRatten, V. (2020b), &#8220;Coronavirus (Covid-19) and entrepreneurship: cultural, lifestyle and societal changes&#8221;, Journal of Entrepreneurship in Emerging Economies, Vol. ahead-of-print No. ahead-of-print. 2053-4604. https:\/\/doi.org\/10.1108\/JEEE-06-2020-0163.\r\n[72]\tRoddin, R., Sultan Sidi, N. S., Yusof, Y., Mohamed, M., Abdul Razzaq, A. R. (2000).Poverty alleviation among single mother in malaysia: building entrepreneurship capacity. International Journal of Business and Social Science,2(17). 92-99. Retrieved from http:\/\/ijbssnet.com\/journals\/Vol_2_No_17\/13.pdf.\r\n[73]\tSchumpeter, J. A. (1958). Capitalism, Socialism, and Democracy. New York: Simon &#038; Schuster.\r\n[74]\tShane, S. and Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review, 25(1), 217-226.\r\n[75]\tStatistista Research Departement. (20 Jan 2021). Number of families with a single mother in the United States from 1990 to 2019(in 1,000s). Retrieved from https:\/\/www.statista.com\/statistics\/205000\/number-of-families-with-a-single-mother-in-the-us\/.\r\n[76]\tSun, J., Buys, N., Wang, X., &#038; McAuley, A. (2011). Using the concept of resilience to explain entrepreneurial success in China. International Journal of Management and Enterprise Development, 11(2-4), 182-202.\r\n[77]\tSuparno, &#038; Saptono, A. (2018). Entrepreneurship education and its influence on financial literacy and entrepreneurship skills in college. Journal of Entrepreneurship Education, 21(4), 1-11.\r\n[78]\tSweida, G. L., &#038; Reichard, R. J. (2013). Gender stereotyping effects on entrepreneurial self-efficacy and high-growth entrepreneurial intention. Journal of Small Business and Enterprise Development, 20(2), 296-313.\r\n[79]\tTakada, S. (2011). Factors determining the employment of single mothers. The Japanese Economy, 38(2), 105\u2013123. http:\/\/doi.org\/10.2753\/JES1097-203X380205.\r\n[80]\tTallman, M. I. (1994). Quality of life and well being of single parent families disparate voicesor a long overdue chorus. Marriage and Family Review, 20(3\u20134), 513\u2013532. https:\/\/doi.org\/10.1300\/J002v20n03_11.\r\n[81]\tTaylor, Z. E., &#038; Conger, R. D. (2014). Risk and resilience processes in single mother families: An interactionist perspective. In Z. Sloboda &#038; H. Petras (Eds.), Definingprevention science, advances in prevention science (pp. 195\u2013217). New York, NY: Springer Science.\r\n[82]\tTaylor Z. E, Conger R. D. (2017). Promoting Strengths and Resilience in Single-Mother Families. 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Washington, D.C.: Government Printing Office.\r\n[86]\tVersantvoort, M., &#038; Lambert van der Laan (1998). &#8220;Analysing Labour Supply in a Lifestyle Perspective,&#8221; Tinbergen Institute Discussion Papers 98-010\/3, 1-35. Erasmus Centre for Labour Market Analysis (ECLA) and Tinbergen Institute; Erasmus University Rotterdam, the Netherlands.\r\n[87]\tWalker, B., Holling, C. S., Carpenter, S. R., &#038; Kinzig, A. (2004). Resilience, Adaptability and Transformability in Social\u2013ecological Systems. Ecology and Society, 9(2), 5.\r\n[88]\tWilliams, T. A., Gruber, D. A., Sutcliffe, K. M., Shepherd, D. A., &#038; Zhao, E. Y. (2017). Organizational response to adversity: Fusing crisis management and resilience research streams. Academy of Management Annals, 11(2), 733-769.\r\n[89]\tZakaria, S.M., Md Akhir, N &#038; Omar, F. I (2018). Kesejahteraan psikologi ibu tunggal: cabaran sebagai ibu tunggal dan tekanan hidup. e-Prosiding Persidangan Antarabangsa Sains Sosial dan Kemanusiaan. PASAK 23-24 April 2018. Kolej Universiti Antara Bangsa Selangor. \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Ika Indrawaty Hamzah, Farouk Djermani, Idris M. Ben Omran   &#8220;A Review of resilience effects of single mother entrepreneurs and lifestyle&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.264-271 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/264-271.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/264-271.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/a-review-of-resilience-effects-of-single-mother-entrepreneurs-and-lifestyle\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>A Review of resilience effects of single mother entrepreneurs and lifestyle<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3ab408 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3ab408\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ab4d7 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ab4d7\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ab667\" data-id=\"b3ab667\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ab786 elementor-widget elementor-widget-text-editor\" data-id=\"b3ab786\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ab82c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ab82c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ab9a0\" data-id=\"b3ab9a0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3abac2 elementor-widget elementor-widget-text-editor\" data-id=\"b3abac2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Assessment of Preservice Science Teachers\u2019 Support for Teaching Practice in the Context of Two Teachers\u2019 Colleges in Zimbabwe<\/strong><\/span>\r\n\r\n<strong>C. Mutseekwa and T.D. Mushoriwa  &#8211; March 2021 &#8211; Page No.: 272-278<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3abb66 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3abb66\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3abce7\" data-id=\"b3abce7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ae27f elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3ae27f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Using three objectives this study sought to: examine the extent to which mentors provided guidance to pre-service teachers, establish the support type and assess colleges\u2019 support provision.An exploratory sequential mixed methods research design was used to guide the collection and analysis of data. Data were sourced from 18 Science teacher educators and 108 final year Science student teachers through a semi-structured questionnaire, follow-up interviews, focus groups and documents. The findings show that support was in the form of (a) science-teaching theory (b) support materials such as handouts and handbooks with tips on lesson planning and other teaching practice requirements (c) placement in schools for practice (d) provision of mentors (e) occasional workshops and (f) clinical supervision. However, support that targeted science students\u2019 unique requirements was largely found lacking, suggesting the need for practices such as field-based methods courses and educative mentoring that foster closer collaboration between colleges and schools.\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 272-278\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>C. Mutseekwa<\/strong><\/span> \r\nBindura University of Science Education, Bindura Zimbabwe \r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>T.D. Mushoriwa<\/strong><\/span> \r\nMidlands State University, Gweru Zimbabwe \r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAvraamidou L 2014. Tracing a beginning elementary teacher\u2019s development of \tidentity for science teaching. Journal of Teacher Education, 65(3): 223-240.\r\n[2]\tBradbury LU 2010. Educative mentoring: Promoting reform-based science teaching through mentoring relationships. Science Education, 64(6): 1049-1071.\r\n[3]\tChristensen SS, Davies RS, Harris SP, Hanks J, Bowles B 2019. Teacher recruitment: factors that predict high school student\u2019 willingness to become teachers. Education Sciences, 9(4): 282. From <https:\/\/doi.org\/10.3390\/educsci9040282> (Retrieved on 8 October 2020).\r\n[4]\tCrawford BA,Cullin MJ 2004. Supporting prospective teachers\u2019 conceptions of modeling in science. International Journal of Science Education, 26(11): 1379-\t1401.\r\n[5]\tCreswell JW 2007.Educational research: Planning, conducting and evaluating quantitative and qualitative research. New Jersey, USA: Prentice Hall.\r\n[6]\tFullan M 2007. The new meaning of educational change. New York, USA: Routledge.\r\n[7]\tGoldhaber D, Krieg J, Naito N, Theobald R 2019. Making the most of student teaching: The importance of mentors and scope of change. Education Finance and Policy. From <https:\/\/doi.org\/10.1162\/edfp_9_00305> Retrieved on 6 October 2020.\r\n[8]\tHenderson AK 2011. Post- positivism and the pragmatics of leisure research. \tLeisure Sciences and Interdisciplinary Journal, 33(4): 341-346.\r\n[9]\tHund AK, Churchill AC, Faist AM, Havrilla CA, Stowell SML, McCrey HF, Ng J, Pinzone CA, Scordato ESC 2019. Transforming mentorship in STEM by training scientists to be better leaders. Ecology and Evolution, 8: 9962-9974.\r\n[10]\tJohnson B, Christensen L 2012. Educational research: Quantitative and qualitative    approaches. New York, USA: Allyn and Bacon.\r\n[11]\tKagoda AM,Sentongo J 2015. Practicing teachers\u2019 perceptions of teacher \ttrainees: Implications for teacher education. Journal of Educational Change, 3(2): 148-153.\r\n[12]\tKiraz E, Yildirim S 2007. Enthusiasm vs. experience in mentoring: A comparison of Turkish novice and experienced teachers in fulfilling supervisory roles. 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Mentoring in a cohort model of practicum: Members and preservice teachers\u2019 experiences in a rural South African school. SAGE Open, 1-5. From <DOI:10.1177\/2158244017709863> (Retrieved on 6 October 2020).\r\n[18]\tRobnett RD, Nelson PA, Zurbriggen EL, Crosby FJ, Chemers MM 2018. Research mentoring and scientist identity: Insights from undergraduates and their mentors. International Journal of STEM Education, 5: 41.\r\n[19]\tRyan BA 2006. Post- positivism approaches to research. In: Researching and writing your thesis: A guide for post graduate students. MACE: Maynooth Adult and Community Education, 12-26.  <Mural.maynoothuniversity.ie\/874\/> (Retrieved on 1 March 2021) \r\n[20]\tSiry C,Martin SN 2014. Facilitating reflexivity in preservice science teacher education using video analysis and co-generative dialogue in field-based methods \tcourses. Eurasia Journal of Mathematics, Science &#038; Technology Education, 10(5):\t481-508.\r\n[21]\tSutcher L, Darling-Hammond L, Carvet-Thomas D 2019. Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35). From <htto:\/\/dx.doi.org\/10.14507\/epaa.27.3696> (Retrieved on 8 October 2020).\r\n[22]\tTinoco-Giraldo H, Sanchez EMT, Garcia-Penalvo FJ 2020. E-mentoring in higher education: A structured literature review and implications for future research. Sustainability, 12: 4344.\r\n[23]\tVan Dalen DB 2000. Research methods in education: An introduction. New York, USA:McGraw Hill.\r\n[24]\tWillemse, T. M., Boe, F. &#038;Pillen, M. (2015). Fostering teacher educators\u2019 professional development on practice-based research through communities of inquiry. \tVocations and Learning, 9, 85-110.\r\n[25]\tZan-Mary B, Donegen-Ritter M 2014. Reflecting, Coaching and mentoring to enhance teacher-child interactions in head start classrooms. Early ChildhoodEducation, 42: 93-104.\r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">C. Mutseekwa and T.D. Mushoriwa   &#8220;Assessment of Preservice Science Teachers\u2019 Support for Teaching Practice in the Context of Two Teachers\u2019 Colleges in Zimbabwe&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.272-278 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/272-278.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/272-278.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/assessment-of-preservice-science-teachers-support-for-teaching-practice-in-the-context-of-two-teachers-colleges-in-zimbabwe\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Assessment of Preservice Science Teachers\u2019 Support for Teaching Practice in the Context of Two Teachers\u2019 Colleges in Zimbabwe<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3b4ba1 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3b4ba1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3b4c8c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3b4c8c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3b4e24\" data-id=\"b3b4e24\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3b4f51 elementor-widget elementor-widget-text-editor\" data-id=\"b3b4f51\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3b4ff6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3b4ff6\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3b516e\" data-id=\"b3b516e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3b52a2 elementor-widget elementor-widget-text-editor\" data-id=\"b3b52a2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Students\u2019 Perceptions on the Role of Christian Religious Education in Promoting Social Cohesion in Kenya<\/strong><\/span>\r\n\r\n<strong>Lydiah Njoki Wachira   &#8211; March 2021 &#8211; Page No.: 279-288<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3b5347 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3b5347\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3b54d0\" data-id=\"b3b54d0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3b69e3 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3b69e3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The purpose of this study was to investigate Secondary School Students\u2019 perceptions on the role of Christian Religious Education (CRE) in Promoting Social Cohesion in Kenya. The study objective looked at students\u2019 characteristics;specifically age and gender in relation to their perspectives on  the role of Christian Religious Education on promotion of social cohesion in society.. This objectives was supported by a  corresponding hypothesis. Review of related literature based on students\u2019 characteristics and social cohesion was carried out. The study used descriptive survey method which employed both quantitative and qualitative approaches. The study targeted form four secondary school studentswho took CRE as one of their subjects of study in Nairobi County, CRE teachers and education officers in the County. The target population was 5550 CRE students, 160 CRE teachers and 8 education officers. From this population a sample of 550 CRE students, 25 CRE teachers and 4 education officers participated in the study. The questionnaire was the main research instrument used to collect data from the students while interview schedules were used to collect data from teachers and education officers. The study findings were analysed both quantitatively and qualitatively. The quantitative data was processed and analysed and summarised into frequency tables and percentages. Qualitative data was subjected to content analysis from which relevant information was extracted. The hypotheses were tested at 0.05 level of significance.  The study established that CRE was perceived as an important tool in the promotion of social cohesion in the society. The study  further established that students\u2019 age (p=0.030)  displayed a significant level of influence on their perspectives and attitude  on the role of CRE in social cohesion. However, the students\u2019 gender, did not have such a significant influence.  The study   recommended as follows; enhancing CRE as a tool for promoting social cohesion, strengthening its teaching methods for social cohesion and integrating the teaching of religious values across all the subjects in the secondary school curriculum. For  further research, the study recommended  replicating the study in other counties and having a comparative study between rural and urban Counties with a view of finding out if the results would remain the same given the fact many rural counties were occupied by people belonging to one ethnic group while Nairobi is cosmopolitan.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 279-288\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5318\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5318<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Lydiah Njoki Wachira  <\/strong><\/span> \r\nUniversity of Nairobi, Kenya\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAkerhed, A. 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Unpublished  M.ed :Kenyatta University\r\n[14]\tKamau, H.W. (2015)  Factors influencing implementation of Life Skills Educationin primary schools in Starehe sub-county,Nairobi County Kenya. Unpublished M.ed thesis Universty of Nairobi\r\n[15]\tKubai, K. (2008). Role of good governance in conflict prevention: A case of Kenya from 1992-2007.\r\n[16]\tMachyo, C.N. (1995).  Social and cultural factors in the career and educational plans \tof young Kenyan women. Unpublished M.ED thesisi. University of New Brunswick.\r\n[17]\tOmondi, S. (2004). The role of civil society in conflict management: A case of the Catholic Church in the Rwandan Genocide. Unpublished M.A thesis. University of Nairobi.\r\n[18]\tRampino, T. and Taylor, M. (2013).  Gender differences in educational aspirations and attitudes.  \tInstitute for Social and Economic Research. No. 2013 &#8211; 15\r\n[19]\tReader, J. (1998). African biography of a continent. London:  Penguin Books \tLimited.\r\n[20]\tRepublic of Kenya (1964). The Kenya Education Commission Report Part 1 and 11.  Nairobi, Government Press.\r\n[21]\tRepublic of Kenya (2002). Secondary of education syllabus Vol.3.   Nairobi: Kenya.Institute of Education.\r\n[22]\tRepublic of Kenya (2012). Road to cohesion. National Cohesion and Integration. Commission: Nairobi. Available at http:\/\/www.cohesion.or.ke\/\r\n[23]\tSinha, S. and Khumiri, T (2007). Asassination that altered course of the world \thistory. Mumbai. Magua Publishing Company limited.\r\n[24]\tTakayo, M. (2011). History Education and Identity Formation: A Case of Uganda. Unpublished PhD thesis. Clarement Mc Kenna University.\r\n[25]\tThe Pew Forum (2010). Tolerance and tension: Islam and Christianity in sub-\tSaharan Africa. Washington: Pew Research Centre.\r\n[26]\tUnited Nations (2002). Gender mainstreaming: An overview. New York\r\n[27]\tWamwere, K. (2008). Negative ethnicity: From bias to genocide. Nairobi: Seven Stories Press.\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Lydiah Njoki Wachira    &#8220;Students\u2019 Perceptions on the Role of Christian Religious Education in Promoting Social Cohesion in Kenya&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.279-288 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5318<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/279-288.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/students-perceptions-on-the-role-of-christian-religious-education-in-promoting-social-cohesion-in-kenya\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Students\u2019 Perceptions on the Role of Christian Religious Education in Promoting Social Cohesion in Kenya<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3b79af elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3b79af\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3b7aab elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3b7aab\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3b7c3b\" data-id=\"b3b7c3b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3b7d6d elementor-widget elementor-widget-text-editor\" data-id=\"b3b7d6d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3b7e0f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3b7e0f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3b7f8e\" data-id=\"b3b7f8e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3b80a3 elementor-widget elementor-widget-text-editor\" data-id=\"b3b80a3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Consequences of Pre-Marital Sex among Female Undergraduate Student<\/strong><\/span>\r\n\r\n<strong>Alade, T. T. Ph D, Owoeye, S. T, Bamidele, T. O  &#8211; March 2021 &#8211; Page No.: 289-292<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ba384 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ba384\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ba5ce\" data-id=\"b3ba5ce\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ba72f elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3ba72f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The study investigated the consequences of pre-marital sex among female undergraduate students. In many societies, unmarried, single youths are sexually more active than what is commonly realized. There are several factors which encourage the pre-marital sexuality in cities; such as higher mobility and migration of younger people to towns and cities in search of jobs, massive urbanization resulting proliferation of slums, growing population, unemployment, influence of modern mass-media and information technology, better life-style, changing modes and erosion of traditional customs and social norms. The researchers used survey design of the descriptive type of research for the study. The research instrument used for this study was a self \u2013 structure closed ended questionnaire designed by the researchers. The sample size of four hundred (400) respondents was used for the study. Purposive and simple random sampling techniques was used for the study. The face, content and construct validity of the instrument was ensured by given draft copies to experts for vetting. The reliability of the instrument was ensured by using the split half method of reliability, a coefficient of 0.78 was obtained. Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at 0.05 level of significance. The finding of the study revealed that there was a significant relationship between vesico-vigina fistula (VVF) and pre-marital sex among undergraduate. It was also concluded that there was significant relationship between ectopic pregnancy and pre-marital sex among undergraduate students. The researchers recommended that management of institutions of learning should organise a seminar or orientation proramme to their female most importantly the newly admitted ones, as this will help to reduce the prevalence of pre-marital sex among them. Female undergraduate students should try to avoid multiple sexual partners in order to avoid ectopic pregnancy. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 289-292\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5319\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5319<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Alade, T. T. Ph D<\/strong><\/span> \r\nDepartment of Human Kinetics and Health Education,\r\nBamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti (BOUESTI)\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Owoeye, S. T<\/strong><\/span> \r\nDepartment of Human Kinetics and Health Education,\r\nBamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti (BOUESTI)\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Bamidele, T. O<\/strong><\/span> \r\nDepartment of Human Kinetics and Health Education,\r\nBamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti (BOUESTI)\r\n\r\n\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdhikari, R. (2009). Premarital sexual behaviour among college students of Kathmandu, Nepal: BMC public Health 9, 241. \r\n[2]\tAjiboye, S. K., Aina, J. S., Oyebanji, T. O. &#038; Awoniyi, S. A. (2014). Possible causes of premarital sex among youths as perceived by lecturers of university of Ilorin, Nigeria.European Journal of Educational Sciences. (1), 4.\r\n[3]\tAssouni-Mindjah, Y. A., Essiben, F., Foumane, P., Dohbit, J. S. &#038; Mboudou, E. T. (2018). Risk factors for ectopic pregnancy in a population of Cameroonian women: A case-control study. PLoSONE 13(12), e0207699.https:\/\/doi.org\/10.1371\/journal.pone.0207699.\r\n[4]\tBray-Madoue, G., Saleh, A., Serge, R. I,, Tchari A. &#038; Kolombo, D. (2016). Grossesse extra-ut\u00e9rine: Aspects \u00e9pid\u00e9miologiques et Pronostic maternel \u00e0 l\u2019H\u00f4pital de district de N\u2019djamena sud (Tchad). Kisangani M\u00e9d. 6(1),111\u2013116.\r\n[5]\tOlatunji, M. P. (2019). Consequences of pre-marital sex among undergraduate students of university of Nigeria, Nsukka, Ikere campus. A project (unpublished) submitted to the department of Human Kinetics and Health Education, University of Nigeria, Nsukka. \r\n[6]\tSprecher, S. (2014). Evidence of change in men&#8217;s versus women&#8217;s emotional reactions to first sexual intercourse: a 23-year study in a human sexuality course at a midwestern university. Journal of Sexual Res, 51(4), 466\u201372.\r\n[7]\tStamatakos, M., Sargedi, C. &#038; Konstantinos, K. (2014). Vesicovaginal Fistula: Diagnosis and Management. Indian journal of surgery, 76(2), 131-136.\r\n[8]\tHurissa, B. F, Tebeje, B, Megersa, H. (2014). Prevalence of Pre-marital Sexual Practices and Associated Factors among Jimma Teacher Training College Students in Jimma Town, South West Shoa Zone, Oromiya Region, Ethiopia. Journal of Women\u2019s Health Care 4: 221. doi:10.4172\/2167-0420.1000221\r\n[9]\tRaji, M.O., (2018). Knowledge, effect of vesico vaginal fistula (VVF) and satisfaction with VVF repair related services in a fistula repair facility in North Western Nigeria. International Journal of Contemporary Medical Research 5 (9), 11-I6.\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Alade, T. T. Ph D, Owoeye, S. T, Bamidele, T. O   &#8220;Consequences of Pre-Marital Sex among Female Undergraduate Student&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.289-292 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5319<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/289-292.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/consequences-of-pre-marital-sex-among-female-undergraduate-students\/ target=\"_blank\" rel=\"noopener noreferrer\"><strong>Consequences of Pre-Marital Sex among Female Undergraduate Student<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3bb5dd elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3bb5dd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bb6b5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bb6b5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bb845\" data-id=\"b3bb845\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bb96d elementor-widget elementor-widget-text-editor\" data-id=\"b3bb96d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bba1b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bba1b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bbb94\" data-id=\"b3bbb94\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bbcaa elementor-widget elementor-widget-text-editor\" data-id=\"b3bbcaa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Impact of Hospitality and Tourism Marketing on Nigeria Economy: Empirical Analysis<\/strong><\/span>\r\n\r\n<strong>Ifediba, Emmanvitalis Emeka Ph.D, Abada, Uchechukwu Daniel Ph.D, ACIB  &#8211; March 2021 &#8211; Page No.: 293-300<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bbd4b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bbd4b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bc212\" data-id=\"b3bc212\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bc3bd elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3bc3bd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The impact of hospitality and tourism on the GDP of a nation cannot be over-emphasized. However, tourism is expected to be a significant contributor to country\u2019s GDP in the future and have impacts on infrastructural development. This study investigated the impact of hospitality and tourism marketing on Nigeria economy. The area of study covers (2) tourist center\u2019s each from Lagos State and Cross River State in Nigeria. The study employed primary data collected in ensuring that valuable data were obtained for the data analysis. A total number of one hundred and twenty (120) copies of questionnaire were administered to staff of the selected tourist Centre\u2019s for which (80) returned were used for analysis. After cleaning and sorting the copies of the accepted questionnaire they were fed into the statistical package for social science (SPSS). The questionnaire was structured in line with the research objectives, questions and hypothesis of the study. The Pearson product moment correlation coefficient was used to confirm formulated hypotheses. Among the finding were that hospitality and tourism has poor contribution on Nigeria economy GDP. Also, tourism marketing skills of Nigeria is below average. The study concluded that if tourism sector is properly harnessed it will generate reasonable revenue to government, and recommended that government should provide adequate funds through budgetary allocation and financial aids to tourism Management for effective promotion of tourism in the states \r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 293-300\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Ifediba, Emmanvitalis Emeka Ph.D<\/strong><\/span> \r\nDepartment of Marketing Madonna University Nigeria, Okija Campus.\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Abada, Uchechukwu Daniel Ph.D, ACIB<\/strong><\/span> \r\nDepartment of Banking And Finance Madonna University Nigeria, Okija Campus.\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAiyamenkhue, E. (2010). Tourism in Nigeria: challenges and prospects. Lecture delivered at the 6th Benin National Merit Award. 27th December.\r\n[2]\tAremu, A. B. and Lawal, L. O. (2018). Tourism development and sustainable economic development: Evidence from Southwestern Nigeria. South Asian Journal of Social Studies and Economics, 2(1), 1- 9.\r\n[3]\tArome, V.,  Adah, G., and Victoria M. (2018). Marketing Communications and Tourism: Paradigm For Sustainable Development In Ekiti State Nigeria. Journal of Good Governance and Sustainable Development in Africa, 4(1):80-88\r\n[4]\tAshikodi, T.I. (2010). Tourism Development in the coastal region of Nigeria: Economics of Tourism development a shift from oil dependence. From http:\/\/www.worldculturelink.org\r\n[5]\tChukwuka, C.O. (2013). Economic development of Nigeria: the role of tourism. Unpublished\r\n[6]\tCooper, C., Fletcher, J., Fyall, A., Gilbert, D., Wanhill, S. (2008). Tourism Principles and Practice (4th ed,) Essex: Pearson Education Limited.\r\n[7]\tEneji, M, Odey, F and Bullus, M, (2016) Diversification of Nigeria\u2019s Economy; Impact of tourism on sustainable development in Nigeria, International journal of research in Humanities and social sciences vol. 3, Issues 5, ISSN 2394-6288.  \r\n[8]\tEnemuo, O.B. and Oduntan, O. C. (2012). Social impact of tourism development on host communities of Osun Oshogbo Sacred Grove. Journal of Humanities and Social Science, 2(6), 30- 35.\r\n[9]\tGodfrey, K. &#038; Clarke, J. (2000). Tourism development Handbook London: Continuum Ltd\r\n[10]\tInternational Center for Investigative Reporting (ICRI) (2017). Nigeria Announces, \u2018Visa on Arrival\u2019 Policy for Foreign Investors. Available from: https:\/\/icirnigeria.org\/. Accessed 10\/10\/2017\r\n[11]\tKhuoje, N. (2013). Africa\u2019s Tourism set to boost economic growth. http:\/\/www.thisdaylive.com\/articles\/africa Available: November 2013.\r\n[12]\tKolb, B.M. (2006). Tourism Marketing for Cities and Towns. Oxford: Elsivier Limited. \r\n[13]\tMunzali, D. (2011). Tourism development in Nigeria: challenges and prospects for resource diversification. Available from: https:\/\/www.scribd.com\/doc\/53329130. Accessed 10\/03\/2018.\r\n[14]\tOjo, and John, S. (2014). Managing tourism for socio-economic development in Nigerian Local Government: A case study of Idanre Local Government. Journal of African Studies and Development, 6(2), 29-35. \r\n[15]\tThis day (2017). Nigeria Eases Entry Visa for Foreigners. Available from https:\/\/www.thisdaylive.com. Accessed 9\/7\/2017\r\n[16]\tWEF (2013). Travel and Tourism Competitiveness Report 2013: Reducing Barriers to Economic Growth and Job Creation. Geneva: World Economic Forum\r\n[17]\tWTTC, (2014). Travel and Tourism Economic Impact 2014: NIGERIA. London: World Travel and Tourism Council Publications. Retrieved on 25th of September, 2014, from www.wttc.org\r\n[18]\tYusuff, M. A. and Akinde, M. A (2015). Tourism development and economic growth nexus Nigeria\u2019s Experience. European Journal of Hospitality and Tourism Research. 3(4) 1-10\r\n\r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Ifediba, Emmanvitalis Emeka Ph.D, Abada, Uchechukwu Daniel Ph.D, ACIB   &#8220;The Impact of Hospitality and Tourism Marketing on Nigeria Economy: Empirical Analysis&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.293-300 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/293-300.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/293-300.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-impact-of-hospitality-and-tourism-marketing-on-nigeria-economy-empirical-analysis\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The Impact of Hospitality and Tourism Marketing on Nigeria Economy: Empirical Analysis<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3bd24a elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3bd24a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bd336 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bd336\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bd4c5\" data-id=\"b3bd4c5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bd601 elementor-widget elementor-widget-text-editor\" data-id=\"b3bd601\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bd6ab elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bd6ab\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bd89b\" data-id=\"b3bd89b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bd9f7 elementor-widget elementor-widget-text-editor\" data-id=\"b3bd9f7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Neo-Albanianism: a product of historical factors of the 20s and 30s in the early twentieth century<\/strong><\/span>\r\n\r\n<strong>Ali Mysliu, PhD Student, Christopher Leazer, MSc   &#8211; March 2021 &#8211; Page No.: 301-304<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bdae2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bdae2\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bdce3\" data-id=\"b3bdce3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bde49 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3bde49\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This article analyzes a series of historical, economic, cultural, religious, and political factors of the period of the early twentieth century in which Albania of this period was located. The period between the two world wars is analyzed as the most difficult period in the political plan for Albania and the Albanian state as the period when the independence gained in 1912 begins to consolidate. This is also the period of connection and development of one of the most important directions in socio-political thought of the 30s in the XX century. This article shows that neo-Albanianism was as much a continuation of the Albanian Renaissance, as it was a novelty and new historical conditions of that period. We have tried to show that neo-Albanianism is a product of Albanianism in the new historical conditions.  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 301-304\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Ali Mysliu, PhD Student  <\/strong><\/span> \r\nDepartment of Civic Education, Faculty of Educational Sciences, University of Elbasan, Albania\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Christopher Leazer, MSc  <\/strong><\/span> \r\nDepartment of Literature and Journalism, Faculty of Human Sciences, University of Elbasan, Albania\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tCastellan, G., 1992. History of the Balkans. Boulder: East European Monographs.\r\n[2]\tJacques, E.E., 1995. The Albanians. McFarland, Incorporated, Publishers\r\n[3]\tAltermatt, U., 2002. Etnonacionalizmi n\u00eb Europ\u00eb. Phoenix\r\n[4]\tSulstarova, E., 2003. Ligj\u00ebrimi nacionalist n\u00eb Shqip\u00ebri: rilindja komb\u00ebtare, komunizmi dhe paskomunizmi. Aferdita\r\n[5]\tMaloki, K., 2005. Refleksion Kritik\u00eb, analiza dhe mendime. Prishtin\u00eb 2005\r\n[6]\tKoka, V., 1985. Rrymat e Mendimit Politico-shoq\u00ebror n\u00eb Shqip\u00ebri ne vitet 30-t\u00eb t\u00eb shekkulit XX. Sht\u00ebpia Botuese e Librit Universitar, Tiran\u00eb\r\n[7]\tSinani, Gj., 1999. Filozofi e Historis\u00eb. Sht\u00ebpia Botuese e Librit Universitar, Tiran\u00eb \r\n[8]\tPlasari, A., Kulla, N., 2003. The Works of Branko Merxhani. Plejad\r\n\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Ali Mysliu, PhD Student, Christopher Leazer, MSc    &#8220;Neo-Albanianism: a product of historical factors of the 20s and 30s in the early twentieth century&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.301-304 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/301-304.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/301-304.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/neo-albanianism-a-product-of-historical-factors-of-the-20s-and-30s-in-the-early-twentieth-century\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Neo-Albanianism: a product of historical factors of the 20s and 30s in the early twentieth century<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3bef83 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3bef83\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bf36b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bf36b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bf51a\" data-id=\"b3bf51a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bf65a elementor-widget elementor-widget-text-editor\" data-id=\"b3bf65a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bf702 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bf702\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bf87f\" data-id=\"b3bf87f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bf994 elementor-widget elementor-widget-text-editor\" data-id=\"b3bf994\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Increased Income of the Head of Cassava Farmers Working in the Cracker Industry in Meeting Basic Needs<\/strong><\/span>\r\n\r\n<strong>Sudarmi, Edy Haryono, Nani Suwarni, Febry Eko Santoso  &#8211; March 2021 &#8211; Page No.: 305-310<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3bfa3e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3bfa3e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3bfbc3\" data-id=\"b3bfbc3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3bfd02 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3bfd02\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This research examines the increase in income of the cassava farmer\u2019s heads who work in the cracker industry in Srikaton Village, Seputih Surabaya District, Central Lampung Regency. The method used in this research is descriptive, with a population of 25 heads of cassava farmer families who are overall respondents in the research. Data collection techniques in this study are observation, interviews and documentation. The study results indicate that: 1) The area of agricultural land cultivated by the head of a farmer family reaches an average of 0.51 ha. 2) A total of 16 (64%) heads of families Cassava farmers have income below average. 3) 25 farmer family heads work in the cracker industry and earn \u2264 IDR 2,250,596. 4) The 25 farmer family heads who work in the cracker industry experience increased income with the highest percentage increase in 548%. 5) The 25 farmer family heads who work in the cracker industry can meet their basic needs. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 305-310\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sudarmi<\/strong><\/span> \r\nDepartment of Geography Education, University of Lampung, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Edy Haryono<\/strong><\/span> \r\nDepartment of Geography Education, University of Lampung, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Nani Suwarni<\/strong><\/span> \r\nDepartment of Geography Education, University of Lampung, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Febry Eko Santoso<\/strong><\/span> \r\nDepartment of Geography Education, University of Lampung, Indonesia\r\n\r\n         \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tArnesen, Edona Emilie. (2018). Holistic sustainability in the restaurant industry: implications of focusing on the social dimension. Norwegian University of Life Sciences, \u00c5s, \r\n[2]\tChulliat, A, Matzka, J, Masson, A, &#038; Milan, SE. (2017). Key ground-based and space-based assets to disentangle magnetic field sources in the Earth\u2019s environment. 206(1-4), 123-156. \r\n[3]\tColorafi, Karen Jiggins, &#038; Evans, Bronwynne. (2016). Qualitative descriptive methods in health science research. 9(4), 16-25. \r\n[4]\tD\u2019Amato, Gennaro, Holgate, Stephen T, Pawankar, Ruby, Ledford, Dennis K, Cecchi, Lorenzo, Al-Ahmad, Mona, . . . Baena-Cagnani, Carlos E. (2015). Meteorological conditions, climate change, new emerging factors, and asthma and related allergic disorders. A statement of the World Allergy Organization. 8(1), 1-52. \r\n[5]\tda Silva, Jose Maria Cardoso, Prasad, Shivangi, &#038; Diniz-Filho, Jos\u00e9 Alexandre Felizola. (2017). The impact of deforestation, urbanization, public investments, and agriculture on human welfare in the Brazilian Amazonia. 65, 135-142. \r\n[6]\tDarko, Francis Addeah, Palacios-Lopez, Amparo, Kilic, Talip, &#038; Ricker-Gilbert, Jacob. (2018). Micro-level welfare impacts of agricultural productivity: Evidence from rural Malawi. 54(5), 915-932. \r\n[7]\tFenner, Daniel, Meier, Fred, Bechtel, Benjamin, Otto, Marco, &#038; Scherer, Dieter. (2017). Intra and inter \u2018local climate zone\u2019variability of air temperature as observed by crowdsourced citizen weather stations in Berlin, Germany. \r\n[8]\tHayati, Tia Rahmalia. (2020). Pengaruh Reliability dan Promosi Melalui Media Sosial Terhadap Keputusan Memilih Produk Studi pada (Simple Picture Photography) Di Kabupaten Lampung Tengah. Universitas Muhammadiyah Metro, \r\n[9]\tImaenyin, Ntukidiem Inimfon. (2015). Agriculture in Nigeria: identifying opportunities for increased commencialization and investment. 7(1 (26)). \r\n[10]\tJonathan, Sarwono. (2006). Metode penelitian kuantitatif dan kualitatif. In: Graha Ilmu.\r\n[11]\tKerua, William. (2017). Beyond the cocoa farm: A new look at farmers\u2019 livelihoods in Papua New Guinea. \r\n[12]\tMaydiantoro, Albet, Ridwan, Tusianah, Rias , Kesuma, Tubagus Ali Rachman Puja , Isnainy, Usastiawaty C.A.S  , &#038; Zainaro, M.Arifki (2021). Entrepreneurship in Higher Education Curriculla: Evidence from Indonesia. Psychology and Education Journal, 58(3), 936-949. \r\n[13]\tNassaji, Hossein. (2015). Qualitative and descriptive research: Data type versus data analysis. In: Sage Publications Sage UK: London, England.\r\n[14]\tNeumann, Thomas A, Martino, Anthony J, Markus, Thorsten, Bae, Sungkoo, Bock, Megan R, Brenner, Anita C, . . . Hancock, David W. (2019). The Ice, Cloud, and Land Elevation Satellite\u20132 Mission: A global geolocated photon product derived from the advanced topographic laser altimeter system. 233, 111325. \r\n[15]\tOrengo, Hector A, &#038; Petrie, Cameron A. (2018). Multi\u2010scale relief model (MSRM): a new algorithm for the visualization of subtle topographic change of variable size in digital elevation models. 43(6), 1361-1369. \r\n[16]\tRodr\u00edguez-Pose, Andr\u00e9s, &#038; Garcilazo, Enrique. (2015). Quality of government and the returns of investment: Examining the impact of cohesion expenditure in European regions. 49(8), 1274-1290. \r\n[17]\tSahide, Muhammad Alif K, &#038; Giessen, Lukas. (2015). The fragmented land use administration in Indonesia\u2013Analysing bureaucratic responsibilities influencing tropical rainforest transformation systems. 43, 96-110. \r\n[18]\tTrukhachev, Vladimir, Ivolga, Anna, &#038; Lescheva, Marina. (2015). Enhancement of land tenure relations as a factor of sustainable agricultural development: Case of Stavropol Krai, Russia. 7(1), 164-179. \r\n[19]\tYe, Hanlin, Guo, Huadong, Liu, Guang, Guo, Qing, Zhang, Lu, &#038; Huang, Jing. (2019). Temporal sampling error analysis of the Earth\u2019s outgoing radiation from a Moon-based platform. 40(18), 6975-6992. \r\n \r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Sudarmi, Edy Haryono, Nani Suwarni, Febry Eko Santoso   &#8220;Increased Income of the Head of Cassava Farmers Working in the Cracker Industry in Meeting Basic Needs&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.305-310 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/305-310.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/305-310.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/increased-income-of-the-head-of-cassava-farmers-working-in-the-cracker-industry-in-meeting-basic-needs\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Increased Income of the Head of Cassava Farmers Working in the Cracker Industry in Meeting Basic Needs<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3c0b34 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3c0b34\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c0c0e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c0c0e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c0d8c\" data-id=\"b3c0d8c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c0eaa elementor-widget elementor-widget-text-editor\" data-id=\"b3c0eaa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c0f47 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c0f47\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c10b8\" data-id=\"b3c10b8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c11d7 elementor-widget elementor-widget-text-editor\" data-id=\"b3c11d7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Basic School Teachers\u2019 Conceptions of Assessment in the Sissala East Municipality<\/strong><\/span>\r\n\r\n<strong>Shani Osman, Anthony Bordoh and Isaac Eshun  &#8211; March 2021 &#8211; Page No.: 311-324<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c1276 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c1276\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c140e\" data-id=\"b3c140e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c171b elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3c171b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study employed a sequential explanatory mixed-method design to examine basic school teachers\u2019 classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana. In particular, the study examined the types of classroom assessment conceptions of teachers and their demographic characteristics that influence their assessment conceptions. Quantitative data gathered from 203 respondents were analyzed using mean, standard deviations and Pearson product-moment correlation. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that the participants demonstrated positive conceptions of assessment as a means for ensuring student and school accountability as well as improving teaching and learning, with assessment for student accountability yielding the highest mean value. Also, the findings revealed that the relationships among student accountability, school accountability and improvement were moderate and that these levels have a positive effect on one another.   It was recommended, among other issues, that teachers need to note that assessment is acceptable if motivated by a particular reason, whether it is for improvement, student accountability, or school accountability.\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 311-324\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5320\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5320<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Shani Osman<\/strong><\/span> \r\nDepartment of Social Sciences, Tumu College of Education, Tumu, Ghana \r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Anthony Bordoh<\/strong><\/span> \r\nDepartment of Social Studies, University of Education, Winneba, Ghana\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Isaac Eshun<\/strong><\/span> \r\nDepartment of Social Studies, University of Education, Winneba, Ghana\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAgyedu, G. 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How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation ,37(1), 49-54. \r\n[52]\tSethusha, M. J. (2012). Primary school teachers\u2019 conceptions of classroom assessment: A qualitative Study. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(2), 699 \u2013 706.\r\n[53]\tSofo, S., Ocansey, R. T., Nabie, M. J. &#038;Asola, E. F. (2013). Assessment practices among secondary physical education teachers in Ghana. International Online Journal of Educational Sciences, 5(2), 274-281.\r\n[54]\tThompson, A. (1992). Teachers&#8217; beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: McMillan\r\n[55]\tVardar, E. (2010). Sixth, seventh, and eighth grade teachers&#8217; conception of assessment. (Master&#8217;s Thesis, Middle East Technical University, Ankara, Turkey).\r\n[56]\tXu, Y., &#038; Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58(2), 149 \u2013 162.\r\n[57]\tYates, A., &#038; Johnston, M. (2017). The impact of school-based assessment for qualifications on teachers\u2019 conceptions of assessment. Assessment in Education: Principles, Policy &#038; Practice, 1-17. doi:10.1080\/0969594X.2017.1295020\r\n[58]\tYetkin, R. (2017). Pre-service English teachers\u2019 conception of assessment and their future assessment practices in a Turkish context. Master\u2019s thesis. Hacettepe University.\r\n[59]\tYetkin, R. (2018). Exploring prospective teachers\u2019 conceptions of assessment in Turkish context. European Journal of Education Studies, 4(5), 133-146. DOI: 10.5281\/zenodo.1230554\r\n[60]\tYidana, M. B. &#038; Anti Partey, P. (2018). Economics teachers\u2019 conceptions of classroom assessment: A study of senior high schools in the Central and Ashanti Regions of Ghana. International Journal for Innovation Education and Research, 6(10), 153 \u2013 174. DOI: https:\/\/doi.org\/10.31686\/ijier.Vol6.Iss10.1176\r\n\r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Shani Osman, Anthony Bordoh and Isaac Eshun   &#8220;Basic School Teachers\u2019 Conceptions of Assessment in the Sissala East Municipality&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.311-324 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5320<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/311-324.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/basic-school-teachers-conceptions-of-assessment-in-the-sissala-east-municipality\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Basic School Teachers\u2019 Conceptions of Assessment in the Sissala East Municipality<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3c2704 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3c2704\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c27e2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c27e2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c2967\" data-id=\"b3c2967\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c2a86 elementor-widget elementor-widget-text-editor\" data-id=\"b3c2a86\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c2b2e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c2b2e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c2c99\" data-id=\"b3c2c99\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c2db4 elementor-widget elementor-widget-text-editor\" data-id=\"b3c2db4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Effects of Intrinsic Motivation on Basic School Teachers\u2019 Attitude towards Work in the Bolgatanga Municipality<\/strong><\/span>\r\n\r\n<strong>Alfred Alunga Anovunga, Foster Segnefar Maale   &#8211; March 2021 &#8211; Page No.: 325-331<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c2e51 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c2e51\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c2fd6\" data-id=\"b3c2fd6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c310e elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3c310e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The study explored the effects of intrinsic motivation on basic school teachers\u2019 attitude towards work in the Bolgatanga Municipality of Ghana. The major objective of the study was to assess the level of intrinsic motivation among basic school teachers in the Bolgatanga Municipality and to find out the effects of intrinsic motivation on basic school teachers\u2019 attitude towards work. The survey method was used for the study. Data for the study was collected from eighty (80) sampled Junior High School (JHS) teachers (52.5% males and 47.5% females) in the 50 public basic schools within the Bolgatanga Municipality using purposive and convenient sampling techniques. The Intrinsic Motivation Inventory (IMI) and the Teacher Attitude Inventory (TAI) were modified and used as research instruments for data collection. Pearson Product-Moment Correlation Test was used to establish the relationshipbetween basic school teachers\u2019 intrinsic motivation and attitude towards work. The results revealed that there was a negative and significantly moderate correlation between teachers\u2019 level of intrinsic motivation and their attitude towards work. It was recommended among others that periodic assessments of teachers\u2019 intrinsic motivation towards work should be carried out for the sole purpose of addressing the hindrances that militate against teachers\u2019 intrinsic motivation.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 325-331\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 23 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5321\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5321<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Alfred Alunga Anovunga  <\/strong><\/span> \r\nDepartment of Counselling Psychology, University of Education, Winneba, Ghana\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Foster Segnefar Maale  <\/strong><\/span> \r\nInstitute for Distance and e-Learning (IDeL), University of Education, Winneba, Ghana\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdelman, H. 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Influence of intrinsic motivation on job performance and organizational commitment among the employees: Case of K-Unity, Kiambu County (Unpublished Master\u2019s Thesis). University of Nairobi, Nairobi, Kenya. \r\n[17]\tMusa, A. &#038;Bichi, A. A. (2015).Assessment of prospective teachers\u2019 attitudes towards teaching profession: The case of Northwest University, Kano-Nigeria. Journal of Research &#038;Method in Education, 5 (3), 1: 17 \u2013 24.\r\n[18]\tParvez, M. &#038;Shakir, M. (2013).Attitudes of prospective teachers towards teaching profession. Journal of Education and Practice, 4 (10), 172 \u2013 178.\r\n[19]\tRaza, M. Y., Akhtar, M. W., Husnain, M., &#038; Akhtar, M. S. (2015).The Impact of Intrinsic Motivation on Employee\u2019s Job Satisfaction. Management and Organizational Studies, 2 (3), 80 \u2013 88.\r\n[20]\tRobescu, O. &#038;Iancu, A. (2016). The effects of motivation on employees\u2019 performance in organizations.Valahian Journal of Economic Studies, 7 (21), 2, 49 \u2013 56.\r\n[21]\tRobbins, S. P. &#038; Judge, T. A. (2007). Organizational behaviour. (12th ed.), New Jersey, Pearson Education Incorporated.\r\n[22]\tShahzadi, I., Javed, A., Pirzada, S. S., Nasreen, S., &#038;Khanam, F. (2014). Impact of Employee Motivation on Employee Performance. European Journal of Business and Management, 6 (23), 159 \u2013 166.\r\n[23]\tValas, H., &#038;Sovik, N. (1994). Variables affecting students&#8217; intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan&#8217;s theory on motivation. Learning and Instruction, 3 (4), 281-298.\r\n\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Alfred Alunga Anovunga, Foster Segnefar Maale    &#8220;Effects of Intrinsic Motivation on Basic School Teachers\u2019 Attitude towards Work in the Bolgatanga Municipality&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.325-331 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5321<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/325-331.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/effects-of-intrinsic-motivation-on-basic-school-teachers-attitude-towards-work-in-the-bolgatanga-municipality\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Effects of Intrinsic Motivation on Basic School Teachers\u2019 Attitude towards Work in the Bolgatanga Municipality<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3c4162 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3c4162\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c4235 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c4235\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c43c5\" data-id=\"b3c43c5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c44fe elementor-widget elementor-widget-text-editor\" data-id=\"b3c44fe\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c45a5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c45a5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c4718\" data-id=\"b3c4718\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c4841 elementor-widget elementor-widget-text-editor\" data-id=\"b3c4841\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Political Philanthropy and its Development Implications<\/strong><\/span>\r\n\r\n<strong>Prof. Paul Achola, N.T. Othello Gruduah  &#8211; March 2021 &#8211; Page No.: 332-338<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c48e5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c48e5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c4a5a\" data-id=\"b3c4a5a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c4b7c elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3c4b7c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">An electioneering season in Africa is a time politicians scramble to outdo each other in terms of buying votes and loyalty from the electorate.  Kenya is no exception to the practice, where politicians have perfected the craft to astonishing proportions.  This paper examines the extent to which political hand-outs influence voters\u2019 choices and undermine development.  It also seeks to establish the immediate and long-term impact of political gifts on both beneficiaries and non-beneficiaries.  Further, the researcher aims to investigate how manipulating local communities through political hand-outs stokes inter-ethnic and intra-ethnic hostilities. The study is based on descriptive survey design and uses interviews and textual analysis. Findings from field research reveal that the practice of vote buying is widespread in Kenya during canvassing for election to public office. In conclusion the paper recommends, among other things, an overhaul of the Kenyan political set-up so as to decentralize and devolve power to the grassroots.  The leaders must be made to be accountable to their people through proper oversight structures.\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 332-338\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 26 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Prof. Paul Achola<\/strong><\/span> \r\nMaryknoll Institute of African Studies of Saint Mary University of Minnesota and Tanganza College, Nairobi, Kenya\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>N.T. Othello Gruduah<\/strong><\/span> \r\nMaryknoll Institute of African Studies of Saint Mary University of Minnesota and Tanganza College, Nairobi, Kenya\r\n\r\n\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBerdal, Mats and Malone, David M. (2000).Greed and Grieving: Economic Agendas in Civil Wars p. 25. USA: Lynne Rienner Publishers, Inc.\r\n[2]\tHazlewood, Arthur (1979). The Economy of Kenya: The Kenyatta Era p. 7. New York: Oxford University Press.\r\n[3]\tLeys, Colin (1996).The Rise &#038; Fall of Development Theory p. 45-46. Nairobi: East African Educational Publishers.\r\n[4]\tMyers, Bryant L. (1999). Walking with the Poor: Principles and Practices of Transformational Development p. 13. New York: Orbis Books.\r\n[5]\tRodney, Walter (1989). How Europe Underdeveloped Africa pp. 21-22. Nairobi: East African Educational Publishers.\r\n[6]\tThe World Bank (1996) pp. 20. Washington, D.C.\r\n[7]\tTroil, Margaretha von (1993).Changing Paradigms in Development \u2013 South, East and West p. 28. Uppsala: The Scandinavian Institute of African Studies.\r\n[8]\tWeaver, James H.; Rock, Michael T.; Kusterer, Kenneth C. (1996).Achieving Broad-Based Sustainable Development: Governance, Environment, and Growth With Equity pp. 85-86. USA: Kumarian Press, Inc.\r\n\r\n\r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Prof. Paul Achola, N.T. Othello Gruduah   &#8220;Political Philanthropy and its Development Implications&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.332-338 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/332-338.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/332-338.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/political-philanthropy-and-its-development-implications\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Political Philanthropy and its Development Implications<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3c590e elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3c590e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c59e2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c59e2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c5b53\" data-id=\"b3c5b53\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c5c7c elementor-widget elementor-widget-text-editor\" data-id=\"b3c5c7c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c5f60 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c5f60\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c614b\" data-id=\"b3c614b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c6275 elementor-widget elementor-widget-text-editor\" data-id=\"b3c6275\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Gambia\u2019s Civil Service Pay Reforms: A solution on workforce satisfaction and performance<\/strong><\/span>\r\n\r\n<strong>Bernard Nkala, Alagi Sonko   &#8211; March 2021 &#8211; Page No.: 339-350<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c631b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c631b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c64da\" data-id=\"b3c64da\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c6634 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3c6634\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Following the implementation of the civil service pay reforms 2008 to 2015 in the Gambia, there are no clear practical indications as to improved motivation, satisfaction and enhanced performance of the Gambian civil servants. In light of this skepticism, the study assessed the effects of pay reforms on pay satisfaction and performance of the employees in the civil service. The objective of this study was to assess the pay satisfaction and performance levels and discuss the determinants of pay satisfaction in the civil service of the Gambia. \r\nThe study applied descriptive research format in dealing with quantitative and qualitative data. The study used structured survey questionnaire customized from the Pay Satisfaction Questionnaire method to collect primary data. Data was also collected using interview guide with key informants and conducted telephone interviews. Motivational theories by Abraham Maslowand Adams equity theory became the theoretical foundation of this research with the aid of a noperational framework developed by the researchers, to guide the direction of the research. The study sample consisted of randomly selected 60civil servants drawn from different ministries and line department from the Gambia in the capital city Banjul, based on purposeful sampling. Other regions and districts could not be included in this study due to resource constraints. Key informants interviewed were also exclusively limited to those cadres within urban centers given challenges associated with communication in the regions.\r\nThe study unearthed that satisfaction in the Gambian civil service has not improved following pay reforms. The poor reward system is the root cause of poor performance in the civil service as witnessed by cropping practices of attrition, indiscipline, corruption and absenteeism which still prevails in the civil service of the Gambia. The study recommends decompressing the pay structure and fostering on a participatory approach to decide issues to do with pay reforms. Lessons drawn from other African countries that experienced the same problem of pay reforms gives Gambia a chance to revisit its pay reform strategies with a view to deal with evident civil service poor performance. Study further recommends enhancement of monetary and non-monetary incentives to induce high motivation and satisfaction that shall translate to improved public sector performance.  This study concludes that pay satisfaction is an important component of overall job satisfaction thus Gambia Personnel Management Office needs to embrace modern research approaches that will enhance satisfaction amongst civil service. Employee participation in pay issues is important as it helps to model effective pay reforms. The fit between incentive-specific reforms and the public reform process is therefore, a challenge that needs attention thus effort needs to be devoted to designing incentives aimed at changing the Gambia\u2019 civil service attitude and perceptions.\r\n   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 339-350\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 26 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5322\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5322<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Bernard Nkala  <\/strong><\/span> \r\nHealth Service Board, Department of Performance Improvement and Development, Zimbabwe\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Alagi Sonko  <\/strong><\/span> \r\nDepartment of Personnel management Office, Gambia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tDae-Bong, K. 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(2009) Strategies and Consequences of Public Service Reforms in Africa.Dakar: CODESRIA\r\n[49]\tThe Gambia Bureau of StatisticsMarch 29, (2019)https:\/\/catalog.ihsn.org\/catalog\/6065#metadata-questionnaires\r\n[50]\tThe least Developed Country Report for the Gambia (November 2019) Ministry of Trade, Industry, Regional Integration and Employment\r\n[51]\tHasluck, C. (2012). Why businesses should recruit young people [online] Briefing paper. February. London: UKCES. Available at:\r\n[52]\thttp:\/\/www.ukces.org.uk\/assets\/ukces\/docs\/publications\/why-businesses-should-recruit-young-people.pdf\r\n[53]\tMcCourt, W. (2006): Employment and pay reform in development and transition societies, Public Sector reform in developing countries: New York: UNRISD:  Palgrave Macmillan.\r\n[54]\tMuhammad Naseer Akhtar et. al (2018). High-Performance Work System and Employee Performance: The Mediating Roles of Social Exchange and Thriving and the Moderating Effect of Employee Proactive Personality, Asia Pacific Journal of Human Resources 57(4)\r\n[55]\tAlex Sekwat (2002). Civil Service Reform in Post-Independence Nigeria: Issues and Challenges, Public Administration Quarterly 25(Q)January:498\r\n\r\n\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Bernard Nkala, Alagi Sonko    &#8220;Gambia\u2019s Civil Service Pay Reforms: A solution on workforce satisfaction and performance&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.339-350 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5322<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/339-350.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/gambias-civil-service-pay-reforms-a-solution-on-workforce-satisfaction-and-performance\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Gambia\u2019s Civil Service Pay Reforms: A solution on workforce satisfaction and performance<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3c7476 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3c7476\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c754d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c754d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c76b7\" data-id=\"b3c76b7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c77dd elementor-widget elementor-widget-text-editor\" data-id=\"b3c77dd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c787c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c787c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c7bad\" data-id=\"b3c7bad\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c7d0a elementor-widget elementor-widget-text-editor\" data-id=\"b3c7d0a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Engaging in and Coping with Bribery by the Bodaboda Riders in Kisii town, Kenya<\/strong><\/span>\r\n\r\n<strong>Joseph Ouma Oindo  &#8211; March 2021 &#8211; Page No.: 351-357<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c7dbd elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c7dbd\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c7f5d\" data-id=\"b3c7f5d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c80a7 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3c80a7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This survey was done under the context of the researcher\u2019s experience of an encounter with Kisii County askaris\/traffic marshalls demanding a bribe from the researcher in order to be allowed to proceed to the Kisii town\u2019s Central Business District (CBD) while on a motorcycle. This background, therefore, provides the researcher with the motivation to explore how bodaboda\/motorcycle riders in Kisii town engage in and cope with bribery. The study utilized exploratory research design while taking Grounded Theory approach to extract data from 100 bodaboda riders in Kisii town. By means of thematic analysis the findings showed that bribery is common among bodaboda riders and bribery amount is moderated not by the respondents\u2019 demographic characteristics \u2013 educational level, marital status, gender \u2013 but by social interaction or ethnicity which determines whether a rider belongs to the inner circle or outer circle.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 351-357\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 26 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5323\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5323<\/a><\/strong>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Joseph Ouma Oindo<\/strong><\/span> \r\nTangaza University College, Kenya\r\n\r\n          \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAnnells, M. (1997). Grounded theory method, part I: Within the five moments of qualitative research. Nursing Inquiry, 4, 120-129. http:\/\/dx doi: 10.1111\/j.1440- 1800.1997.tb00085.x\r\n[2]\tBenoliel, J. Q. (1996). Grounded theory and nursing knowledge. Qualitative Health Research, 6, 406-428. http:\/\/dx doi: 10.1177\/104973239600600308.\r\n[3]\tCiby, M., &#038; Raya, R. P. (2014). Exploring victims\u2019 experiences of workplace bullying: A Grounded Theory approach. Vikalpa: The Journal for Decision Makers, 39(2). Retrieved from http:\/\/search.ebscohost.com\/login.aspx?direct=true&#038;db=buh&#038;AN=97275615&#038;site=ehost-live\r\n[4]\tCharmaz, K. (1989). Discovering chronic illness: Using grounded theory. Social Science and Medicine, 30, 1161-1172. http:\/\/dx doi:10.1016\/0277-9536(90)90256-R\r\n[5]\tCharmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles, CA: Sage Publications.\r\n[6]\tChilton, R., and Pires-Yfantouda, R. (2015). Understanding adolescent type 1 diabetes self-management as an adaptive process: A Grounded Theory approach. Psychology &#038; Health, 30(12). https:\/\/doi.org\/10.1080\/08870446.2015.1062482\r\n[7]\tDrugov, Mikhail, John Hamman, and Danila Serra (2014) Intermediaries in corruption: An experiment. Experimental Economics 17(1): 78\u201399. DOI: https:\/\/doi.org\/10.1007\/s10683-013-9358-8\r\n[8]\tFayyaz, W., and Kamal, A. (2017). Psychosocial factors related to practicing hijab among Muslim women in Pakistan. Journal of Behavioural Sciences, 27(2). Retrieved from http:\/\/search.ebscohost.com\/login.aspx?direct=true&#038;db=aph&#038;AN=127836279&#038;site=ehost-live\r\n[9]\tFeldacker, C., Pintye, J., Jacob, S., Chung, M. H., Middleton, L., Iliffe, J., and Kim, H. N. (2017). Continuing professional development for medical, nursing, and midwifery cadres in Malawi, Tanzania and South Africa: A qualitative evaluation. 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Understanding and resolving major contractual breaches in buyer-seller relationships: A Grounded Theory approach. Journal of the Academy of Marketing Science, 44(2). https:\/\/doi.org\/10.1007\/s11747-015-0427-8\r\n[15]\tKempe Ronald Hope (2014) Kenya&#8217;s corruption problem: causes and consequences, Commonwealth &#038; Comparative Politics, 52:4, 493-512, DOI: 10.1080\/14662043.2014.955981\r\n[16]\tLambsdorff, Johann Graf (2013). Corrupt intermediaries in international business transactions: Between make, buy and reform. European Journal of Law and Economics 35(3). DOI: https:\/\/doi.org\/10.1007\/s10657-010-9214-7\r\n[17]\tLuchidio M.T., Kahuthia-Gathu R. and Gatebe E. (2013) Impact of training boda boda operators and safety status in kakamega county, Kenya. International Journal of Advance Research. 1(9).\r\n[18]\tMartin, M. W., &#038; Schinzinger, R. (2005). Ethics in engineering (4th ed.). New York, NY: McGraw-Hill.\r\n[19]\tMatsushima, M., &#038; Yamada, H. (2016). Impacts of bribery in healthcare in Vietnam. Journal of Development Studies, 52(10). https:\/\/doi.org\/10.1080\/00220388.2015.1121241\r\n[20]\tMilosavljevic, M., Noble, G., Goluza, I., Keep, A., and Ponta, G. (2015). New South Wales public-hospital dietitians and how they feel about their workplace: An explorative study using a grounded theory approach. Nutrition &#038; Dietetics, 72(2), 107\u2013113. https:\/\/doi.org\/10.1111\/1747-0080.12119\r\n[21]\tMohd Daud, N. A., and Bond, T. (2013). Cultural values and attitudes towards guidance and counselling services in one secondary school in Malaysia: the role of a school cultural system. British Journal of Guidance &#038; Counselling, 41(5). https:\/\/doi.org\/10.1080\/03069885.2013.773957\r\n[22]\tMyers, M. D. (2009). Qualitative research in business &#038; management. Thousand Oak, CA: Sage.\r\n[23]\tNyabwengi, Catheline Bosibori (2014). Transformation in chinkororo movement among the Abagusii of Kisii County, Kenya, 1961-2010. Masters Thesis: Kenyatta University.\r\n[24]\tPelizzo, R., Araral, E., Pak, A., &#038; Xun, W. (2016). Determinants of bribery: Theory and evidence from Sub-Saharan Africa. African Development Review, 28(2). https:\/\/doi.org\/10.1111\/1467-8268.12192\r\n[25]\tPorter, Gina. (2014). Transport Services and Their Impact on Poverty and Growth in Rural Sub-Saharan Africa: A Review of Recent Research and Future Research Needs. Transport Reviews, 34(1), 25\u201345. https:\/\/doi.org\/10.1080\/01441647.2013.865148\r\n[26]\tRemer, J. (2017). Bribery and its ethical implications for Aid workers in the developing world. Science &#038; Engineering Ethics, 23(1), 227\u2013241. https:\/\/doi.org\/10.1007\/s11948-016-9750-9\r\n[27]\tRiang\u2019a, R. M., Nangulu, A. K., &#038; Broerse, J. E. W. (2017). When a woman is pregnant, her grave is open: Health beliefs concerning dietary practices among pregnant Kalenjin women in rural Uasin Gishu County, Kenya. Journal of Health, Population &#038; Nutrition, 36. https:\/\/doi.org\/10.1186\/s41043-017-0130-0\r\n[28]\tStrauss, Anselm L. (1987) Qualitative Analysis for Social Scientists. Cambridge: Cambridge University Press.\r\n[29]\tTransparency International (2017) The East African Bribery Index.\r\n[30]\tTransparency International Kenya (2018) Traffic legislation gaps and drivers of corruption in traffic matters. Nairobi: Author.\r\n[31]\tTong, S. F., Ng, C. J., Lee, V. K. M., Lee, P. Y., Ismail, I. Z., Khoo, E. M., and Abdullah, A. (2018). Decision making process and factors contributing to research participation among general practitioners: A Grounded Theory study. PLoS ONE, 13(4), 1\u201317. https:\/\/doi.org\/10.1371\/journal.pone.0196379\r\n[32]\tUfere, Nnaoke, Sheri Perelli, Richard Boland, and Bo Carlsson (2012). Merchants of corruption: How entrepreneurs manufacture and supply bribes. World Development 40(12). DOI: https:\/\/ doi.org\/10.1016\/j.worlddev.2012.05.025.\r\n[33]\tVan den Berg, P., &#038; Noorderhaven, N. (2016). A users\u2019 perspective on corruption: SMEs in the hospitality sector in Kenya. African Studies, 75(1). Retrieved from https:\/\/doi.org\/10.1080\/00020184.2015.1129138 on 13th January, 2019.\r\n[34]\tWallace, E. (2017). How Christian students\u2019 academic, emotional, spiritual, and social experiences impact their spiritual identity and development at a secular institution: A Grounded Theory approach. Journal of Ethnographic &#038; Qualitative Research, 12(1). Retrieved from http:\/\/search.ebscohost.com\/login.aspx?direct=true&#038;db=aph&#038;AN=125989231&#038;site=ehost-live\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Joseph Ouma Oindo   &#8220;Engaging in and Coping with Bribery by the Bodaboda Riders in Kisii town, Kenya&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.351-357 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5323<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/351-357.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/engaging-in-and-coping-with-bribery-by-the-bodaboda-riders-in-kisii-town-kenya\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Engaging in and Coping with Bribery by the Bodaboda Riders in Kisii town, Kenya<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3c8f18 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3c8f18\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c8fe5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c8fe5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c915b\" data-id=\"b3c915b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c927f elementor-widget elementor-widget-text-editor\" data-id=\"b3c927f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c931d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c931d\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c948c\" data-id=\"b3c948c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c95a4 elementor-widget elementor-widget-text-editor\" data-id=\"b3c95a4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Inclusive Education: A Literature Review on Definitions, Attitudes and Pedagogical Challenges<\/strong><\/span>\r\n\r\n<strong>Tebatso Namanyane, Md Mirajur Rhaman Shaoan  &#8211; March 2021 &#8211; Page No.: 358-365<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3c964d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3c964d\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3c97cc\" data-id=\"b3c97cc\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3c98ff elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3c98ff\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This paper on inclusive education explores several diverse viewpoints from various scholars in different contexts on the concepts of inclusive education in an effort to reach the common understanding of the same this concept. The attitudes section is addressed from the perspectives of pupils, educators, and the society (parents), and it further explore the dilemmas that teachers and students with disabilities face in modern education systems. The instructional approaches focusing on how teachers plan and execute lessons with diverse students\u2019 aptitudes from literature are also levelheadedly outlined. In conclusion, it included a broad overview focused on two models, social and medical models on which this paper is primarily based.\r\n\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 358-365\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 26 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5324\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5324<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\u00a0\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Tebatso Namanyane<\/strong><\/span> \r\nFaculty of Education Southwest University China\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Md Mirajur Rhaman Shaoan<\/strong><\/span> \r\nFaculty of Education Southwest University China\r\n\r\n           \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAl-Zyoudi, M. (2006). Teachers\u2019 Attitudes Towards Inclusive Education in Jordanian Schools.International Journal of Special Education, 21(2).\r\n[2]\tBlackman, S. (2016). Barbadian Students\u2019 Attitudes Towards Including Peers With Disabilities in Regular Education .International Journal of Special Education,31(1).\r\n[3]\tFlem, A. &#038; Killer, C. (2000). Inclusion in Norway: a study of ideology in practice. European Journal of Special Needs Education, 15(2), 188-205.\r\n[4]\tFlorian, L. (2014). \u201cWhat Counts as Evidence of Inclusive Education?\u201d European Journal of Special Needs Education 29(3), 286-294.\r\n[5]\tGrove, K.A. &#038; Fisher, D. (1999). Entrepreneurs of meaning: Parents and the process of inclusive education. Remedial and Special Education, 20, 208-15.\r\n[6]\tHansen, O., &#038; Qvortrup,L. (2013). \u201cInclusions Danmark-hvilke konsekvenser har begrepsdefinitioner for den p\u00e6dagogiske praksis?\u201d Paideia 5: 8-19.\r\n[7]\tHaug, P. (2010). \u201cApproaches to Empirical Research on Inclusive Education.\u201d Scandinavian Journal of Disability Research, 12(3), 199-209.\r\n[8]\tHaug, P. (2017). Understanding inclusive education: ideals and reality.Scandinavian Journal of Disability Research, 19(3), 206-217.\r\n[9]\tHogg, M., &#038; Vaughan, G. (2005). Social Psychology (4th ed). London: Prentice-Hall.\r\n               https:\/\/examplanning.com\/definition-of-education-by-different-authors\/ accessed 05-02-2021. \r\n               https:\/\/www.tes.com\/news\/what-is-pedagogy-definition  accessed 06-02-2021.\r\n[10]\tIdol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27, 77-94.\r\n[11]\tJuvonen, J. Lessard, L. M., Rastogi, R., Schacter, H. L, &#038; Smith, D. S. (2019). Promoting Social Inclusion in Educational Settings: Challenges and Opportunities. Educational Psychologist,54(4), 250-270. \r\n[12]\tKatz, D. (1960).  Public opinion quarterly. 24, 163-204.\r\n[13]\tKilloran, I., Woronko, D., &#038; Zaretsky, H. (2014). Exploring Preservice Teachers\u2019 Attitudes Towards Inclusion. International Journal of Inclusive Education, 18(4), 427-442.\r\n[14]\tKoster, M., Pijl, S. J., Nakken, H., &#038; Van Houten, E. (2010). Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59-75.\r\n[15]\tMarkova, M., Cate, I. P., Krolak-Schwerdt, S., &#038; Glock, S. (2015). Preservice Teachers&#8217; Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds. The Journal of Experimental Education, 1-25.\r\n[16]\tMcCain, H. (2017). Living with Disability and Chronic Pain Presented by Creating Accessible Neighbourhoods: Medical Model of Disability versus Social Model of Disability. Accessed https:\/\/canbc.org\/blog\/medical-model-of-disability-versus-social-model-of-disability\/\r\n[17]\tMcLeod, S. A. (2018). Attitudes and behavior. Simply Psychology. https:\/\/www.simplypsychology.org\/attitudes.html accessed 02-01-2021.\r\n[18]\tMoberg, S., Muta, E., Korenaga, K., Kuorelahti, M., &#038; Savolainen, H. (2019). Struggling for inclusive education in Japan and Finland: teachers\u2019 attitudes towards inclusive education. European Journal of Special Needs Education.\r\n[19]\tMosia, P., A. (2014). Threats to inclusive education in Lesotho: An overview of policy and implementation challenges. Africa Education Review 11(3).\r\n[20]\tNational Center on Educational Restructuring and Inclusion (NCERI). (1995). National study of inclusive education. New York: University of New York Press.\r\n[21]\tOECD. (2012). Education today 2013: The OECD perspective. OECD Publishing. Retrieved from http:\/\/dx.doi.org\/10.1787\/edu today-2013-en. \r\n[22]\tOrganization for Economic Co-operation and Development (OECD) (1999). Inclusive Education at Work. Paris: OECD.\r\n[23]\tSakari, M., Etsuko, M., Kanako, K., Matti, K. &#038; Hannu, S. (2019): Struggling for inclusive education in Japan and Finland: teachers\u2019 attitudes towards inclusive education, European Journal of Special Needs Education.\r\n[24]\tSchmidt, M., Krivec, K. &#038; Basti\u010d, M. (2020). Attitudes of Slovenian parents towards pre-school inclusion. European Journal of Special Needs Education,\r\n[25]\tSchwab, S. (2017). The Impact of Contact on Students\u2019 Attitudes Towards Peers with Disabilities. Research in Developmental Disabilities, 62, 160-165.\r\n[26]\tSharma, J. (2019). Parents\u2019 Attitudes to Inclusive Education: A Study Conducted in Early Years Settings in Inclusive Mainstream Schools in Bangkok, Thailand. International Journal of Special Education, 33(4).\r\n[27]\tShipley, W. W. (1995). Duck! Someone said, \u2018Inclusion\u2019! Reactions to a survey (Washington, DC, US Department of Education).\r\n[28]\tShyman, E. (2015). Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice. International Journal of Disability, Development and Education, 62(4), 351-362.\r\n[29]\tSmith, A., N. (1971). The importance of attitude in foreign language learning. Modern Language Journal, 55(2), 83-88.\r\n[30]\tSnyder, R. (1999). Inclusion: A qualitative study of in-service general education teachers\u2019 attitudes and concern. Chulavista. Project Innovation. 173-180.\r\n[31]\tSteele, J., Holbeck R., &#038; Mandernach, J. (2019).Defining Effective Online Pedagogy. Journal of Instructional Research, 8(2), 5-8.\r\n[32]\tSunko, E. (2006). Perspectives of students of teacher education on the integration and inclusion of children with special needs. Progress, 147(2), 209-221.\r\n[33]\tSwart, E., Engelbrecht, P., Eloff, I., Pettipher, R. &#038; Oswald, M. (2004). Developing inclusive school communities: Voices of parents of children with disabilities. Education as Change, 8(1), 80\u2013108.\r\n[34]\tUnited Nations Educational, Scienti\ufb01c and Cultural Organization (UNESCO). (1994, June 7-10). The UNESCO Salamanca Statement. Adopted by the World Conference on special needs education: http:\/\/www.csie.org.uk\/inclu sion\/unesco-salamanca.shtml accessed 05-02-2021. \r\n[35]\tUnited Nations International Children\u2019s Emergency Fund (UNICEF) (2017, September). Inclusive education.Including children with disabilities in quality learning: what needs to be done?\r\n[36]\tVislie, L. (2003). \u201cFrom Integration to Inclusion: Focusing Global Trends and Changes in the Western European Societies.\u201d European Journal of Special Needs Education, 18(1), 17-35.\r\n[37]\tZelina, M. (2020). Interviews with Teachers about Inclusive Education. Acta Educationis Generalis, 10(2), 95-111.\r\n\r\n\r\n\r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Tebatso Namanyane, Md Mirajur Rhaman Shaoan   &#8220;Inclusive Education: A Literature Review on Definitions, Attitudes and Pedagogical Challenges&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.358-365 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5324<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/358-365.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/inclusive-education-a-literature-review-on-definitions-attitudes-and-pedagogical-challenges\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Inclusive Education: A Literature Review on Definitions, Attitudes and Pedagogical Challenges<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3cafe4 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3cafe4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cb0bc elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cb0bc\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cb23b\" data-id=\"b3cb23b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3cb360 elementor-widget elementor-widget-text-editor\" data-id=\"b3cb360\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cb40c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cb40c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cb58d\" data-id=\"b3cb58d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3cb6a9 elementor-widget elementor-widget-text-editor\" data-id=\"b3cb6a9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Literature as an Instrument of National Security: Chinua Achebe&#8217;s <i>Things Fall Apart<\/i> as a Case Study<\/strong><\/span>\r\n\r\n<strong>Mary Effiong NYONG (Ph.D) &#038; Kemi Nojim YEKINI   &#8211; March 2021 &#8211; Page No.: 366-370<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cb74c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cb74c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cb8c9\" data-id=\"b3cb8c9\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3cb9f9 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3cb9f9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Insecurity has become a global concern. Governments of the World spend a large portion of their annual budgets on insecurity, Nigeria inclusive. This paper attempts to show how literature can be used to curb insecurity in Nigeria using Chinua Achebe\u2019s things fall apart as a case study. The paper further examined the definition of insecurity, a brief history of insecurity in Nigeria, causes of Insecurity, effects of insecurity and efforts of Nigerian government in curbing insecurity. Conclusions were also made.  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 366-370\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mary Effiong NYONG (Ph.D)   <\/strong><\/span> \r\nDepartment of Language Education, Bamidele Olumilua University of Education, Science and Technology, Ikere-Ekiti, Ekiti State, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Kemi Nojim YEKINI  <\/strong><\/span> \r\nMichael Otedola College Of Primary Education,  Noforija-Epe, Lagos State, Nigeria.\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbolurin, A. (2015).  Perspectives on National Security and Terrorism. Ibadan: Golden-Gems Unique Multiventures.\r\n[2]\tAbrams, M. H. (2005). A Glossary of Literary Terms. Boston: Thomson Wadsworth.\r\n[3]\tAchebe, C. (1958). Things Fall Apart. London: Heinemann.\r\n[4]\tBannon, Ian. &#038; Collier, Paul. (2003). Natural resources and conflict: What we can do. Bannon I, &#038; Collier, P. (Eds) Natural Resources and  Violent Conflict: Washington. The International  Bank for Reconstruction &#038; Development. The  World Bank. Brinkerhoff,\r\n[5]\tJennifer M. (2002). Partnership for International Development: Rhetoric or Results. USA: Lynne Rienner Publishers Inc.\r\n[6]\tDatondji, Coovi I. (1980). Literature &#038; Development: How the study of African (English) Literature in Schools and Universities can help social development in African countries. Presence Africaine,\r\n[7]\tCultural Review of the Negro World.  11(3rd   Quarterly) 1980, pp. 61- 96.\r\n[8]\tDisraeli, Benjamin (1804-1881). Microsoft Encarta Premium. \r\n[9]\tEchenim, Kester (2000). The Language of Modern African Literature. Oke, Olusola &#038; Ade-Ojo, Sam(Eds): Introduction to  Francophone African Literature. Ibadan, Spectrum Books, pp. 131-152.\r\n[10]\tIrele, Abiola (1981). The African experience in Literature and Ideology: London: Heinemann. Longman Dictionary of Contemporary English, 1978 Edition.\r\n[11]\tMaduka, C. T. (2006). Chinua Achebe and Military Dictatorship in Nigeria: A study  of   Anthills of the Savanah. The Responsible critic:  Essays on African literature in Honor of  Professor Ben Obumselu. Isidore, Diala (Ed); Eritrea. African world press. Microsoft Encarta Premium.\r\n[12]\tPopper, Karl (1902-1994). Microsoft Encarta Premium.                                                                         \r\n[13]\tUgbegili, I. S. (2019). Politics, Corruption    and  Challenges and Prospects. Myom, T., Yange, C. T., &#038; Adamgbe, K,(Eds): Politics,    Corruption and Insecurity in Nigeria: Issues, Problems and Prospects. Nigeria: Eagle Prints.\r\n\r\n\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Mary Effiong NYONG (Ph.D) &#038; Kemi Nojim YEKINI    &#8220;Literature as an Instrument of National Security: Chinua Achebe&#8217;s <i>Things Fall Apart<\/i> as a Case Study&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.366-370 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/366-370.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/366-370.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/literature-as-an-instrument-of-national-security-chinua-achebes-things-fall-apart-as-a-case-study\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Literature as an Instrument of National Security: Chinua Achebe&#8217;s <i>Things Fall Apart<\/i> as a Case Study<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3cc7a2 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3cc7a2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cd9fa elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cd9fa\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cdc18\" data-id=\"b3cdc18\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3cdd69 elementor-widget elementor-widget-text-editor\" data-id=\"b3cdd69\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cde24 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cde24\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cdfa7\" data-id=\"b3cdfa7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ce0de elementor-widget elementor-widget-text-editor\" data-id=\"b3ce0de\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Place of Women in Nigeria Change Agenda As Exemplified By Biblical Deborah and Esther<\/strong><\/span>\r\n\r\n<strong>Olatunji Samuel  AKINWUMI (Ph.D)  &#8211; March 2021 &#8211; Page No.: 371-375<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ce184 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ce184\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ce30b\" data-id=\"b3ce30b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ce437 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3ce437\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The development of any society is measured by good change manifested in increased capacity of the people to have control over material assets, intellectual resources and ideology, ability to procure the physical necessities of life (food, clothing and shelter) access to adequate education, gender equality, sustainable development and peace. Since the required development as itemized above is not so realistic in Nigeria, there is therefore serious need for change that will pave way for the needed development. The work examined the contributions of Deborah and Esther to national development with the aim of presenting Nigeria women as having the ability to bring the necessary change that Nigeria needs.  The paper however suggests two conditions that would make the desired change to happen which include objectives and subjective conditions. Objective conditions exist when situations are evidently abnormal with huge contradictions which can only be resolved by change. The subjective conditions involve making available organizational preparations requires to bring about awareness and consciousness  for change. The findings however revealed that conditions needed for change are made possible by utilizing some virtues and potential resident in Nigeria women such as commitment, self \u2013control, sense of direction, courage and wisdom as exemplified by Deborah and Esther in the Bible. Being an historical essay the work employed historical frame work in its analysis. The paper however recommended that the change Agenda should take cognizance of the Social, Economic, Political and educational sectors. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 371-375\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Olatunji Samuel  AKINWUMI (Ph.D)<\/strong><\/span> \r\nBamidele Olumilua University of Education, Science and Technology Ikere-Ekiti, Ekiti State Nigeria \r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tVanguard News, htm, August 25, 2015.\r\n[2]\tVanguard News, htm, August 25, 2015.\r\n[3]\tVanguard News, htm, August 25, 2015.\r\n[4]\tVanguard News, htm, August 25, 2015.\r\n[5]\tVanguard News, htm, August 25, 2015.\r\n[6]\tVanguard News, htm, August 25, 2015.\r\n[7]\tVanguard News, htm, August 25, 2015.\r\n[8]\tIgbuzor, O. \u201c Nigeria  Change Agenda\u201d www.centrerelsd.org. retrieved on 7\/5\/2015\r\n[9]\tDarwinek \u201cChallenge in Nigeria and solution on how to solve them\u201d Wikimedia common retrieved on June 7, 2015.\r\n[10]\tDarwinek\u201d challenge in Nigeria and solution on how to solve them   Wikimedia common retrieved on June 7, 2015.\r\n[11]\tDarwinek\u201d challenge in Nigeria and solution on how to solve them\u201d           Wikimedia common retrieved on June 7, 2015.\r\n[12]\tIgbuzor, O. \u201c Nigeria  Change Agenda\u201d www.centrerelsd.org. retrieved on  7\/5\/2015\r\n[13]\tIgbuzor, O. \u201c Nigeria  Change Agenda\u201d www.centrerelsd.org. retrieved on 7\/5\/2015\r\n[14]\tIgbuzor, O. \u201c Nigeria  Change Agenda\u201d www.centrerelsd.org. retrieved on  7\/5\/2015\r\n[15]\tChristian Women Mirror, The Magazine for Building Godly Women:\u201c Women of purpose\u201d. August 2007.\r\n[16]\tChristian Women Mirror, The Magazine for Building Godly Women:\u201c Women of purpose\u201d. August 2007.\r\n[17]\tChristian Women Mirror, The Magazine for Building Godly Women:\u201c Women of purpose\u201d. August 2007.\r\n[18]\tChristian Women Mirror, The Magazine for Building Godly Women:\u201c Women of purpose\u201d. August 2007.\r\n[19]\tIgbuzor, O. \u201c Nigeria  Change Agenda\u201d www.centrerelsd.org. retrieved on 7\/5\/2015.\r\n[20]\tIgbuzor, O. \u201c Nigeria  Change Agenda\u201d www.centrerelsd.org. retrieved on 7\/5\/2015.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Olatunji Samuel  AKINWUMI (Ph.D)   &#8220;The Place of Women in Nigeria Change Agenda As Exemplified By Biblical Deborah and Esther&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.371-375 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/371-375.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/371-375.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-place-of-women-in-nigeria-change-agenda-as-exemplified-by-biblical-deborah-and-esther\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The Place of Women in Nigeria Change Agenda As Exemplified By Biblical Deborah and Esther<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3cf3a9 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3cf3a9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cf4b1 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cf4b1\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cf66b\" data-id=\"b3cf66b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3cf795 elementor-widget elementor-widget-text-editor\" data-id=\"b3cf795\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3cfd8e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3cfd8e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3cff82\" data-id=\"b3cff82\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d00bf elementor-widget elementor-widget-text-editor\" data-id=\"b3d00bf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Difficult Contents in the Nigerian Junior Secondary Mathematics Curriculum: Comparative Analysis between Perceptions of Students and Teachers<\/strong><\/span>\r\n\r\n<strong>Zalmon Ibaan Gogo, Daso Peter Ojmba, Odoemenem Chidima   &#8211; March 2021 &#8211; Page No.: 376-383<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d0176 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d0176\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d02fe\" data-id=\"b3d02fe\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d0435 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3d0435\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study analyzed perceptions of students and teachers difficult contents in the Junior Secondary Mathematics Curriculum (JSMC) in Obio\/Akpor local government area of Rivers State, Nigeria. The study adopted the analytical survey research design with a population of 7,534 students and 20 Mathematics teachers of junior secondary class three students from the 20 public junior secondary schools. Simple random sampling technique was used to select 380 students while census was used to select 20 Mathematics teachers for the study. The Mathematics Content Difficulty Assessment Questionnaire (MCDAQ) was the instrument used for data collection. The mean (x \u0305) criterion cut-off point of 2.50 was used for decision making. The test-retest method and Pearson\u2019s Product Moment Correlation (PPMC) were used to obtain the reliability coefficient of 0.86 for MCDAQ. Data obtained were analysed using mean, standard deviation, simple percentage and independent sample t-test to answer the five research questions and test the two null hypotheses. Findings of the study revealed that students and teachers perceived the JSMC contents difficult to learn and teach respectively. Also, there was a significant difference between student and teacher perception of difficult contents in the JSMC but there was no significant difference on the gender perception of students. The study recommended among others that Mathematics teachers should demystify Mathematics learning through effective use of innovative instructional strategies and materials and encourage students to change their perception of Mathematics as difficult and develop positive attitudes and interest towards learning Mathematics to reduce their difficulty level.  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 376-383\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Zalmon Ibaan Gogo   <\/strong><\/span> \r\nDepartment of Mathematics\/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Daso Peter Ojmba  <\/strong><\/span> \r\nDepartment of Mathematics\/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Odoemenem Chidima  <\/strong><\/span> \r\nGreen Gold International Group of Schools, Osun State, Nigeria\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAchuonye, K. A. &#038;Ajoku, L. I. (2013). Foundations ofcurriculum development and implementation (2nd ed.). Pearl Publishers.\r\n[2]\tBem, D. J. (1972). Self-perception theory. Advances in Experimental Social Psychology, 6(1972),1-6.\r\n[3]\tCharles-Ogan, G. (2014). Metacognitive strategy and senior secondary school Mathematics students\u2019 misconceptions in Rivers State Nigeria. Abacus: The Journal of the Mathematical Association of Nigeria,  39(1) 234-246.\r\n[4]\tDaso, P. O., Zalmon, I. G. &#038;Obediah, A. E. (2020). Influence of social stratification on senior secondary students\u2019 motivation and achievement in plane geometry. International Journal of Progressive Sciences and Technologies (IJPSAT), 23(2), 149-157.\r\n[5]\tFederal Republic of Nigeria (2014). National policy on education (6thed.).  NERDC Press.\r\n[6]\tGeorge, N. R. &#038;Zalmon, I. G. (2019). Innovative instructional strategies and senior secondary students\u2019 achievement in algebra. European Journal of Education Studies, 6(9), 193-210.\r\n[7]\tGeorge, N. R., Zalmon, I. G. &#038; Okafor, C. P. (2020). Factors affecting undergraduate students\u2019 performance in Mathematics in Rivers State tertiary institutions Nigeria. International Journal of Innovative Research and Development, 9(11), 74-87.\r\n[8]\tIji, C. O. &#038;Omenka, J. E. (2015). Mathematics teachers\u2019 perception of difficult concepts in secondary schoolMathematics curriculum in Benue State, Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 2(1), 32 \u2013 45.\r\n[9]\tNigerian Educational Research and Development Council (2012). 9-Year basic education curriculum: Mathematics JSS1-3. NERDC Press.\r\n[10]\tRivers State Universal Basic Education Board (2019). Students and Mathematics teachers statistics for 2018\/2019. \r\n[11]\tWonu, N. &#038;Zalmon, I. G. (2019). Constraints to instructional effectiveness and undergraduate student Mathematics learning achievement. International Journal of Advanced Education and Reasearch, 4(6), 54-64.\r\n[12]\tZalmon, I. G. &#038; Charles-Ogan, G. I. (2020). Impact of student-teacher relationship on senior secondary students\u2019 performance in introductory calculus. International Journal of Advanced Education and Research, 5(1), 01-08.\r\n[13]\tZalmon, I. G. &#038; George, N. R. (2018).  Student and teacher perception of content difficulty in the Nigerian senior secondary Mathematics curriculum. International Journal of Mathematics Trends and Technology (IJMTT), 63(3), 157-168.\r\n[14]\tZalmon, I. G. &#038; George, N. R. (2020). Assessment of students\u2019 perception of content difficulty in the Nigerian Further Mathematics curriculum. International Journal of Innovative Research and Development, 9(11), 38-48.\r\n[15]\tZalmon, I. G. &#038;Wonu, N. (2017). Comparative analysis of student Mathematics achievement in West African senior secondary certificate examination in Nigeria. European Journal of Research and Reflection in Educational Sciences, 5(1), 24-31.\r\n[16]\tZalmon, I. G., Daso, P. O. &#038;Uranta, G. A. (2020).Evaluation of the Nigerian senior secondary education Mathematics curriculum implementation. International Journal of Research and Scientific Innovation (IJRSI), VIII(XII), 138-147.\r\n[17]\tZalmon, I. G., Efet, D. E. &#038;Ogunsola, A. O. (2017). Diagnosis of students\u2019 content difficulty in the senior secondary Mathematics curriculum. The International Journal of Science, Technology, Engineering, Mathematics and Science Education, 2(1), 90-109.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Zalmon Ibaan Gogo, Daso Peter Ojmba, Odoemenem Chidima    &#8220;Difficult Contents in the Nigerian Junior Secondary Mathematics Curriculum: Comparative Analysis between Perceptions of Students and Teachers&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.376-383 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/376-383.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/376-383.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/difficult-contents-in-the-nigerian-junior-secondary-mathematics-curriculum-comparative-analysis-between-perceptions-of-students-and-teachers\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Difficult Contents in the Nigerian Junior Secondary Mathematics Curriculum: Comparative Analysis between Perceptions of Students and Teachers<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3d1237 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3d1237\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d1305 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d1305\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d147e\" data-id=\"b3d147e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d15aa elementor-widget elementor-widget-text-editor\" data-id=\"b3d15aa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d164f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d164f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d17c7\" data-id=\"b3d17c7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d18d9 elementor-widget elementor-widget-text-editor\" data-id=\"b3d18d9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Comparative Assessment of Student and Teacher Perception of the Curriculum Content Difficulty in Further Mathematics<\/strong><\/span>\r\n\r\n<strong>Daso Peter Ojmba, Zalmon Ibaan Gogo, Sillaa Asikanebari Cletus  &#8211; March 2021 &#8211; Page No.: 384-391<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d1982 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d1982\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d1af6\" data-id=\"b3d1af6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d1c27 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3d1c27\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The study comparatively assessed the extent of student and teacher perception of content difficulty in the Further Mathematics Curriculum (FMC).The analytical survey research design was adopted for the study. The study was conducted in Gokana local government area of Rivers State with a population of sixty (60) senior secondary class three students offering Further Mathematics from the twelve (12) public senior secondary schools in the area. Census sampling technique was used to select the sample of 60 students used for the study. The instrument for data collection was the researchers\u2019 made and validated Further Mathematics Curriculum Content Difficulty Assessment Questionnaire (FMCCDAQ). The test and retest method and Pearson\u2019s Product Moment Correlation (PPMC) were used to obtain 0.73 reliability coefficient of the FMCCDAQ. Six research questions and one hypothesis guided the study. Mean and standard deviation were used for data analysis. The study found out that students perceived all the FMC themes of pure mathematics, coordinate geometry, statistics, mechanics and operations research difficult to learn. Teachers perceived all the themes of the FMC easy to teach. There is significant difference between student and teacher perception of the FMC content difficulty. The study among others recommended that teachers should employ diagnostic and remedial instructional strategy and active learning strategies such as problem solving and problem-based learning strategies to remediate the learning difficulties among students in the FMC. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 384-391\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Daso Peter Ojmba<\/strong><\/span> \r\nDepartment of Mathematics\/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Zalmon Ibaan Gogo<\/strong><\/span> \r\nDepartment of Mathematics\/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sillaa Asikanebari Cletus<\/strong><\/span> \r\nVirtues International Academy, Port Harcourt, Nigeria\r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBem, D. J. (1972). Self-perception theory. Advances in Experimental Social Psychology, 6(1972), 1-6.\r\n[2]\tChinn, S. (2004). The trouble with Maths: A practical guide to helping learners with numeracy difficulties. Routledge.\r\n[3]\tIfamuyiwa, A.S. (2014). Analysis of topics perceived difficult by Nigerian students and teachers in secondary school Further Mathematics. Abacus: Journal of Mathematical Association of Nigeria, 39(1), 255-268.\r\n[4]\tIji, C. O. &#038; Omenka, J. E. (2015). Mathematics teachers\u2019 perception of difficult concepts in secondary schoolMathematics curriculum in Benue State, Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 2(1), 32 \u2013 45.\r\n[5]\tMills, D. (2011). Mathematics learning difficulties.  http:\/\/www.mathlearningdifficulties.com\r\n[6]\tNigerian Educational Research and DevelopmentCouncil (2012). Senior secondary school trade curriculum: Further Mathematics for SS 1-3. NERDC Press. \r\n[7]\tOdili, G. A. (2019). The philosophy and history of Mathematics.Mago Press.\r\n[8]\tZalmon, I.G., Efet, D. E.&#038; Ogunsola, A.O.  (2017). Diagnosis and remediation of student content difficulty in the senior secondary education Mathematics curriculum. International Journal of Science, Technology, Engineering, Mathematics and Science Education 2(1),90-109.\r\n[9]\tZalmon, I. G. &#038; George, N. R. (2020). Assessment of students\u2019 perception of content difficulty in the Nigerian Further Mathematics curriculum. International Journal of Innovative Research and Development, 9(11), 38-48.\r\n[10]\tZalmon, I.G. &#038; George, N.R. (2018). Student and teacher perception of content difficulty in the Nigerian seniorsecondary Mathematics curriculum, International Journal of Mathematics Trends and Technology (IJMTT), 63(3),157-168.\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Daso Peter Ojmba, Zalmon Ibaan Gogo, Sillaa Asikanebari Cletus   &#8220;Comparative Assessment of Student and Teacher Perception of the Curriculum Content Difficulty in Further Mathematics&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.384-391 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/384-391.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/384-391.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/comparative-assessment-of-student-and-teacher-perception-of-the-curriculum-content-difficulty-in-further-mathematics\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Comparative Assessment of Student and Teacher Perception of the Curriculum Content Difficulty in Further Mathematics<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3d2fc7 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3d2fc7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d30a6 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d30a6\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d323d\" data-id=\"b3d323d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d3368 elementor-widget elementor-widget-text-editor\" data-id=\"b3d3368\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d3419 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d3419\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d3591\" data-id=\"b3d3591\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d36ac elementor-widget elementor-widget-text-editor\" data-id=\"b3d36ac\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Exploring Socio-economic Factors Contributing to the Emergence of large Age-gap Romantic Relationships Involving Older Women and Younger men in Chipata, Zambia<\/strong><\/span>\r\n\r\n<strong>Jordan Tembo, Patricia Mambwe   &#8211; March 2021 &#8211; Page No.: 392-398<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3d374b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3d374b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3d38e1\" data-id=\"b3d38e1\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3d3a0a elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3d3a0a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Older man-younger woman romantic relationship is a cultural normative relationship in all societies. A reversal characterized by an older woman-younger man intimancy is regarded as an offensive counterfeit of the genuine former. A woman found in this kind of a relationship, sleepy society wakes up, picks up verbal stones and breathes denunciations against the older woman and labels her a moral rebel for changing social norm-goal posts. The objective of this study was to investigate existence of large age-gap romantic relationships and to explore under what socio-economic climate did they emerge and thrive. The study was conducted between October to December, 2020. It was conducted in Chipata- Zambia. The study used a cross-sectional design with a qualitative approach. A total of 30 participants were individually interviewed through the single-per-interview method. The study found that large age-gap older woman relationships were common, rampant and universal in both rural and urban areas with the latter scoring first. The study found that society defined large age-gap intimate heterosexual relationship involving an older woman as one where the woman was older than her male partner by 5 or more years. The study also found that some older women especially in villages engaged in romantic relationships with younger males because traditionally it was believed that younger men\u2019s semen had special properties that arrested the aging process and re-youthed the aging  skin and the entire aged body. The study also found that absent husbands, drunkenness, women empowerment\/ change of lifestyle, women\/male youth vulnerability including the internet and social media created a perfect socioeconomic environment in which large age-gap taboo relationships emerged and flourished.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 392-398\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5325\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5325<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jordan Tembo   <\/strong><\/span> \r\nKalindawalo General Hospital, P.O.Box 560008, Petauke, Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Patricia Mambwe  <\/strong><\/span> \r\nDepartment of Nursing, School of Health Sciences, Rusangu University, Monze, Zambia \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tCreswell, J.W.(1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA:Sage Publications\r\n[2]\tLee, Wang-Sheng, McKinnish, T. (2017). The Marital Satisfaction of Different \u2013Aged couples, Discussion Paper Series IZA DP No. 10863\r\n[3]\tLehmiller, J., Agnew, C.(2011). \u2018May- December Paradoxes: An Exploration of Age-Gap Relationships in Western Society\u2019.  Department of Psychological Sciences Faculty Publications. Paper 27. https:\/\/docs.lib.purdue.edu\/psych pubs\/27\r\n[4]\tMilaine, A. (2019). Sleeping with Younger Men: Women\u2019s accounts of Sexual Interplay in Age- Hypogamous intimate Relationships. The Journal of Sex Research, Doi: 10.1080\/00224499.2019.1574704\r\n[5]\tMaluleke, M.J.(2012). Culture, Tradition, Custom, Law and Gender Equality. PER\/PELJ(2012)(15)1\r\n[6]\tNascimento, B.S. (2019). Age Differences in Marriage Partners. In: Shackelford T., Weekes-Shackelford V. (eds). Encyclopaedia of Evolutionary Psychological Science. Springer, Cham https:\/\/doi: org\/10.1007\/978-3319-16999-6_233-1\r\n[7]\tNi Bhrolchain, M.(2006). In Lehmiller, J., Agnew, C.(2011). \u2018May- December Paradoxes: An Exploration of Age-Gap Relationships in Western Society\u2019.  Department of Psychological Sciences Faculty Publications. Paper 27. https:\/\/docs.lib.purdue.edu\/psych pubs\/27\r\n[8]\tProulx, N., Caron, S.L., Logue, M.E. (2006). \u2018Older Women\/Younger Men\u2019. Journal of Couple &#038; Relationship Therapy, 5: 4, 43-64 DOI: 10.1300\/J398V05N04_03HTTP:\/\/DX.DOI.org\/10.1300\/J398v05n04_03\r\n[9]\tUnited Nations High Commission for Refugees (2011). Driven by Desperation. Transactional Sex as a Strategy for Survival in Port-au-Prince IDP Camps\r\n[10]\tVera, H., Berardo, D.H., F.M.(1985). In Proulx, N., Caron, S.L., Logue, M.E. (2006). \u2018Older Women\/Younger Men\u2019. Journal of Couple &#038; Relationship Therapy, 5: 4, 43-64 DOI: 10.1300\/J398V05N04_03HTTP:\/\/DX.DOI.org\/10.1300\/J398v05n04_03\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Jordan Tembo, Patricia Mambwe    &#8220;Exploring Socio-economic Factors Contributing to the Emergence of large Age-gap Romantic Relationships Involving Older Women and Younger men in Chipata, Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.392-398 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5325<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/392-398.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/exploring-socio-economic-factors-contributing-to-the-emergence-of-large-age-gap-romantic-relationships-involving-older-women-and-younger-men-in-chipata-zambia\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Exploring Socio-economic Factors Contributing to the Emergence of large Age-gap Romantic Relationships Involving Older Women and Younger men in Chipata, Zambia<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3ddaa3 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3ddaa3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ddb79 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ddb79\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ddd0f\" data-id=\"b3ddd0f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3dde39 elementor-widget elementor-widget-text-editor\" data-id=\"b3dde39\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ddee4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ddee4\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3de051\" data-id=\"b3de051\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3de170 elementor-widget elementor-widget-text-editor\" data-id=\"b3de170\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Shaping Students \u2018behaviour: Does Teacher Characteristics (Gender, Teaching Experience and Classroom) Matter?<\/strong><\/span>\r\n\r\n<strong>Victoria Aba Mensah, Nana Asimah Adam Yawson, Grace Yeboah  &#8211; March 2021 &#8211; Page No.: 399-403<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3de20f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3de20f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3de392\" data-id=\"b3de392\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3de4cf elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3de4cf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Teacher characteristics play a significant role in interventions strategies to shape learners\u2019 behaviours as they are the classroom\u2019s direct players. This triggered the researcher to examine whether gender, teaching experience, and teaching influence their intervention. The study population were all the221teachers in the three Senior High Schools (S.H.S.) in Komenda Edina Eguafo Abrem (K.E.E.A.) Municipality in the Central Region of Ghana. An observable sample of 150 teachers was selected for the study using a quota and random sampling technique. Questionnaires were used to elicit responses from the selected teachers. Inferential statistics (independent t-test and ANOVA) were used to analyse the hypotheses. The study results revealed that the teachers\u2019 intervention strategies did not depend on their teaching experience. The results showed that the teachers\u2019 intervention strategies did not depend on the students\u2019 levels or the class they handle. The independent t-test result showed that gender (male and female teachers) did not differ in using intervention strategies. Therefore, it was recommended that to exhibit excellent and practical shaping skills, emphasis should not be placed on teacher characteristics. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 399-403\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Victoria Aba Mensah<\/strong><\/span> \r\nDepartment of Education, Komenda College of Education \u2013 Ghana\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Nana Asimah Adam Yawson<\/strong><\/span> \r\nDepartment of Education, Komenda College of Education \u2013 Ghana\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Grace Yeboah <\/strong><\/span> \r\nDepartment of Education, Komenda College of Education \u2013 Ghana\r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAndreou, E., &#038;Rapti, A. (2010). Teachers\u2019 causal attributions for behaviour problems and perceived efficacy for class management in relation to selected interventions. Behaviour Change, 27, 53-67.\r\n[2]\tAverdijk, M., Eisner, M., Luciano, E., Valdebenito, S., &#038;Obsuth, I. (2014). Wirksamegewaltpr\u00e4vention. Eine \u00fcbersichtzuminternationalenwissensstand. Retrieved from http:\/\/www.jugendundgewalt.ch\/fileadmin\/user_upload_jug\/3_Good_Practice\/Handbuch\/\u00dcbersicht_wirksame_Gewaltpr\u00e4vention.pdf\r\n[3]\tBuku, D. K., Noi-Okwei, C., and Wilson, k. N., (2012) Counselling Skills and Strategies, Sedico Publishing Ltd. Accra Ghana.\r\n[4]\tCreswell, J. W., &#038; Creswell, J. D., (2018) Research Design, qualitative, Quantitative and Mixed Methods Approaches (5th ed) SAGE Publications, Inc. U.S\r\n[5]\tCornell, D. G., Gregory, A., &#038; Fan, X. (2011). Reductions in long\u2010term suspensions following adoption of the Virginia Student Threat Assessment Guidelines. NASSP Bulletin, 95(3), 175\u2013194. doi:10.1177\/0192636511415255\r\n[6]\tDampson, D. G., (2019) Educational Leadership Theory and Practice Prince Appau Ent. Ghana-Kumasi\r\n[7]\tGottfredson, D. C., Cook, P. J., &#038; Na, C. (2012). Schools and prevention. In B. C. Welsh &#038; D. P. Farrington (Eds.), The Oxford handbook of crime prevention (pp. 269\u2013287). Oxford, United Kingdom: Oxford University Press.\r\n[8]\tJohnson, H. L. (2006). Disturbing behaviours in the secondary classroom: How do general educators perceive problem behaviours? Journal of Instructional Psychology, 33, 20\u201339.\r\n[9]\tKohn, A. (2006). Beyond discipline: From compliance to community. ASCD.\r\n[10]\tKulinna, P.H. (2008). Teachers\u2019 attributions and strategies for student misbehaviour. Journal of Classroom Interaction, 42.2, 21-30.\r\n[11]\tKrejcie, R. V., &#038; Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.\r\n[12]\tLe Maistre, C., &#038; Pare, A. (2008). Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education, 559-564. http:\/\/www.sciencedirect.com\r\n[13]\tMaimon, D., Antonaccio, O., &#038; French, M. T. (2012). Severe sanctions, easy choice? Investigating the role of school sanctions in preventing adolescent violent offending. Criminology, 50(2), 495\u2013524. doi:https:\/\/doi.org\/10.1111\/j.1745\u20109125.2011.00268.x\r\n[14]\tMugabe, J. &#038; Maphosa, D. (2013). Methods of Curbing Learner Misconduct in Zimbabwean Secondary Schools. Journal on New Trends in Education and their Implications. Vol. (1), Pp. 111-122. (Retrieved 18\/11\/2020)\r\n[15]\tMyers, D. G., (2008), Exploring Psychology Worth Publishers New York.\r\n[16]\tOnyango, P. A.,Aloka, P. J., &#038;Raburu, P., (2018), Effectiveness of Guidance and Counselling in the Management of Student Behaviour in Public Secondary Schools in Kenya International Journal of Applied Psychology-ISSN: 2168-5010 e-ISSN: 2168-50292018; 8(1): 6-11 doi:10.5923\/j.ijap.20180801.02 (retrieved 11\/18\/2020)\r\n[17]\tOkonofua, J. A., Pauneskua, D., &#038; Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. PNAS, 113(19), 5221\u20135226. doi:10.1073\/pnas.1523698113\r\n[18]\tPane, D. M., Rocco, T. S., Miller, L. D., &#038; Salmon, A. K. (2013). How teachers use power in the classroom to avoid or support exclusionary school discipline practices. Urban Education, XX(X), 1\u201332. https:\/\/doi.org\/10.1177\/0042085913478620\r\n[19]\tShaughnessy, J., Zechmeister, E., &#038; Jeanne, Z. (2011). Research methods in psychology (9th ed.). New York, NY: McGraw Hill. pp. 161\u2013175.\r\n[20]\tSprague, J. R., Biglan, A., Rusby, J., Gau, J. M., &#038; Vincent, C. G. (2016). Implementing School\u2010Wide PBIS in middle schools: Results of a randomised trial (unpublished paper). The University of Oregon.\r\n[21]\tTimperley, H. S. &#038; Phillips, G. (2003). Changing and sustaining teachers\u2019 expectations through professional development in literacy. Teaching and Teacher Education, 19(6), 627-641. doi:10.1016\/S0742-051X(03)00058-1 \r\n[22]\tWeiten, W., (2007) Psychology, themes &#038; Variations, (7th) Thomson Wadsworth, U.S.A.    \r\n[23]\tWhitford, D. K., &#038; Levine-Donnerstein, D. (2014). Office disciplinary referral patterns of American Indian students from elementary school through high school. Behavioral Disorders, 39(2), 78-88.\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Victoria Aba Mensah, Nana Asimah Adam Yawson, Grace Yeboah   &#8220;Shaping Students \u2018behaviour: Does Teacher Characteristics (Gender, Teaching Experience and Classroom) Matter?&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.399-403 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/399-403.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/399-403.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/shaping-students-behaviour-does-teacher-characteristics-gender-teaching-experience-and-classroom-matter\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Shaping Students \u2018behaviour: Does Teacher Characteristics (Gender, Teaching Experience and Classroom) Matter?<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3df2f8 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3df2f8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3df3c4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3df3c4\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3df546\" data-id=\"b3df546\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3df676 elementor-widget elementor-widget-text-editor\" data-id=\"b3df676\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3df716 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3df716\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3df88b\" data-id=\"b3df88b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3df996 elementor-widget elementor-widget-text-editor\" data-id=\"b3df996\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Challenges of using reflective teaching approaches in Civic Education lessons in secondary schools in Lusaka, Zambia<\/strong><\/span>\r\n\r\n<strong>Pamela Shimanza &#038; Gistered Muleya   &#8211; March 2021 &#8211; Page No.: 404-410<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e186f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e186f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e1a7c\" data-id=\"b3e1a7c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e1bd8 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3e1bd8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The teaching and learning of Civic Education helps learners recognize the profound role that the subject plays in society. This study sought to establish the challenges associated with the use of reflective teaching approaches in Civic Education lessons. The study was guided by a qualitative approach and the research strategy used was a descriptive design. Data was collected using a reflective questionnaire and lesson observation checklist. Purposive sampling was used to identify the participants in the study.  The participants included 6 deputy head teachers, 6 Civic Education heads of section, 6 social sciences heads of department and 18 Civic Education teachers. Data collected was thematically analysed. The total number of the participants in the study amounted to 36. The findings of the study revealed that time allocation, large numbers in classes, lack of participation from learners were inhibiting the use reflective teaching in Civic Education lessons.This research study is insightful because it adds to the body of knowledge about the challenges of using reflective teaching approaches in civic education lessons. The study concludes that most teachers of Civic Education need to be trained in reflective teaching approaches to improve the teaching and learning of Civic Education.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 404-410\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5326\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5326<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Pamela Shimanza   <\/strong><\/span> \r\nThe University of Zambia, School of Education, Department of LSSE, P.O Box, 32379, Lusaka, ZAMBIA\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Gistered Muleya  <\/strong><\/span> \r\nThe University of Zambia, School of Education, Department of LSSE, P.O Box, 32379, Lusaka, ZAMBIA\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbimbade, A. and Afolabi S.S., (2012). \u2018A Study of Pedagogical Approaches of Mathematics Teaching in Southwestern States of Nigeria.\u2019 In International Journal of Asian Social Science, 2(8), pp. 1182-1192. \r\n[2]\tAdebayo, A. S. and Zimba, F. L., (2014). \u2018Perceptions of teachers and learners on the effectiveness of civic education in the development of civic competency among learners in Chipata district, Zambia\u2019. In European Scientific Journal. 10 (7), pp. 1857 \u2013 7881 \r\n[3]\tAkbari, R., (2007). \u2018Reflections on Reflection: A Critical Appraisal of Reflective Practices\u2019. In Teacher Education System, 35 (2), pp. 192-207.\r\n[4]\tCreswell, J.W., (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. London: Sage publication.\r\n[5]\tDisu, A., (2017). A Phenomenological Study on Reflective Teaching Practice.  Ph. D Thesis. Concordia University \u2013 Portland.\r\n[6]\tExamination Council of Zambia, (2015). 2015 Examinations Performance Report. General Performance Analysis. \r\n[7]\tExamination Council of Zambia, (2016). 2016 Examinations Performance Report. General Performance Analysis. \r\n[8]\tEhrenberg, R. G., Brewer, D. J., Gamoran, A. andWillms, J. D., (2001). The class size controversy. Cornell University; http:\/\/digitalcommons.ilr.cornell.edu\/workingpapers\/25\r\n[9]\tFarrell, T., (2001). \u2018Tailoring Reflection to Individual Needs: a TESOL Case Study\u2019. Journal of Education for Teaching, 27 (1), pp. 23-38.\r\n[10]\tFatemipour, H. and Hosseingholikhani, F., (2014). \u2018The impact of Reflective Teaching on the EFL Teachers\u2019 performance\u2019. In Journal of Educational and Management Studies.  4 (4), pp. 796-799\r\n[11]\tGebhard, J. G., (2005). Teacher Development through Exploration: Principles, Ways, and Examples. Teacher Education Learning Journal, 9 (2), pp. 1-15.\r\n[12]\tHadiya, H., (2017).  \u2018A study of reflective practice and its role for teachers&#8221;, In international journal of creative research thoughts (IJCRT), 5 (4), pp. 944-947, issn:2320-2882.\r\n[13]\tKolb, D. A., (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc: Englewood Cliffs, N.J.\r\n[14]\tMathew, p., Mathew, p. and Peechattu, P.J., (2017). \u2018Reflective practices: a means to teacher development\u2019. In Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT), 3 (1).\r\n[15]\tOlan, J. F. and Hoover, L. A., (2008). Teacher Supervision and Evaluation: Theory into Practice (2nd ed.). New York: Wiley &#038; Sons.\r\n[16]\tOrodho, J. A., (2009). Elements of Education &#038; Social Sciences Research Methods. Maseno: Kenezja Publishers.\r\n[17]\tSifuniso, M., (2015). An analysis of the implementation of reflective teaching methods in selected primary schools in Livingstone District of Zambia. Unpublished MA thesis. University of Zambia.\r\n[18]\tYates, R. and Munchisky, D. (2003). On conceptualising teacher education. TesolQuaterly, 37 (1), pp. 135-147.\r\n\r\n\r\n\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Pamela Shimanza &#038; Gistered Muleya    &#8220;Challenges of using reflective teaching approaches in Civic Education lessons in secondary schools in Lusaka, Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.404-410 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5326<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/404-410.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/challenges-of-using-reflective-teaching-approaches-in-civic-education-lessons-in-secondary-schools-in-lusaka-zambia\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Challenges of using reflective teaching approaches in Civic Education lessons in secondary schools in Lusaka, Zambia<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3e2b4b elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3e2b4b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e2c1f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e2c1f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e2dad\" data-id=\"b3e2dad\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e2ed9 elementor-widget elementor-widget-text-editor\" data-id=\"b3e2ed9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e2f7c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e2f7c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e30eb\" data-id=\"b3e30eb\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e31fa elementor-widget elementor-widget-text-editor\" data-id=\"b3e31fa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Is Disease War? A Critical Analysis of the Covid-19 Discourse in Kenya<\/strong><\/span>\r\n\r\n<strong>Albert Mogambi Moinani, Margaret Nasambu Barasa   &#8211; March 2021 &#8211; Page No.: 411-417<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e32a3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e32a3\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e3418\" data-id=\"b3e3418\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e354c elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3e354c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This paper critically analyzes the Covid-19 public address discourse by government officials in Kenya with a view to establishing the implications on public attitude and behavior towards fighting the pandemic.  The paper utilizes the Critical Discourse Analysis (CDA) framework to examine the lexical choices the officials made and their implications for public attitudes and behavior towards the COVID-19 19 pandemic. The argument is that during times of crisis and uncertainty, the public looks up to those in authority for guidance and protection. The authorities also expect the public to comply and obey the government guidelines so as to manage the Covid 19 crisis. Public attitude and behavior therefore become an important component in crisis management, especially during periods of uncertainty occasioned by war and disease outbreaks. Studying language use by those in power is important because language is a powerful force that shapes people\u2019s mind and society\u2019s attitude and behavior. The study analyzed 90 utterances from key government officials regarding the Covid 19 prevention measures. The texts were extracted from the live briefings from the Audio-visual media in Kenya namely KBC TV, CITIZEN, KTN and NTV. The press briefings were between 3-00pm to 4:00pm on week days. The findings of the study reveal that the government officials perceived the pandemic as war whereas the public viewed it as a falsehood, hence non-existent. The findings of this study would be useful in shedding light on the role language plays in managing risks during times of crisis and uncertainty occasioned by pandemics such as the Covid-19 disease. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 411-417\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5327\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5327<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Albert Mogambi Moinani<\/strong><\/span> \r\nDepartment of Languages and Lingusitics, Kisii University, Kenya \r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Margaret Nasambu Barasa<\/strong><\/span> \r\nDepartment of Languages and Lingusitics, Kisii University, Kenya \r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBarasa, N.M. (2014) Discursive strategies in Kenya\u2019s 2008 post -election consultation discourse. Unpublished Ph.D. thesis. Laikipia University.\r\n[2]\tChilton, P. (2004). Analyzing political discourse. London: sage \r\n[3]\tCOVID -19 government press briefing retrieved form https\/\/www.youtube\/watch. \r\n[4]\tCOVID-19 speeches by Ministry of Health briefing retrieved from \r\n[5]\tCOVID-19 Speeches retrieved from www.citizentv.co.ke\r\n[6]\tCOVID-19 Speeches retrieved fromwww.ntv.co.ke\r\n[7]\tDurant, A &#038;Lambrou, M. (2009), Language and media. Oxford: Routledge, \r\n[8]\tGu,E &#038; Lantian, L. (2020) Crippled community governance and suppressed scientific\/professional communities: a critical assessment of failed early warning for COVID-19 outbreak in China Journal of Chinese governance DOI: 10;10801 23812346.2020(7) 40468.\r\n[9]\tHalliday, M. A. K (1992) &#8216; New ways of meaning: challenge to applied linguistics&#8217;: in Putz Martin (ed) &#8216;Thirty years of linguistic evolution&#8217;: Amsterdam: John Benjamin co. \r\na.\thttps\/\/www.health.go.ke\r\nb.\thttps\/\/www.standardmedia.co.ke\/covid-19\r\nc.\thttps\/\/www.who.int\/covid-19\/information\r\n[10]\tJohnson, B. &#038; Slovic, P. (1995). Presenting uncertainty in health risk assessment: Initial studies of its effects on risk perception and trust. Journal of Risk Research 15 (4)485-494).\r\n[11]\tLofstedt, R. &#038; Bouder, F. (2017). Evidence-based uncertainty analysis. What should we do now in Europe? A View Point. Journal of Risk Research 2017.131670\r\n[12]\tMinistry of health website www\/\/ministryhelath.org.ke\r\n[13]\tMinistry of Interior and Coordination of National Government website: https:\/\/www.interior.go.ke\r\n[14]\tMuehlhauser, P &#038; Fill, A. (2001). The Eco linguistics reader: language, ecology and environment. New York: continuum.\r\n[15]\tPoortinga, W &#038; Nick, F.P (2003). Exploring the dimensionality of trust in risk Regulation Risk analysis23 (5): 961-972. DOI 10.11111 1539-6924.00373\r\n[16]\tSchultz, B. (1992): Environmental matters and communicational challenges: in Australian journal of communication 21\/3,26-39.\r\n[17]\tWong M. L .C &#038; Jensen, O. (2020). The paradox of trust perceived risk and public compliance during the COVID -19 pandemic in Singapore. Journal of risk researchDOI:10.1050\/13669877.2020.1756386.\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Albert Mogambi Moinani, Margaret Nasambu Barasa    &#8220;Is Disease War? A Critical Analysis of the Covid-19 Discourse in Kenya&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.411-417 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5327<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/411-417.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/is-disease-war-a-critical-analysis-of-the-covid-19-discourse-in-kenya\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Is Disease War? A Critical Analysis of the Covid-19 Discourse in Kenya<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3e59f4 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3e59f4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e5acd elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e5acd\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e5c5a\" data-id=\"b3e5c5a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e5d88 elementor-widget elementor-widget-text-editor\" data-id=\"b3e5d88\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e5e2e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e5e2e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e5fa9\" data-id=\"b3e5fa9\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e6140 elementor-widget elementor-widget-text-editor\" data-id=\"b3e6140\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Classroom Management and Students\u2019 Learning in Mathematics<\/strong><\/span>\r\n\r\n<strong>Jeanilyn E. Tacadena, Ph.D   &#8211; March 2021 &#8211; Page No.: 418-423<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e6212 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e6212\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e63ca\" data-id=\"b3e63ca\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e654e elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3e654e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study aimed to determine the relationship of classroom management and students learning in mathematics among Grade VI students. Quantitative type of research was used employing a descriptive correlation method. The respondents were the selected grade VI students of 13 selected schools in Carmen District Davao del Norte. Two sets of questionnaire were used in a form of checklist on the extent of classroom management and teacher made test on the level of students learning in mathematics. Result showed that the extent of classroom management was practiced in most occasions and the level of students learning in mathematics was rarely manifested by students. This implies that there was a significant relationship between the extent of classroom management and the level of students\u2019 learning in mathematics of grade VI students in Carmen District Davao del Norte  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 418-423\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5328\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5328<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jeanilyn E. Tacadena, Ph.D   <\/strong><\/span> \r\nProgram Head-BEED, UM Panabo College\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">The socio-economic and psychosocial impact of lockdown Measures of Covid-19 pandemic on International Students at St. Lawrence University- Kampala\r\n[2]\tDias, M. (2012), Dealing with challenging situations in the classroom, Retrieved December 1, 2015 at http:\/\/saea.uottawa.ca\/site\/images\/1-TLSS\/TA\/documents\/TAv2n1.pdf\t\r\n[3]\tHaciomeroglu, G. (2014). Elementary Pre-Service Teachers\u2019 Mathematics Anxiety and Mathematics Teaching Anxiety. Retrieved November 30, 2015 at http:\/\/www.cimt.plymouth.ac.uk\/journal\/haciomeroglu.pdf\r\n[4]\tHenningsen, M. &#038; Stein, M.K. (1997). Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning. Retrieved November 30, 2015 at http:\/\/www.jstor.org\/stable\/749690?seq=1#page_scan_tab_contents\r\n[5]\tKratochwill, T., DeRoos, R. &#038;Blair, S. (2010). Classroom Management Module. Retrieved December 1, 2015. Classroom management module (apa.org)\r\n[6]\tLearning Rx-Cognitive Learning Style, Retrieved December 03, 2015 at http:\/\/www.learningrx.com\/cognitive-learning-styles.htm\r\n[7]\tMokoena, S. (2012). Effective Participative Management: Does It Affect Trust Levels of Stakeholders in Schools?. Retrieved November 30, 2015. (PDF) Effective Participative Management: Does It Affect Trust Levels of Stakeholders in Schools? | Sello Mokoena &#8211; Academia.edu\r\n[8]\tMushtaq, F. (2013). Mathematics Achievements among High School Students In Afghanistan Gender Difference In Math Achievements. Retrieved November 30,2015. FULLTEXT01.pdf (diva-portal.org)\r\n[9]\tNagler,K.S. et. al (2015). Effective Classroom-Management &#038; Positive Teaching. Retrieved November 30, 2015. EJ1087130.pdf (ed.gov)\r\n[10]\tRutledge,S., Vogel, L. &#038;Lampkin, L. (2012). Identifying the Characteristics of Effective High Schools Retrieved November 30, 2015. ED538011.pdf\r\n[11]\tSchoer,P.(2002).Philosophyof Classroom Management, Retrieved November 30,2015http:\/\/mste.illinois.edu\/courses\/ci302sp02\/students\/pschroer\/phil_classroom_management.htm\r\n[12]\tSangcap, P. (2010). Mathematics-related Beliefs of Filipino College Students: Factors Affecting Mathematics and Problem Solving Performance, Retrieved November 30, 2015. Mathematics-related Beliefs of Filipino College Students: Factors Affecting Mathematics and Problem Solving Performance (sciencedirectassets.com)\r\n[13]\tThompson, S. K. (2012). Sampling. Wiley, 3 edition. Retrieved December 9, 2015. Sampling, 3rd Edition | Wiley\r\n[14]\tValiente, C. et. al (2012). Linking Students\u2019 Emotions and Academic Achievement: When and Why Emotions Matter. Retrieved December 9, 2015. Linking Students\u2019 Emotions and Academic Achievement: When and Why Emotions Matter (nih.gov)\r\n[15]\tYeh, C. et. al (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Enhancing achievement and interest in mathematics learning through Math-Island | Research and Practice in Technology Enhanced Learning | Full Text (springeropen.com)\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Jeanilyn E. Tacadena, Ph.D    &#8220;Classroom Management and Students\u2019 Learning in Mathematics&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.418-423 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5328<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/418-423.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/classroom-management-and-students-learning-in-mathematics\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Classroom Management and Students\u2019 Learning in Mathematics<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3e7634 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3e7634\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e771b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e771b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e78b4\" data-id=\"b3e78b4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e79fb elementor-widget elementor-widget-text-editor\" data-id=\"b3e79fb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e7abe elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e7abe\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3e7c51\" data-id=\"b3e7c51\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3e7d78 elementor-widget elementor-widget-text-editor\" data-id=\"b3e7d78\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The socio-economic and psychosocial impact of lockdown Measures of Covid-19 pandemic on International Students at St. Lawrence University- Kampala<\/strong><\/span>\r\n\r\n<strong>Nakimuli Leticia, Kizza James  &#8211; March 2021 &#8211; Page No.: 424-428<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3e7e1c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3e7e1c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ec5a7\" data-id=\"b3ec5a7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ec73a elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3ec73a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Corona virus disease pandemic has had far reaching socioeconomic and health impacts worldwide. Its effects on the higher education sector has presented with different manifestation especially among international students studying in Uganda. At St Lawrence University, the lockdown imposed by government had dire consequences on international students. The study on the socioeconomic and psychosocial impact on students was premised on the need to explore the socioeconomic challenges faced by international students of St Lawrence University as a result of the various lock down measures of COVID-19; and to examine the psychosocial impact of lock down measures on international students of St. Lawrence University. A total of 85 international students were included in this qualitative cross sectional study. The findings indicated that anxiety was the main psychological effect. The main stressors were financial hardships, improbability about their future especially regarding their survival, the likely effects on their studies and career. It is recommended that the university management sets up a contingency plan that includes international students during the unforeseen circumstances and considers the provision of online counseling to both national and international students. The government contingency plan should always be inclusive of international students. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 424-428\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Nakimuli Leticia<\/strong><\/span> \r\nSt. Lawrence University, Faculty of Business\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Kizza James<\/strong><\/span> \r\nUniversity of Kisubi, Faculty of Business and ICT\r\n\r\n    \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBrooks, R., Waters, J. (2009). International higher education and the mobility of UK students. Journal of Research in International Education 8(2), 191- 209\r\n[2]\tBudget Monitoring and Accountability Unit (BMAU) briefing paper (3\/20) May 2020. The socio-economic impact of COVID-19 pandemic on the urban poor in Uganda. Ministry of Finance, Planning and Economic Development.www.finance.go.ug\r\n[3]\tBukuluki,P., Mwenyango,H., Katongole,S.P., Sidhva,D. &#038;Palattiyil.G. (2020). The socio-economic and psychosocial impact of Covid-19 pandemic on urban refugees in Uganda. Social Sciences and Humanities Open 2 (2020)100045\r\n[4]\tBurns, D.,Dagnall,N., &#038;Holt,M. (2020). Assessing the impact of COVID-19 pandemic on student wellbeing at Universities in the United Kingdom: A Conceptual Analysis. Front. Educ.5:582882.dol.10.3389\/feduc.2020.582882\r\n[5]\tInternational Labour Organization (ILO). Managing work related psychosocial risks during the COVID-19 pandemic. Geneva: ILO 2020. www.ilo.org\/publns.\r\n[6]\tLancet Migration. (2020). Leaving no one behind in the covid-19 pandemic: A call for urgent global action to include migrants in the Covid- 19 response. Lancet, 6736.\r\n[7]\tLassegard, J.P. (2006). International student quality and Japanese higher education reform. Journal of Studies in International Education 10(2), 119- 140.\r\n[8]\tLi, S., Wang, Y., Yang, Y., Lei, X., and Yang, Y. (2020). Analysis of influencing factors of anxiety and emotional disorders in children and adolescents during home isolation during the epidemic of novel coronavirus pneumonia. Chin. J. Child Heal 2020, 1\u20139.\r\n[9]\tMattingly,J. (2017). Approaches to providing psychosocial support for children, teachers and other school staff, and social and emotional learning for children in protracted conflict situations. K4D, 8th June 2017\r\n[10]\tMinistry of Finance, Planning and Economic Development (MoFPED, 2020).Statement on Economic Impact of COVID-19 on Uganda. Presented to the Parliament of Uganda.\r\n[11]\tMinistry of Health Uganda. (2020). COVID-19 information portal (internet) (cited 2020 Apr 10). Available from: http: \/\/covid-19.gou.go.ug\/\r\n[12]\tOmata, N., &#038; Kaplan, J. (2013a). Refugee livelihoods in Kampala , Nakivale and Kyangwali refugee settlements: Patterns of engagement with the private sector. Oxford. \r\n[13]\tRajkumar,R.P. (2020). COVID-19 and mental health: a review of the existing literature.Asian.J.Psychiatr.52:102066.doi:10.1016\/j.ajp.2020.102066\r\n[14]\tSaladino,V., Algeri,D., &#038;Auriemma,V.(2020). The psychological and social impact of Covid-19: New perspectives of wellbeing. Front. Psychol.11.577684.doi:10.3389\/fpsyg.2020.577684\r\n[15]\tStansfeld, Stephen. 2005. \u201cSocial support and social cohesion\u201d, in Michael Marmot and Richard Wilkinson, Social Determinants of Health (2nd edition). Oxford University Press. 308\u2013354. \r\n[16]\tThe Observer Team (2020 Mar 30). Museveni imposes 14-day COVID-19 lock down (internet). The Observer. Available from: http:\/\/observer.ug\/news\/headlines\/64074 museveni-announces-14 day-covid-19 -lockdown\r\n[17]\tUNHCR (2019b). Urban refugees struggling to survive as economic impact of COVID-19 worsens in East, Horn and Great lakes of Africa (internet) (cited 2020 may 26). Available from: http:\/\/www.unhcr.org\/news\/briefing\/2020\/5\/5ecbbfec4\/urban-refugees-struggling-survive-economic-impact-covid-19-worsens-east.html.\r\n[18]\tUNICEF. (2016). Education Cannot Wait: A Fund for Education in Emergencies, UNICEF\r\n[19]\tUnited Nations. (2020a). Global humanitarian response plan for covid-19: United Nations coordinated appeal April-December 2020.\r\n[20]\tUnited Nations. (2020b). Policy brief: The impact of Covid-19 on children. New York\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Nakimuli Leticia, Kizza James   &#8220;The socio-economic and psychosocial impact of lockdown Measures of Covid-19 pandemic on International Students at St. Lawrence University- Kampala&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.424-428 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/424-428.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/424-428.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-socio-economic-and-psychosocial-impact-of-lockdown-measures-of-covid-19-pandemic-on-international-students-at-st-lawrence-university-kampala\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The socio-economic and psychosocial impact of lockdown Measures of Covid-19 pandemic on International Students at St. Lawrence University- Kampala<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3ed600 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3ed600\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3ed6d9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3ed6d9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3ed8ae\" data-id=\"b3ed8ae\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3ed9ea elementor-widget elementor-widget-text-editor\" data-id=\"b3ed9ea\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3eda98 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3eda98\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3edc0e\" data-id=\"b3edc0e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3edd58 elementor-widget elementor-widget-text-editor\" data-id=\"b3edd58\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The Biblical Mandate and Implications for the Ministry to the Deaf People<\/strong><\/span>\r\n\r\n<strong>Lulama Tshuma   &#8211; March 2021 &#8211; Page No.: 429-436<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3eddfb elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3eddfb\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3edf90\" data-id=\"b3edf90\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f0c74 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3f0c74\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Despite attempts by governments and church organizations to formally educate and empower the deaf people, their lives still remain unsatisfactory. They also seem to suffer marginalization from the larger hearing society because of their communication barrier. In His Ministry of the deaf people Jesus appears to foster inclusivity and their empowerment to face life\u2019s challenges. Little research has been undertaken on how deaf ministry can be improved as to capacitate the deaf in the communities they livein. This paper exegeted Mark 7:31-37, 9:14-27 and Luke 11:14-26 in light of some isolated texts that make reference to deafness in the Bible with the object of helping in forging out relevant interventions that can answer out the gaps in the deaf ministry. Although these Bible texts were not originally written to inform deaf ministry, there are principles in them that can shape, influence and direct it. In Mark 7:31-37 Jesus used more outward actions than usual in communication with the deaf-mute. The deaf people that Jesus met were healed even though not all people with disabilities were healed during Jesus\u2019 time. Jesus\u2019actions and gestures when healing the deaf seem to encourage integration of the deaf people and their empowerment for survival in the mainstream hearing community. Mark 7:31-37, 9:14-27 and Luke 11:14-26 were chosen texts for exegesis because they are the only lengthy narratives that describe the healing of the deaf in the Bible. The others are single text references to deafness scattered in several books of the Bible. The study made use of narratives, Bible commentaries and Ellen White wrings as the main source data for the study. The study recommends that the deaf ministry must integrate the deaf people to the mainstream hearing community through programs that domesticate Sign Language (SL) in the larger community. Furthermore, the community must ensure that they empower the deaf people spiritually and economically so that they cease to see themselves as objects of charity but independent beings who can single handedly face life\u2019s challenges. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 429-436\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 27 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5329\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5329<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Lulama Tshuma   <\/strong><\/span> \r\nAdventist University of Africa, Zimbabwe\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBarclay, W. (1965).The Gospel of Mark. Edinburgh: The Saint Andrews Press.\r\n[2]\tBarclay, W. (1975).The Gospel of Matthew. Philadelphia: The Westminster Press.\r\n[3]\tBarnes, C.; Mercer, G.; &#038; Shakespeare, T. (1999). Exploring disability: A Sociological Introduction. Cambridge: Polity Press.\r\n[4]\tBerry G. R., (1870).The Interlinear Greek-English New Testament. Oregon: The Eye Opener Publishers.\r\n[5]\tBucklew, J.R (2014). \u201cBreaking the silence\u201d Mission Frontiers Issue36:1, January\/February.\r\n[6]\tBruce, Koch A., and Winter, Ralph D.(2009). Finishing the Task: The Unreached Peoples Challenge. In Perspectives on the World Christian Movement: A Reader, 4th ed., edited by Steve C. Hawthorne and Ralph D. Winter, Pasadena, CA: William Carey\t Library\r\n[7]\tChimedza, R., Sithole, C.Z. and Rinashe, (2007) Zimbabwe National Sign Language Dictionary. Harare, SPS and SNE, UNICEF.\r\n[8]\tDevlieger,P. (2002).&#8221;Handicap, kosmologieen revalidate,&#8221; paper presented for the Liliane Foundation and the Dutch Coalition on Disability and Development, Den Bosch, The \tNetherlands, November 29.\r\n[9]\tDuriez, C. (2007).The Dictionary of Biblical Imagery. Edited by Douglas Penney and Daniel G. Reid . England :InterVarsity Press.\r\n[10]\tEdwards R. J. (2002) The Gospel According to Mark. William B Eerdmans Publishing Company, Grand Rapids, Michigan.\r\n[11]\tFrance, R. T. (2002). The Gospel of Mark: A Commentary on the Greek Text. William B. EerdmansPublishing Company Grand Rapids, Michigan.\r\n[12]\tFritzon A. (2014)\u201cPeople With Disabilities in the Bible: Who are they and What Can weLearnFromThem?\u201dEchos19(accessedMarch10,2014)http\/\/www.wcc\/whatipc\/echos\t\/echos-19-06.html\r\n[13]\tFrancis D. (1978). The Seventh-day Adventist Bible Commentary. Washington, D.C.: Review and Herald Publishing Association.\r\n[14]\tGeorge R. B. (1870)The Interlinear Greek-English New Testament(Oregon: The EyeOpener Publishers.\r\n[15]\tHenry\u2019s, M. (1991) Commentary, on the Whole Bible complete and unabridged in onevolume,Grand Rapids, MI: Hendrickson Publishers.\r\n[16]\tHlatywayo, L., &#038; Ncube A. C. (2014) \u201cThe Extent to which Transitional Services PrepareDeaf \tLearners for Community Participation: the Zimbabwean Case,\u201d Zimbabwe Open \tUniversity:108-113.www.iosrjournals.org. \r\n[17]\tHlatywayo, L., Hlatywayo, S. &#038;Mtezo, J.Z. (2014). The Employment of Deaf Persons: A Zimbabwean Employers Perspective, Disability Studies and Special Needs Education, Zimbabwe OpenUniversity,2014),37-43. Accessed 3September, 2019.\r\n[18]\tWatts, J. D.W. (1987) Word Bible Commentary. Vol. 25 Word Books, Texas: Publisher WACO.\r\n[19]\tJ.R. Bucklew,\t(2014) \u201cBreaking the silence\u201d Mission Frontiers Issue36:1, January\/February.\r\n[20]\tKeller, T. (2016) Loving the City: Doing Balanced Gospel Centered Ministry in Your City: Grand Rapids: Zondervan.\r\n[21]\tMartin P. (1993). Word Biblical Commentary. Vol. 35b. Dallas ,Texas Word Books Publisher.\r\n[22]\tMartin P. Ralph. Word Biblical Commentary Vol.40. 2 Corinthians. Nashville: Thomas Nelson, 1986.\r\n[23]\tMegan, A. J., (2002) Centre of Disability Studies: University of Hawaii at Manoa, Disability Studies Quarterly: Spring: Vol. 22, No.2 p.51-60\r\n[24]\tMoyo,A. (2019). Selected Aspects of the 2013 Zimbabwean Constitution and the Declaration of Rights. Raoul Wallenberg:DP Print Media.\r\n[25]\tMutshwanga,and Sithole.(2014) \u201cPerceptions of People Who are Deaf on Sign Language Teaching and Communication by Hearing People,\u201d Greener Journal of Education and Training Studies vol 5No 2(2014): accessed  2017.  Harare Urban, Zimbabwe.\r\n[26]\tOwusu-Antwi,B. (2011) The Church, Culture and Spirits: Adventism in Africa, Kwabena Donkor, (editor) Biblical Research Institute Silver Spring,MD 20904.\r\n[27]\tPatrick, D. (2002) &#8220;Handicap, kosmologieen revalidate,&#8221; paper presented for The Liliane Foundation and the Dutch Coalition on Disability and Development, Den Bosch. \t(November 2002):81, The Netherlands, doi: 10.1016\/j.socscimed.2007.01.008\r\n[28]\tMarmo, R. and Rantoa. L. (2018).\u201cModels of Disability: A Brief Review,\u201d Faculty of  Theology, North-West University.\r\n[29]\tMutswanga, P. and Mapuranga, B.(2014).\u201cPerceptions of \u2018Hearing\u2019 People on Sign Language Learning in Zimbabwe,\u201d Zimbabwe Open University (2014): accessed December 2017.www.arcjournals.org \r\n[30]\tHorn,S. H. (1980)Seventh-day Adventist Bible Dictionary (SDABD), rev. ed. (1979), s.v.\u201cAngel.\u201d \r\n[31]\tSmith, K. (2015) Healing: A Concept Analysis: Accessed on 11August 2019.,https:\/\/www.researchgate.net\/publication\/283904253.\r\n[32]\tSwete, B. H. (1977) Commentary on Mark: The Greek Text. Grand Rapids, Kregel Publications: Michigan.\r\n[33]\tThe World Health Organization, Deafness and Hearing Loss, 1 March 2020.\r\n[34]\tThe World Health Organization, Deafness and Hearing Loss, 20 March 2019.\r\n[35]\tTaylor, V. (1989). The Word Studies in the New Testament Vol. 1. Grand Rapids: WMB Eerdmans Publishing Co., Michigan,.\r\n[36]\tVincent, M. R. (2002). The Word Studies in the New Testament, Vol. 1.Grand Rapids: WMB Eerdmans Publishing Co., Michigan,.\r\n[37]\tVincent, M. (1989) The Word Studies in the New Testament Vol. 1,Grand Rapids: WMB Eerdmans Publishing Co., Michigan.\r\n[38]\tWhite, E.G. (1909) The Desire of Ages. (Mountain View, CA; Pacific Press, 1909.\r\n[39]\tWuest, K. S.(1950) Mark: In the Greek New Testament, Volume 10, London: Pickering &#038;Ingis Limited.\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Lulama Tshuma    &#8220;The Biblical Mandate and Implications for the Ministry to the Deaf People&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.429-436 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5329<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/429-436.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-biblical-mandate-and-implications-for-the-ministry-to-the-deaf-people\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The Biblical Mandate and Implications for the Ministry to the Deaf People<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3f1b65 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3f1b65\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3f1c3b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3f1c3b\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3f1dc3\" data-id=\"b3f1dc3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f1ef8 elementor-widget elementor-widget-text-editor\" data-id=\"b3f1ef8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3f1fa0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3f1fa0\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3f2113\" data-id=\"b3f2113\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f2271 elementor-widget elementor-widget-text-editor\" data-id=\"b3f2271\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Curriculum modification as a critical approach to assist learners with special needs in institutions of higher learning in Zimbabwe<\/strong><\/span>\r\n\r\n<strong>Mukomana Saziso, Prof Sylod Chimhenga  &#8211; March 2021 &#8211; Page No.: 437-441<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3f234b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3f234b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3f250a\" data-id=\"b3f250a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f267d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3f267d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The current research was undertaken in order to explore how the curriculum of institutions of higher learning could be adapted to include learners with disabilities in inclusive education settings. Curriculum modification strategies, particularly curriculum adaptations and augmentations, have been identified as important to enable learners with disabilities to achieve access to and progress in the general curriculum.This paper adopted the qualitative approach and used a case study design that relied largely on interviews and document analysis. The semi-structured interviews were   used to collect data from lecturers, learners and principals of higher learning institutions.The study concluded that adapting instructional strategies is a method that allows educators to meet the needs of all learners according to their strengths, ability levels, and needs, without separating learners homogeneously. The study recommended that educators need to know how to differentiate instructions in order to make the curriculum more accessible for learners with disabilities through adaptations and accommodations. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 437-441\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mukomana Saziso<\/strong><\/span> \r\nZimbabwe Open University, Department of Teacher Education,\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Prof Sylod Chimhenga<\/strong><\/span> \r\nZimbabwe Open University, Department of Disability studies and Special Needs Education\r\n\r\n\r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBashinski, S.M. 2002. Adapting the Curriculum to Meet the Needs of Diverse Learners. Available online at http:\/\/www.pbs.org\/educators\/earlychildhood\/articles\/adapting.html (Accessed on 08 April 2020).\r\n[2]\tBornman, J. and Rose J. 2010. Believe that all can achieve. Increasing classroom participation in learners with special support needs. Pretoria: Van Schaik.\r\n[3]\tComfort, R. (1990). On the idea of curriculum modification by teachers. Academic Therapy, 25(4), 397-405.\r\n[4]\tGartin, B.C., Murdick, N.L., Imbeau, M. and Perner, D.E.(2002). How to use differentiated instruction with students with developmental disabilities in the general education classroom. Arlington, VA: Council for Exceptional Children.\r\n[5]\tHabulezi, J and Phasha, TN (2012) Provision of learning support to learners with visual impairment in Botswana: a case study. Social and Behavioral Sciences 69 ( 2012 ) 1555 \u2013 1561\r\n[6]\tLaurillard, D., (2013), Rethinking university teaching: A conversational framework for the effective use of learning technologies, Routledge, New York. \r\n[7]\tLohrenscheit, C., (2002), \u2018International approaches in human rights education\u2019, International Journal of Education 48(3), 173\u2013185.\r\n[8]\tKing-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic, 37(2), 67- 76\r\n[9]\tKoga, N., &#038; Hall, T. (2004). Curriculum modification. Wakefield, MA: National Centre on Accessing the General Curriculum.\r\n[10]\tKuada, J., 2012, Research methodology: A project guide for university students,Samfundslitteratur Press, Frederiksberg, Denmark.\r\n[11]\tNkoane M.M, 2006, \u2018An analysis of factors inhibiting the access of students with special educational needs to higher education in the Free State\u2019, unpublished PhD thesis, Bloemfontein, University of the Free State.\r\n[12]\tReis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., &#038;Gubbins, E. J. (2011). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidencebased study. The Elementary School Journal, 108, 3\u201324.\r\n[13]\tWestwood, P. 2011. Commonsense methods for children with special educational needs. 6 th edition. London, New York: Routledge.\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Mukomana Saziso, Prof Sylod Chimhenga   &#8220;Curriculum modification as a critical approach to assist learners with special needs in institutions of higher learning in Zimbabwe&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.437-441 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/437-441.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/437-441.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/curriculum-modification-as-a-critical-approach-to-assist-learners-with-special-needs-in-institutions-of-higher-learning-in-zimbabwe\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Curriculum modification as a critical approach to assist learners with special needs in institutions of higher learning in Zimbabwe<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b3f35f7 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b3f35f7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3f36f8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3f36f8\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3f388b\" data-id=\"b3f388b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f39af elementor-widget elementor-widget-text-editor\" data-id=\"b3f39af\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3f3a5e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3f3a5e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3f3bc9\" data-id=\"b3f3bc9\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f3cde elementor-widget elementor-widget-text-editor\" data-id=\"b3f3cde\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>The impact of the Tourism Village on the socio-economic conditions of the local agrarian community in Pujon Kidul Village, Pujon District, Batu City, Indonesia<\/strong><\/span>\r\n\r\n<strong>Setyo Parsudi, Sri Widayanti, Muhammad Fachrizal Amirrahman, Sri Tjondro Winarno, Laksmi Budiana   &#8211; March 2021 &#8211; Page No.: 442-444<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b3f3d7f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b3f3d7f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b3f3f11\" data-id=\"b3f3f11\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b3f403d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b3f403d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The purpose of this study was to determine the impact of the tourism village on the socio-economic conditions of the local agrarian community in Pujon Kidul Village, Pujon District, Batu City. The location of this study was determined purposively, the sample used was 100 people with details of 30 employees working in tourist attractions, 30 people from the surrounding community, and 40 people from tourists. The types of data used in this study are primary data and secondary data. The results showed that the economic impact was increasing family income, increasing the standard of living of the community, reducing the number of unemployed. The social impact increases public confidence in tourism objects, improves the performance of social institutions, improves work ethic, maintains security and improves family relations.  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 442-444\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5330\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5330<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Setyo Parsudi   <\/strong><\/span> \r\nAgribusiness Department, Agriculture Faculty, Universitas Pembangunan Nasional \u201cVeteran\u201d Jawa Timur, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sri Widayanti  <\/strong><\/span> \r\nAgribusiness Department, Agriculture Faculty, Universitas Pembangunan Nasional \u201cVeteran\u201d Jawa Timur, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Muhammad Fachrizal Amirrahman <\/strong><\/span> \r\nAgribusiness Department, Agriculture Faculty, Universitas Pembangunan Nasional \u201cVeteran\u201d Jawa Timur, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sri Tjondro Winarno<\/strong><\/span> \r\nAgribusiness Department, Agriculture Faculty, Universitas Pembangunan Nasional \u201cVeteran\u201d Jawa Timur, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Laksmi Budiana <\/strong><\/span> \r\nAgribusiness Department, Agriculture Faculty, Universitas Pembangunan Nasional \u201cVeteran\u201d Jawa Timur, Indonesia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAgustina, C.L., Hapsari, H.  2018.  Dampak agrowisata kampung batu terhadap aspek sosial ekonomi dan budaya masyarakat (Studi Kasus di Desa Malakasari, Kecamatan Baleendah, Kabupaten Bandung).   AGRICORE:Jurnal Agribisnis dan Sosial Ekonomi Pertanian.  3(1) : 359-426.  \r\n[2]\tAida, E.N., Boedirochminarni, A., Nuraini, I.  2017.  Analisis Peningkatan Ekonomi Masyarakat di Agrowisata Belimbing Karangsari Kota Blitar.  Jurnal Ilmu Ekonomi. 1(3):282 \u2013 296.  \r\n[3]\tAndrianyta, H.,  Ulfah, A.,  dan Hermawan, H.  2016.  Dampak Pemanfaatan Pekarangan dalam Perspektif Sosial dan Ekonomi di Kalimantan Timur.  Prosiding Seminar Nasional Inovasi Teknologi Pertanian 1707 Banjarbaru,  20 Juli 2016.\r\n[4]\tBudi, S.A., Muchsin, S., Sekarsari, R.W.  2020.  Dampak sosial ekonomi pengembangan kawasan destinasi agrowisata petik jeruk. (Studi Kasus di Desa Selorejo Kecamatan Dau Kabupaten Malang).  Jurnal Respon Publik.  14(5) : 48-54.  \r\n[5]\tDincer, F.I.   Dincer,  M.Z.  Yilmaz, S.  2015,  \u201cThe Economic Contribution of Turkish Tourism Entrepreneurship on the Development of Tourism Movements In Islamic Countries\u201d.  Procedia &#8211; Social and Behavioral Sciences.  No. 195, pp. 413 \u2013 422 .  World Conference on Technology, Innovation and Entrepreneurship.\r\n[6]\tGugushvili, T. Salukvadze, G. Salukvadze, J.  (2017),  \u201cFragmented development: Tourism-driven economic changes in Kazbegi, Georgia\u201d.  Annals of Agrarian Science. No. 15, pp. 49-54.  \r\n[7]\tHermawan, H.  2016.    Dampak pengembangan desa wisata nglanggeran terhadap ekonomi masyarakat lokal.  Jurnal Pariwisata.  3 (2) : 105-117.\r\n[8]\tMussoa, F.  Francionia,  B.  (2015),  \u201cAgri-Food Clusters, Wine Tourism and Foreign Markets. The Role of Local Networks for SME\u2019s Internationalization\u201d.  Procedia Economics and Finance. No.  27, pp. 334 \u2013 343.  22nd International Economic Conference \u2013 IECS 2015 \u201cEconomic Prospects in the Context ofGrowing Global and Regional Interdependencies\u201d, IECS 2015.\r\n[9]\tPramusita, A., Sarinastiti, E.N. 2017.  Aspek Sosial Ekonomi Masyarakat Lokal dalam Pengelolaan Desa Wisata Pantai Trisik, Kulonprogo.  Jurnal Pariwisata Terapan.  2(1): 14-25.\r\n[10]\tRetnoningsih, E.  2013.  Dampak pengelolaan wisata agro terhadap kehidupan sosial dan ekonomi masyarakat (Studi Kasus: Kebun Teh Kaligua Desa Pandansari Kab Brebes Jawa Tengah).  Jurnal Khasanah Ilmu.  4 (1) : 11-19.\r\n[11]\tSudiasa. 2005. Definisi Agrowisata. Tersedia pada: http:\/\/blogtopsites.com (10 Maret 2019).\r\n[12]\tSuwantoro, G. 2004. Dasar-dasar Pariwisata. Yogyakarta: Penerbit Andi. \r\n[13]\tUlfah, I.F., Setiawan, A., Rahmawati, A.  2017.   Pembangunan Desa Berbasis Potensi Lokal Agrowisata di Desa Bumiaji, Kota Batu, Jawa Timur.   Politik Indonesia: Indonesian Political Science Review .2 (1):46-64.\r\n[14]\tYoeti, O. 2008. Ekonomi Pariwisata Introduksi, Informasi, dan Implementasi. Jakarta: PT. Kompas Media Nusantara.\r\n\r\n\r\n\r\n\r\n \r\n\r\n\r\n \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Setyo Parsudi, Sri Widayanti, Muhammad Fachrizal Amirrahman, Sri Tjondro Winarno, Laksmi Budiana    &#8220;The impact of the Tourism Village on the socio-economic conditions of the local agrarian community in Pujon Kidul Village, Pujon District, Batu City, Indonesia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.442-444 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5330<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/442-444.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/the-impact-of-the-tourism-village-on-the-socio-economic-conditions-of-the-local-agrarian-community-in-pujon-kidul-village-pujon-district-batu-city-indonesia\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>The impact of the Tourism Village on the socio-economic conditions of the local agrarian community in Pujon Kidul Village, Pujon District, Batu City, Indonesia<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b400c02 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b400c02\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b400ccc elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b400ccc\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b400e44\" data-id=\"b400e44\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b400f67 elementor-widget elementor-widget-text-editor\" data-id=\"b400f67\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b401006 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b401006\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4011ab\" data-id=\"b4011ab\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4012ea elementor-widget elementor-widget-text-editor\" data-id=\"b4012ea\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>A study to develop motor fitness reference values of secondary school children in Sri Lanka<\/strong><\/span>\r\n\r\n<strong>K.S.H.M.V.W.W. Senevirathne   &#8211; March 2021 &#8211; Page No.: 445-449<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4013a4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4013a4\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40152a\" data-id=\"b40152a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40165d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b40165d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">There is a dearth of reference values of physical fitness including motor fitness for secondary school children in Sri Lanka. The objectives of this study are to contribute to the available knowledge concerning the assessment agility (4x10m shuttle run), identifying sex and age-related norms of agility of the secondary school children in Sri Lanka. A quantitative approach was used in this study. Physical fitness assessments were implemented to measure 4x10m shuttle run of 1229 students (638 boys and 591 girls) which was a randomly selected sample in the Kandy District. All the data were computed and analyzed to formulate test norms as percentile values, stratified by chronological age groups separately for boys and girls. All the calculations were performed using SPSS vs. 17 for windows. revealed that P5 of the 4x10m shuttle run time of age 17 boys were very low comparing to other younger age groups. But at the end of the higher performance levels such as P75, P90 and P95, age 17 boys are performed better than their younger counterparts. This is an unusual pattern. The performance of girls of 4x10m shuttle run which is indicate that there are clear differences between age groups. Age 11 girls perform at a low level of agility as the normal and it is increased up to age 17 category gradually. The lowest P5 of boy\u2019s 4x10m shuttle run test performance is 14 seconds and the highest P5 is 13.25 seconds. Meanwhile, lowest P95 of boy\u2019s 4x10m shuttle run test performance is 11.7 sec. and the highest P95 is 9.7 sec. According to the graphs the lowest P5 of girls\u2019 4x10m shuttle run test performance is 15.7 sec. and the highest P5 is 14.7sec.  Furthermore, lowest P95 of girls\u2019 4x10m shuttle run test performance   is 12.3 sec. and the highest P95 is 11.3 sec. These norms are identical for some specific population. The agility levels of Sri Lankan children (both boys and girls) are not in the range of poor range. They are slightly different with the USA and European norms. However, we cannot say agility level of Sri Lankan boys and girls are not in a satisfactory level compared to such as USA standards, because these figures are normative base values. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 445-449\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 28 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5331\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5331<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>K.S.H.M.V.W.W. Senevirathne<\/strong><\/span> \r\nDepartment of Education, Faculty of Arts, University of Peradeniya, Sri Lanka\r\n\r\n\r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBouchard, C, &#038;Shephard, R1994, Physical activity, fitness and health: the model and key concepts. In: Bouchard C, Shephard R, Stephens T (Eds) Physical activity, fitness and health. International proceedings and consensus statement. Human Kinetics, Champaign, IL, pp. 77\u201388.\r\n[2]\tCanadian Society for Exercise Physiology, (2003).  Canadian physical activity, fitness and lifestyle approach (3rd Ed.). Ottowa: The Society.\r\n[3]\tCaspersen, C.J., Powell, K.E., &#038; Christenson, G.M. (1985). Physical activity, exercise and physical fitness: Definitions and distinctions for health-related research. Public Health Reports, 100, pp. 126-130.\r\n[4]\tCastro-Pi\u00f1ero J, Artero EG, Espa\u00f1a-Romero V, Ortega FB, Sj\u00f6str\u00f6m M, Suni J, et al. Criterion-related validity of field-based fitness tests in youth: A systematic review. Br J Sports Med. 2010;44(13):934\u201343.\r\n[5]\tDanansuriya, M.J. et al (2013) Improving Adolescents Health in Sri Lanka .International Conference on Public Health Innovations , National Institute of Health Sciences, Sri Lanka \r\n[6]\tInstitute of Medicine. (2012).Fitness measures and health outcomes in youth. Washington, DC: The National Academies Press. \r\n[7]\t\u041a\u043el\u0456m\u0435\u0441hk\u043ev, \u0405., \u0420\u0435tr\u043ev, L., &#038; \u0410l\u0435\u0445\u0430ndr\u043ev\u0430, \u0410. (2019). \u0410l\u0440h\u0430-f\u0456t t\u0435\u0455t b\u0430tt\u0435r\u0443 n\u043erm\u0455 f\u043er \u0441h\u0456ldr\u0435n \u0430nd \u0430d\u043el\u0435\u0455\u0441\u0435nt\u0455 fr\u043em 5 t\u043e 18 \u0443\u0435\u0430r\u0455 \u043ef \u0430g\u0435 \u043ebt\u0430\u0456n\u0435d b\u0443 \u0430 l\u0456n\u0435\u0430r \u0456nt\u0435r\u0440\u043el\u0430t\u0456\u043en \u043ef \u0435\u0445\u0456\u0455t\u0456ng \u0415ur\u043e\u0440\u0435\u0430n \u0440h\u0443\u0455\u0456\u0441\u0430l f\u0456tn\u0435\u0455\u0455 r\u0435f\u0435r\u0435n\u0441\u0435\u0455. \u0415ur\u043e\u0440\u0435\u0430n \u0408\u043eurn\u0430l \u043ef \u0420h\u0443\u0455\u0456\u0441\u0430l \u0415du\u0441\u0430t\u0456\u043en \u0430nd \u0405\u0440\u043ert \u0405\u0441\u0456\u0435n\u0441\u0435, 5(4), 1-14.\r\n[8]\t\u041a\u043el\u0456m\u0435\u0441hk\u043ev, \u0405. (2017). \u0420h\u0443\u0455\u0456\u0441\u0430l F\u0456tn\u0435\u0455\u0455 \u0410\u0455\u0455\u0435\u0455\u0455m\u0435nt \u0456n \u0421h\u0456ldr\u0435n \u0430nd \u0410d\u043el\u0435\u0455\u0441\u0435nt\u0455: \u0410 \u0405\u0443\u0455t\u0435m\u0430t\u0456\u0441 R\u0435v\u0456\u0435w. \u0415ur\u043e\u0440\u0435\u0430n \u0408\u043eurn\u0430l \u043ef \u0420h\u0443\u0455\u0456\u0441\u0430l \u0415du\u0441\u0430t\u0456\u043en \u0430nd \u0405\u0440\u043ert \u0405\u0441\u0456\u0435n\u0441\u0435, 3(4), 65-78.https:\/\/www.stk-sport.co.uk\/gymnastics-science-physical-fitness-norms.html\r\n[9]\tOrtega, F.B., Silventoinen, K., Tynelius, P., &#038; Rasmussen, F. (2012). Muscular strength in male adolescents and premature death: cohort study of one million participants. British Medical Journal, 345, e7279. \r\n[10]\tThilakarathne, R.M.L.R., Wijesinghe, D.G.N.G. (2011). Association between\r\n[11]\tNutritional Status and Life Style Practices of Primary School Children in the\r\n[12]\tColombo District: A Pilot Study. Tropical Agricultural Research, 22, pp. 392-401.\r\n[13]\tUS Department of Health and Human Services. (1986). 1985 President\u2019s Council on Physical Fitness and Sports Youth Survey. Washington, DC: US Government Printing Office\r\n[14]\tWelk G.J., Meredith, M. (Eds.) (2008). FITNESSGRAM\u00ae Reference Guide. Dallas, TX: The Cooper Institute. Available at: http:\/\/www.cooperinst.org\/reference-guide Accessed 7\/15\/2013\r\n[15]\tWickramasinghe, V.P., Lamabadusuriya, S.P., Atapattu, N., Sathyadas, G., Karuparanantha, S., et al. (2004). Nutritional status of school children in an urban area of Sri Lanka. Ceylon Medical Journal 49, p.4.\r\n           https:\/\/www.stk-sport.co.uk\/gymnastics-science-physical-fitness-norms-4x10m-shuttle-run-test.html\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">K.S.H.M.V.W.W. Senevirathne    &#8220;A study to develop motor fitness reference values of secondary school children in Sri Lanka&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.445-449 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5331\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/445-449.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/a-study-to-develop-motor-fitness-reference-values-of-secondary-school-children-in-sri-lanka\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>A study to develop motor fitness reference values of secondary school children in Sri Lanka<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b402414 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b402414\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4024e5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4024e5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b402655\" data-id=\"b402655\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b403ccc elementor-widget elementor-widget-text-editor\" data-id=\"b403ccc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b403dad elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b403dad\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b403f5c\" data-id=\"b403f5c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b404091 elementor-widget elementor-widget-text-editor\" data-id=\"b404091\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Religion and African Pluriversalism<\/strong><\/span>\r\n\r\n<strong>C.C. Okereke, Samuel Mba Onwuka   &#8211; March 2021 &#8211; Page No.: 450-455<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40413c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40413c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4042d0\" data-id=\"b4042d0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40440a elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b40440a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Africa is known with indigenous, strong and rich heritage ranging from culture, tradition, belief system, to languages and norms and morale. These had existed centuries before the incidence of colonialism in Africa. This paper seeks to look at the nature of imported religious identities and how they have over the years influenced the diverse African traditional knowledge and truth. The methodologies of this paper are combination of historical, descriptive and documentary research design based on qualitative research method. This paper among other things discovers that African traditional belief system has been endangered by the imported religions, for example, Islam and Christianity. There has never been a universality in African traditional belief system due its diversity, and no one single exclusivity in matters of knowledge and truth as one culture can no longer speak and others should just listen and not raise their voices. Imported religions have their own origin and this origin cannot be replaced for the belief inherent in the indigenous African traditional systems. In this case, the paper then recommends the need to free our mind from these imported religions in order to preserve our original traditional heritage as a continent, even in this neo-colonial imperialistic state.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 450-455\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>C.C. Okereke   <\/strong><\/span> \r\nDepartment of Religious Studies\/Philosophy, Faculty of Humanities, Abia State University, Uturu, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Samuel Mba Onwuka  <\/strong><\/span> \r\nDepartment of Religious Studies\/Philosophy, Faculty of Humanities, Abia State University, Uturu, Nigeria\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAderibigbe, I. S. (2015). Religious Traditions in Africa: An Overview of Origins, Basic Beliefs, and \tPractices. In Aderibigbe, I. S. et al. (Eds.) (2015). Contemporary Perspectives on Religions in Africa \tand the African Diaspora.\r\n[2]\tAderibigbe, I. S. and Oguntola, D. (1997). Topics in African Religion. Lagos: Adelad Educational \tPublishers, p. 1. \r\n[3]\tAfrican Traditional Religions.&#8221; Worldmark Encyclopediaof Religious Practices. Retrieved December 04, 2018 from https:\/\/www.encyclopedia.com\/religion\/encyclopedias-almanacs-transcripts-and-maps\/african-traditional-religions\r\n[4]\tIdowu, B. (1973). African Traditional Religion: A Definition. London: SCM Press, p. 85 \r\n[5]\tChitando, E, Adogame, A., &#038; Bateye, B (2013). Introduction: African Traditions in the Study of \tReligion in Africa: Contending with Gender, the Vitality of Indigenous Religions, and Diaspora. In \tAdogame, A, Chitando, E and Bateye, B (Eds.). African Traditions in the Study of Religion, Diaspora and Gendered Societies, 1-12, Farnham: Ashgate.\r\n[6]\tCrosby, D.A., 1981, Interpretive theory of religion, Mouton Publishers, New York.\r\n[7]\tEdwin, W. Smith (1950). African Ideas of God. A Symposium. London, Edinburgh House Press p. l\r\n[8]\tFigl, J. (2003). (Ed.). Handbuch Religionswissenschaft: Religionen und ihre zentrale Themen \t[Handbook of religious studies: Religions and their central themes], Tyrolia-Verlag, Innsbruck.\r\n[9]\tGale, Thomas (2016) African Traditional Religions,World mark Encyclopedia of Religious Practices.\r\n[10]\tHammer, D.H. (2005). The God gene: How faith is hardwired into our genes, Anchor Books, New York.\r\n[11]\tHerbert, S. (1896). The Principles of Sociology. Greenwood Press, Publishers, p.281.\r\n[12]\tHuntington, S. (1993). The Clash of Civilizations. Foreign Affairs 72, 3: 22-169\r\n[13]\tJohn, S. Sanni (2015). Religion: A New Struggle for African Identity,Journal of Philosophy, Culture and Religion: An International Peer-reviewed Journal Vol.14.\r\n[14]\tKenan, J. S. (1997). The Worship of God in African Traditional Religion a Nigerian Perspective\r\n[15]\tKhapoya, V.B. (1994). The African Experience: An Introduction. Englewood Cliffs, N.J.: Prentice Hall.\r\n[16]\tKoenig, M. (1999) (Ed). \u201cExploring Religious Pluralism\u201d, International Journalon Multicultural \tSocieties (IJMS) Vol. 1, No. 1.\r\n[17]\tMbiti, J. S. (1970). African Concept of God. London: SMC Press, p. 1\r\n[18]\tMbiti, J. S. (1975). Introduction to African religion, London: Heinemann.\r\n[19]\tMignolo, W. (2013). On Pluriversality. \r\n[20]\tMomen, M. (1999). Understanding religion: A thematic approach,Oneworld Publications, Oxford.\r\n[21]\tMuzorewa, G, H (1985). The Origins and Development of African Theology. Maryknoll, NY: \tOrbis.\r\n[22]\tOyibo, I. A. (2017). Exploring the Nexus between Revealed Truths, Ideology and Religious Terrorism\/Extremism: Boko Haram as a Case-study, The International Journal of Humanities &#038;\tSocial Studies (ISSN 2321 &#8211; 9203).\r\n[23]\tPratt, D. (2013). Fundamentalism, Exclusivism, and Religious Extremism. In Cheetham, D.P., &#038;\tThomas,D.(Eds.), Understanding interreligious relations, 241-261.Oxford University Press.\r\n[24]\tRattrary, R.S. (1927). Religion and Art in Ashanti. Retrieved from https:\/\/www.jstor.org>stable>\tpdf. Accessed 08\/01\/2019.\r\n[25]\tSam, H. (2004). The Death of Faith, WW Norton and Co, New York, 2004 p. 13\r\n[26]\tSundermeier, T., (1999). Was is Religion? Religious studies ina theological context. Chr Kaiser G\u00fctersloherVerlagshaus, G\u00fctersloh.\r\n[27]\tTuraki, Y. (1999) Christianity and African gods: A method in theology, Potchefstroomse Universiteitvir Christelike Ho\u00ebrOnderwys, Potchefstroom.\r\n[28]\tTuraki, Y. (2000). Africa Traditional Religious System as Basis of Understanding Christian Spiritual Warfare. Retrieved from https:\/\/www.lausanne.org\/content\/west-african-case-\tstudy\r\n[29]\tUka, E.M. (1991). Reading in African Traditional Religion, Structure, Meaning, Relevance, Future. Peter Lang. p.39\r\n[30]\tVan den Heever, G., (2001). On how to be or not to be: Theoretical reflection on religion and \tidentity in Africa, Religion and Theology 8(1), 1\u221225.\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">C.C. Okereke, Samuel Mba Onwuka    &#8220;Religion and African Pluriversalism&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.450-455 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/450-455.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/450-455.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/religion-and-african-pluriversalism\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Religion and African Pluriversalism<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b40529c elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b40529c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b405376 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b405376\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4054f2\" data-id=\"b4054f2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b405617 elementor-widget elementor-widget-text-editor\" data-id=\"b405617\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4056b7 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4056b7\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40581f\" data-id=\"b40581f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40592b elementor-widget elementor-widget-text-editor\" data-id=\"b40592b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Preparedness of Teachers and Learners in the integration of Information Communication Technologies in the teaching and learning of geography in selected schools of Petauke District of Eastern Province in Zambia<\/strong><\/span>\r\n\r\n<strong>Cosmas Chirwa and Kaiko Mubita   &#8211; March 2021 &#8211; Page No.: 456-464<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4059d0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4059d0\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b405b46\" data-id=\"b405b46\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b405c7c elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b405c7c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">With the coming of Information and Communication Technology (ICT), there has been a realization for the need to have it incorporated in the education sector. This realization came as a result of the wide spread of ICTs in all developmental sectors of countries and the need to achieve Sustainable Development Goal (SDG) number 4 which emphasizes on quality education. With this realization, the Zambian government put in place measures to make possible the integration of ICTs in education. This study, therefore was an attempt to establish preparedness of teachers and learners in the integration of ICTs in the teaching and learning of Geography and in selected schools of Petauke district of Eastern province. A qualitative approach with a descriptive study design was used to collect data through in-depth interviews and observations. A total of twenty-eight (28) respondents were involved in the study and the information collected was thematically analysed with the guidance of Braun and Clarke\u2019s (2006) six phase framework.The findings showed that preparedness of teachers and learners to integrate ICTs in the teaching and learning of Geography was reliant on availability of ICT resources. Furthermore, it was established that school administration played a vital role in encouraging usage of ICT resources by both teachers and learners. This was because administration was responsible for maintenance and provision of ICT resources. Therefore, lack of proper maintenance as well as lack of adequate ICT resources proved to have had negatively affected the integration of ICTs in teaching and learning of Geography.The conclusion drawn was thatto enhance effective integration of ICTs in the teaching and learning of Geography, teachers and learners need to be provided with adequate ICTs resources in their teaching and learning of Geography. It is also important for schoolmanagement to provide adequate funding to enable its Teachers to attend workshops where they can gain skills and knowledge for integrating ICTs in the teaching and learning of Geography. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 456-464\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Cosmas Chirwa<\/strong><\/span> \r\nUniversity of Zambia School of Education, Department of Languages and Social Sciences\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Kaiko Mubita<\/strong><\/span> \r\nUniversity of Zambia School of Education, Department of Languages and Social Sciences\r\n\r\n\r\n\r\n\r\n      \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAlshowaye, M. (2002). Use of Computer-Based Information Technology and the Internet in Saudi Arabia\u2019s Intermediate and Secondary Schools. University of Manchester,England.\r\n[2]\tAry, D, Jacobs, L, Sorensen, C and Razavieh, A. (2010). Introduction to educational research: Wadsworth: Cengage learning.\r\n[3]\tBell, J. (2005). Doing your research project: A guide for first time researchers in social science. Education and HEALTH, New York.\r\n[4]\tBergold J. and Thomas S. (2012). Participatory research methods: A methodological approach in motion. Cambridge, Polity Press, UK.\r\n[5]\tBraun V. and Clarke V. (2006). Using Thematic Analysis in psychology Qualitative research in Psychology. American Psychological Association, Washington DC\r\n[6]\tCatling, S. (2015). Research and Debate in Primary Geography. Routledge, London.\r\n[7]\tClaro, M., Nussbaum, M., L\u00f3pez, X., and D\u00edaz, A. (2013). Introducing 1 to 1 in the classroom: A large-scale experience in Chile. Educational Technology &#038; Society, 16 (3), 315\u2013328.\r\n[8]\tCohen, L., Manion, L., and Morrison, K. (2007). Research Methods in Education (6thed). Routledge Falmer, London.\r\n[9]\tCreswell, J.W. (2015). A concise introduction to mixed methods research. Sage Publications. London.\r\n[10]\tHernandez. M, R. (2017) Impact of ICT on Education: Challenges and Perspectives: Universidad San Ignacio de Loyola, Lima, Per\u00fa, 5 (1), 325-347\r\n[11]\tHernandez. M, R. (2017) Impact of ICT on Education: Challenges and Perspectives: Universidad San Ignacio de Loyola, Lima, Per\u00fa, 5 (1), 325-347\r\n[12]\tMubita ,  K  et.  al.  (2016). Safety  and  Health  Issues  in  Selected  Schools  of  Chibombo  District  in  Central Province of Zambia. International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 3, Issue 10, October 2016, PP 99-109 ISSN2349-0373  \r\n[accessed Apr 08 2021]\r\n[13]\tKombo, D.K. and Tromp, D.L.A. (2006). Proposal and Thesis Writing: An Introduction.Paulines publications Africa, Nairobi, Kenya.\r\n[14]\tLako, P and Mubita, K. (2021). Barriers to Geography Teachers\u201f Engagement with Research in Selected Secondary Schools of Serenje District in Central Zambia. International Journal of Research and Innovation in Social Science (IJRISS), Volume V, Issue II, February 2021|ISSN 2454-6186\r\n[15]\tMinistry of Transport and Communication (2006). National Information and Communication Technology Policy. Lusaka: NICTP.\r\n[16]\tMishra, P. and Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Few Framework for Teacher Development. Teachers College Record.\r\n[17]\tMsabila T. and Nalaila, G. (2013). Research Proposal and Dissertation Writing. Nyambari, Nyangwine publishers. Nairobi.\r\n[18]\tOffice for Standards in Education (Ofsted), (2002). The curriculum insuccessfulprimary schools. Ofsted Publications Centre, London.\r\n[19]\tOrodho, J and Kombo, D.K (2002). Proposal and Thesis Writing. Introduction. Pauline Publication. Nairobi.\r\n[20]\tReinfried S., Schleicher Y. and Haubrich H. (2007). Geographical Education for Sustainable Development. Firefly Books, Willowdale, Ontario, Canada.\r\n[21]\tSchleicher A., (2019). Envisioning the future of education and jobs. OECD Publishing, Paris.\r\n[22]\tShulman, L. (2004). Those who understand: Knowledge Growth in Teaching. The Wisdom of Practice. Jossey-Bass\r\n[23]\tSidhu, K.S. (2009). Methodology of Research in Education. Sterling Publisher, New Delhi.\r\n[24]\tTezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkishteachers. International Journal of Human Sciences 7(2), 20-44\r\n[25]\tUNESCO (2005) Information and Communication Technologies in Schools: A Handbook forTeachers. Paris: ED\/HED\/TED\/2. \r\n[26]\tWhite P.R. (2003). The Language of Evaluation, Appraisal in English. Macmillan, Palgrave.\r\n[27]\tYadav, M. (2013). Effectiveness of Multimedia Package (SLM) on Achievement inGeography International Research Mirror. Issue Vol. 1, April 2013. \r\n[28]\tYong, S. T, Gates, P. and Harrison, l. (2016). Digital Native Students \u2013 Where is the Evidence? TOJNE, Vol. 6, Issue 1\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Cosmas Chirwa and Kaiko Mubita    &#8220;Preparedness of Teachers and Learners in the integration of Information Communication Technologies in the teaching and learning of geography in selected schools of Petauke District of Eastern Province in Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.456-464 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/456-464.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/456-464.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/preparedness-of-teachers-and-learners-in-the-integration-of-information-communication-technologies-in-the-teaching-and-learning-of-geography-in-selected-schools-of-petauke-district-of-eastern-provin\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Preparedness of Teachers and Learners in the integration of Information Communication Technologies in the teaching and learning of geography in selected schools of Petauke District of Eastern Province in Zambia<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b409703 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b409703\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4097ff elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4097ff\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40998d\" data-id=\"b40998d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b409aba elementor-widget elementor-widget-text-editor\" data-id=\"b409aba\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b409b5d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b409b5d\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b409cd4\" data-id=\"b409cd4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b409de4 elementor-widget elementor-widget-text-editor\" data-id=\"b409de4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Ideology and National Consciousness in Feminist Dramaturgies: A Reading of Four Contemporary Kenyan Plays<\/strong><\/span>\r\n\r\n<strong>Christine Namayi and Felix Orina   &#8211; March 2021 &#8211; Page No.: 465-471<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b409e8c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b409e8c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40a00b\" data-id=\"b40a00b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40a135 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b40a135\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The purpose of the present paper is to examinetheplace of ideology in the dramaturgiesof feminist drama in 21st century Kenya and the direction it may be taking in its development. We investigate how modern-day Kenya\u2019s socio-historical landscape has left its impression on both the selected playwrights\u2019 feminist ideological standpoints and the resulting dramaturgies. The focus is onthree Kenyan playwrights and some of their works: Denis Kyalo\u2019s The Hunter is Back (2010), Francis Imbuga\u2019s The Return of Mgofu (2011) and The Green Cross of Kafira(2013), and Njoki Gitumbi\u2019s A New Dawn (2012). The study sought to not only illustrate the representation of women in the selected plays but also examine the basis and effectiveness of their depictions and portrayals.Since the study is textual in nature, a textual exegesis is conducted through close-reading and with content analysis as the main method of data collection and analysis respectively. Data analysis is supported by secondary sources. The study leans on feminist literary theories, particularly gynocritism and Gayatri Spivak\u2019s view on subalternity and how subaltern experiences diminish the position of women in society. Tenets of Postcolonial theories, particularly those articulated by Edward Said and Homi K. Bhabha, were also used to explore issues and challenges of female re-presentation. The study is important because there is the tendency to associate many an author or playwright\u2019s artistic choices to certain dominant traditions to the total disregard to minor but effective ones. The study confirms that the utilization of socio-political changes and events within which the texts are set, shape the playwrights\u2019 attempt to represent women in various ways. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 465-471\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Christine Namayi <\/strong><\/span> \r\nDepartment of English, literature, Journalism and Mass Communication Kibabii University\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Felix Orina <\/strong><\/span> \r\nDepartment of English, literature, Journalism and Mass Communication Kibabii University\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">Primary Texts \r\n[1]\tGitumbi, N. (2012). A New Dawn. Nairobi: Oxford University Press. \r\n[2]\tImbuga, F. (2013). The Green Cross of Kafira. Nairobi: Bookmark Africa. \r\n[3]\tImbuga, F. (2011). The Return of Mgofu. Nairobi: Longhorn Publishers. \r\n[4]\tKyalo, D. (2010) The Hunter is Back. Nairobi: Oxford University Press \r\nSecondary Texts \r\n[5]\tBhabha, H. K (1994) &#8220;Introduction: Locations of Culture.&#8221; The Location of Culture.Routledge: London: Psychology Press, 1-18. \r\n[6]\tBooth, H., Day C.,Susan D., Deb D., Robin K., &#038;Tobey K. (1972). Socialist Feminism: A Strategy for the Women&#8217;s Movement. Hyde Park Chapter, Chicago.\r\n[7]\tButler, J. (1990).Gender Trouble, Feminism and the Subversion of Identity, London: Routledge. \r\n[8]\tDiop, D. (1998). Theory and criticism of Literature. Kampala: Makerere University.\r\n[9]\tLukacs, G. (1962). [1937, Rus.; 1947, Hun.] The Historical Novel. London: Merlin\r\n[10]\tGanyi, F. (2014). The Relevance of Ideology in the Aesthetic Development of Contemporary Nigerian Literature beyond Soyinka. International Journal of Humanities and Social science Invention, 3(61), 41-54.\r\n[11]\tIlo, I. (2015). From Etho-Text to Techno-Text: the Language of Post-Indiginist African Drama. In Creative Artist: A Journal of Theatre and Media Studies Vol. 9 No. 1\r\n[12]\tMueller, R. (1984). BRECHT the realist, and New German Cinema. Framework: The Journal of Cinema and Media, No. 25 (1984), pp. 42-51\r\n[13]\tNgara, E., (n.d) (1990) Ideology &#038; Form in African Poetry.  London. James Currey.\r\n[14]\tHaricharan, D. (2004).Realism in the African Novel: the case of SembeneOusmane&#8217;s God&#8217;s Bits of Wood, NgugiwaThiong&#8217;o&#8217;sPetals of Blood and Pepetela&#8217;sMayombe. A dissertation. \r\n[15]\tNkealah, N. (2016). African Feminism and Their Challenges. Journal of literary studies,32(2), 61-74.\r\n[16]\tOlembo, W. and Kebaya, C. (2004). Power and gendered identities: (Re) Configuring the gendered self in Kenyan drama. Journal of Research on Humanities and Social Sciences, 3(9).\r\n[17]\tOkpewho, I. (1983) Myth in Africa: a study of its aesthetic and cultural relevance. Cambridge: Cambridge University Press, \r\n[18]\tOuta, O. (2001). The Dramaturgy of Power and Politics in Post-colonial Kenya: A Comparative Reading of \u201cForms\u201d in Texts by NgugiwaThiong\u2019o and Francis Imbuga. Nordic Journal of African Studies, 10 (3).\r\n[19]\tParry, B. (2004). \u201cThe institutionalism of postcolonial studies.\u201d in postcolonial literary studies.Neil Lazarus. Ed. Cambridge: Cambridge University Press.\r\n[20]\tTengya, F. (2016). Drama as a Literary Response to Africa\u2019s Social and Political Realities: A Comparative Study of Kenyan and Nigerian Dramas. Kenyatta University.\r\n[21]\tWellek, R. and Warren, A. (1994). Theory of Literature. New York: Harcourt, Brace, and Company. \r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Christine Namayi and Felix Orina    &#8220;Ideology and National Consciousness in Feminist Dramaturgies: A Reading of Four Contemporary Kenyan Plays&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.465-471 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/465-471.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/465-471.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/ideology-and-national-consciousness-in-feminist-dramaturgies-a-reading-of-four-contemporary-kenyan-plays\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Ideology and National Consciousness in Feminist Dramaturgies: A Reading of Four Contemporary Kenyan Plays<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b40af02 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b40af02\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40afd5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40afd5\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40b14f\" data-id=\"b40b14f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40b278 elementor-widget elementor-widget-text-editor\" data-id=\"b40b278\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40b31a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40b31a\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40b48a\" data-id=\"b40b48a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40b5a4 elementor-widget elementor-widget-text-editor\" data-id=\"b40b5a4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>China\u2019s Economic soft power and Challenges in OBOR Project: a Study Based on China<\/strong><\/span>\r\n\r\n<strong>P.K.B. Isuru Premarathna  &#8211; March 2021 &#8211; Page No.: 472-482<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40b646 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40b646\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40b7d2\" data-id=\"b40b7d2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40b956 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b40b956\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The One Belt One Road (OBOR) initiative is a historical landmark that intends to plug in more than two-thirds of the world population and spreading up the windows for reviving global business, peace and infrastructure development across the lands. The main aim of this document is to discuss the OBOR initiative in general and to analyze its contribution to the economy and development. This study explores the influence of Chinese economic soft power and the mode of action that the political strategies have in the economic process. The major research problems is what are china\u2019s soft power and Economic foreign policy framework, the political economy of the OBOR initiative, what are the benefits of the OBOR initiative in different countries and challenges? The Research methodology is qualitative research. Secondary information was gathered through a literature review and reference sources such as legislation, international treaties, academic literature, journal articles and sources. The key finding of the research, China\u2019s soft power and economic foreign policy are strong and the economic strategies and opportunities have huge. Also, this project is a very important economic soft power, through this project, China has emerged as the world\u2019s leading economic pilot. The OBOR project encourages mobility and economic cooperation among the countries of Europe, Asia and Africa. China somehow manages to increase its exports even more it would give the Chinese economy some well-needed breathing space and a way to pay off their accrued debts. China is Pakistan\u2019s largest trading partner, with total volume exceeding $20 billion and through the railway track expansion under OBOR the bilateral trade will become more accessible and beneficial for Pakistan too. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 472-482\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5332\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5332<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>P.K.B. Isuru Premarathna<\/strong><\/span> \r\nUniversity of Kelaniya, Sri Lanka\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tHuman, M. Z., &#038; Khan, A. (2017). CPEC Emerging Political Economy \u2013 Future Dynamics and Perspective for Pakistan.(C. Q. Jaffery, Ed.) Global  Social Sciences Review , II, 24-40.\r\n[2]\tSoong, J. J. (2016, September 28). The Political Economy of DevelopmentBetween China and the ASEAN states : Opportunity and Challenges. The Chinese Economy , 395-399.\r\n[3]\tBrinza, A., (2017) China\u2019s Continent Spanning Trains are running Half Empty. 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Proceedings of \u200fThe 5th International Conference on New Findings on Humanities and Social Science pairs, France. https:\/\/www.researchgate.net\/publication\/348365745_Neutralism_policy_and_non-alignment_foreign_policy_Challenges_analysis_of_Sri_Lanka_during_the_post-_war_period_in_Sri_Lanka\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">P.K.B. Isuru Premarathna   &#8220;China\u2019s Economic soft power and Challenges in OBOR Project: a Study Based on China&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.472-482 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5332<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/472-482.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/chinas-economic-soft-power-and-challenges-in-obor-project-a-study-based-on-china\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>China\u2019s Economic soft power and Challenges in OBOR Project: a Study Based on China<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b40f44b elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b40f44b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40f520 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40f520\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40f6b1\" data-id=\"b40f6b1\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40f805 elementor-widget elementor-widget-text-editor\" data-id=\"b40f805\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40f8b0 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40f8b0\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40fa31\" data-id=\"b40fa31\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40fb4a elementor-widget elementor-widget-text-editor\" data-id=\"b40fb4a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Mandatory Personal Therapy as a Requirement in Counselors\u2019 Training and its Ethical Challenges in Selected Universities in Nairobi Kenya<\/strong><\/span>\r\n\r\n<strong>Joyzy Pius Egunjobi, Stephen Asatsa, Jacinta M. Adhiambo   &#8211; March 2021 &#8211; Page No.: 483-490<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b40fbf7 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b40fbf7\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b40fd95\" data-id=\"b40fd95\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b40feca elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b40feca\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Personal Therapy is practiced in the training programs for psychologists, psychotherapists, and counselors in Kenya. Being made mandatory and the burden of time and money are of ethical concern. This study thus investigates mandatory personal therapy and its ethical challenges in the training programs of postgraduate clinical and counseling psychologist in some universities in Nairobi, Kenya. The study adopted a concurrent design to investigate the target population of 635 counseling students at the Nairobi University, Catholic University of Eastern Africa, Daystar University, and Tangaza University College. The sample size was 255 comprising of 245 counseling students, five professional counselors, and five counselor educators. The response rate to the online questionnaire was 66.6% while the response rate of the interviews was 100%. The Quantitative data was descriptively analyzed in percentages using pie charts and histogram while narrative, content, and thematic analysis were used to analyze the interviews. The results showed that majority of the counseling students have positive perception of personal therapy as a mandatory requirement in their training with some ethical issues of violation of right and freedom of students, dual relationship, and disingenuousness which require attention of the faculty members and professional therapists attending to these students.  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 483-490\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 April 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Joyzy Pius Egunjobi <\/strong><\/span> \r\nPsycho-Spiritual Institute, Marist International University College Nairobi, Karen, Nairobi-Kenya\r\nThe Catholic University of Eastern Africa Nairobi, P.O. Box 15055-00509 Langata, Nairobi-Kenya\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Stephen Asatsa <\/strong><\/span> \r\nThe Catholic University of Eastern Africa Nairobi, P.O. Box 15055-00509 Langata, Nairobi-Kenya \r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jacinta M. Adhiambo <\/strong><\/span> \r\nThe Catholic University of Eastern Africa Nairobi, P.O. Box 15055-00509 Langata, Nairobi-Kenya \r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAmerican Counseling Association. (2014). 2014 Code code-of-ethics.pdf\r\n[2]\tAmerican Psychological Association. (2017). Ethical principles of psychologists and code of  Conduct. Author\r\n[3]\tAmerican Psychological Association. (2015, July). 2005-13: Demographics of the U.S. Psychology Workforce Center for Workforce Studies. APA Center for Workforce Studies. https:\/\/www.apa.org\/workforce\/publications\/13-demographics\r\n[4]\tBritish Association for Counselling and Psychotherapy.(2010, February 1). Ethical Framework  for Good Practice in Counselling &#038; Psychotherapy. ttp:\/\/ethics.iit.edu\/ecodes\/node\/5132\r\n[5]\tBritish Association for Counselling and Psychotherapy. (2018, July 1). Ethical Framework for the Counselling Professions. https:\/\/www.bacp.co.uk\/events-and-resources\/ethics-and-standards\/ethical-framework-for-the-counselling-professions\/\r\n[6]\tCaraballo, J. (2019, July 29). How Often Should You Talk to Your Therapist to Feel the Benefits? https:\/\/www.talkspace.com\/blog\/therapist-talk-how-often\/#:~:text=Most%20research%20funded%20today%20has,sessions%20for%2045%20minutes%20each.\r\n[7]\tCooper, G. F. (1992). Ethical Issues in Counselling and Psychotherapy: The Background, British  Journal of Guidance &#038; Counselling, 20:1, 1-9, http:\/\/www.doi.org\/10.1080\/03069889208253605\r\n[8]\tCouncil for Accreditation of Counseling and Related Educational Programmes. (2016a). 2016 CACREP Standards.  https:\/\/www.cacrep.org\/for-programmes\/2016-cacrep-standards\/.\r\n[9]\tCouncil for Accreditation of Counseling and Related Educational Programmes. (2016b). Spring 2016 CACREP Connection.  https:\/\/www.cacrep.org\/newsletter\/spring-2016-newsletter\/.\r\n[10]\tCouncil for Accreditation of Counseling and Related Educational Programmes. (2009).  CACREP 2009 Standards.  http:\/\/www.cacrep.org\/doc\/ 2009%20Standards%20with%20cover.pdf\r\n[11]\tFoundation Psychology. (n.d.). How many sessions do I need? https:\/\/foundationpsychology.com.au\/fees-and-rebates\/how-many-sessions-do-i-need\/\r\n[12]\tGrimmer, A. (2015). Personal therapy for therapists: Professional and ethical issues. In R. Tribe &#038; J. Morrissey (Eds.), Handbook of professional and ethical practice for psychologists, counsellors and psychotherapists (p. 256\u2013267). Routledge\/Taylor &#038; Francis Group. \r\n[13]\tIrish Association of Humanistic and Integrative Psychotherapy, (IAHIP). (2005). Code of Ethics and Practice for Psychotherapists. http:\/\/www.iahip.com\/ethics.htm\r\n[14]\tIeva, K. P., Ohrt, J. H., Swank, J. M., &#038; Young, T. (2009). The impact of experiential groups on master students&#8217; counselor and personal development: A qualitative investigation. Journal for Specialists in Group Work, 34(4), 4351-368. http:\/\/www.doi.org\/10.1080\/01933920903219078\r\n[15]\tIvey, G. (2014). The Ethics of Mandatory Personal Psychotherapy for Trainee Psychotherapists. Ethics &#038; Behavior24(2):91-108 http:\/\/www.doi.org\/10.1080\/10508422.2013.808961\r\n[16]\tJarrett, C. (2018, March 16).Psychotherapy trainees\u2019 experiences of their own mandatory personal therapy raise \u201cserious ethical considerations\u201d. Research Digest of the British Psychological Society. https:\/\/digest.bps.org.uk\/2018\/03\/16\/psychotherapy-trainees-experiences-of-their-own-mandatory-personal-therapy-raise-serious-ethical-considerations\/\r\n[17]\tKalantzi-Azizi, A., Stalikas, A., Malikiosi-Loizos, M., Roussi, P., Triliva, S., Pomini V., \u2026 \r\n[18]\tDavleri, E. (2003). Katagrafi kai parousiasi ton symperasmaton tis ypoepitropisgia ton kathorismotou ton kritiriontouergoutoupsychologou-psychotherapevti [Assessment and presentation of findings of the subcommittee for the definition of the criteria for the practice of psychology-psychotherapy]. Unpublished manuscript.\r\n[19]\tLaidlaw, C. (2018). Psychotherapist development of trainee and qualified Psychologists within the South African context: A qualitative study. A doctoral dissertation submitted in accordance with the requirements for the degree of Doctor of Philosophy in the subject Psychology at the University of South Africa. http:\/\/uir.unisa.ac.za\/bitstream\/handle\/10500\/26147\/thesis_laidlaw_c.pdf?sequence=1&#038;isAllowed=y\r\n[20]\tMalikiosi-Loizos, M. (2013). Personal Therapy for Future Therapists: Reflections on a Still Debated Issue. The European Journal of Counseling Psychology, 2(1), 33-50. doi:http:\/\/dx.doi.org\/10.5964\/ejcop.v2i1.4\r\n[21]\tMcMahon, A. (2018, January 30). Irish clinical and counselling psychologists&#8217; experiences and views of mandatory personal therapy during training: A polarisation of ethical concerns. Clinical Psychology Psychotherapy;25(3):415-426. http:\/\/www.doi.org\/10.1002\/cpp.2176. \r\n[22]\tReidbord, S. (2019). Therapy for therapists. https:\/\/www.psychologytoday.com\/us\/blog\/sacramento-street-psychiatry\/201109\/therapy-therapists\r\n[23]\tRizq, R., &#038; Target, M. (2008). \u201cNot a little Mickey Mouse thing\u201d: How experienced counselling psychologists describe the significance of personal therapy in clinical practice and training: Some results from an interpretative phenomenological analysis. Counselling Psychology Quarterly, 21(1), 129-48. http:\/\/doi.org\/10.1080\/09515070801936578\r\n[24]\tRoberts, L. C &#038;Franzo, T. B. (2013). Requiring Personal Therapy for Counselors-in Training: Application of an Ethical Decision-Making Model.https:\/\/www.counseling.org\/docs\/default-source\/vistas\/article_27.pdf?sfvrsn=3. of Ethics.  https:\/\/www.counseling.org\/resources\/aca- \r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Joyzy Pius Egunjobi, Stephen Asatsa, Jacinta M. Adhiambo    &#8220;Mandatory Personal Therapy as a Requirement in Counselors\u2019 Training and its Ethical Challenges in Selected Universities in Nairobi Kenya&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.483-490 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/483-490.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/483-490.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/mandatory-personal-therapy-as-a-requirement-in-counselors-training-and-its-ethical-challenges-in-selected-universities-in-nairobi-kenya\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Mandatory Personal Therapy as a Requirement in Counselors\u2019 Training and its Ethical Challenges in Selected Universities in Nairobi Kenya<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b410cca elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b410cca\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b410da3 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b410da3\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b410f20\" data-id=\"b410f20\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b411049 elementor-widget elementor-widget-text-editor\" data-id=\"b411049\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4110ec elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4110ec\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b413e70\" data-id=\"b413e70\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b413fc8 elementor-widget elementor-widget-text-editor\" data-id=\"b413fc8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Students\u2019 Choice of Business Studies as Programme of study: The Case of Senior High Schools in the Wa Municipality<\/strong><\/span>\r\n\r\n<strong>Paul Tongkomah Saayir, Leticia Bosu  &#8211; March 2021 &#8211; Page No.: 491-498<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b414096 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b414096\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41424b\" data-id=\"b41424b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b414394 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b414394\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">Making a career choice is a major decision phase in every students\u2019 life. Students have to consider several factors before making a decision as to which programme to pursue at high school. The purpose for the study was to find out the factors (extrinsic and intrinsic) that influence students\u2019 choice of business studies as programme of study in the senior high schools.   The study employed descriptive survey design.Using census, 95 students were employed to respond to the survey questionnaire. Data collected were analysed using descriptive and inferential (independent t-test) statistics. The study found self-interest (M=2.85; SD=0.79) in the subject and ability to progress (M=3.06; SD=0.83) in educational career to tertiary institutions as the most influential intrinsic factors students consider in making a decision of programme choice. Thepossibility of getting high pay job after graduation was the most influential extrinsic factor students consider in a making choice of business studies programme. Gender was however, found not to have significant influence on the choice of a programme of study in the senior high school. Based on the findings, it was therefore recommended that the Ministry of Education through National Council for Curriculum and Assessment should place premium on student\u2019s interest (self-motivation in the subject) in designing the business studies curricula at the high school level; Equally, the nursing and teacher training colleges in Ghana should allow all high school business studies graduates equal access to admission.  \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 491-498\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 30 April 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5333\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5333<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Paul Tongkomah Saayir<\/strong><\/span> \r\nSD Dombo University of Business and Integrated Development Studies, Wa, Ghana: West Africa\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Leticia Bosu<\/strong><\/span> \r\nUniversity of Cape Coast, Cape Coast, Ghana, West Africa\r\n\r\n  \r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbdullahi, S.,&#038;Bukar, R. A. (2000). Gender difference and career interest of undergraduate: Implication for career choice. European Journal of Scientific Research, 26 (3), 461-469.\r\n[2]\tAgarwala, T. (2008).  Factors influencing career choice of management students in India. Career Development International, 13(4), 362-376.\r\n[3]\tAhmed, K.A., Sharif, N. &#038; Ahmad, N. (2017). Factors influencing student&#8217;s career choice: Empirical evidence from business students. Journal of Southeast Asia Research, 1-15. \r\n[4]\tAmoor, S.S., (2010). The need to improve teacher quality in business education in Nigerian Universities.International Journal of Education Research 11(1), 1-11.\r\n[5]\tAsuquo, A. I. (2011). Factors that influence accounting as career choice of Nigerian university students in the 21st century. The Certified National Accountant, 6(1) 34-38.\r\n[6]\tAuyeung, P.,&#038; Sands, J. (2006) factors influencing accounting students\u2019 career choice: a cross-cultural validation study. Accounting Education, 6(1), 13-23.\r\n[7]\tBryne, M., &#038; Willis, P. (2005). Irish secondary students\u2019 perception of the work of accountants and the accounting profession. Accounting Education, 14(1), 367-381.\r\n[8]\tCarbonaro, W. (2005). Tracking students\u2019 effort and academic achievement. Sociology of Education, 78(1), 27-49.\r\n[9]\tChileshe, N. &#038;Haupt, T. C. (2010). An empirical analysis of factors impacting career decisions in South African construction industry. Journal of Engineering Design and Technology, 8(2), 221-239.\r\n[10]\tCohen, J., &#038; Hanno, D. (1993). An analysis of underlying constructs affecting choice of accounting as a major. Issues in Accounting Education, 8 (2), 219-238.\r\n[11]\tColom, R., &#038; Lynn, R. (2004). Testing the development theory of sex differences in intelligence on 12-18 years old. Personality and Individual Differences, 36, 75-82\r\n[12]\tCrews, J. W.,&#038; Dickerson, J. Z. (1999) Curriculum development in education for business. National business education year book. US: Central Library.\r\n[13]\tDolado, J., &#038; Morales, E. (2009). Which factors determine academic performance of economics fresher\u2019s? Some Spanish evidence. Investigations Economies, 33(2), 179-210.\r\n[14]\tEccles, J.S., Wigfield, A., Harold, R. D., &#038;Blumenfeld, P. C. (1993). Age and gender differences in children\u2019s self and task perceptions during elementary school. Child Development Journal 64, 830-847.\r\n[15]\tGreenberg, J.,&#038; Baron, R.A. (2008). Behaviours in organizations: Understanding and managing the human side of work. India, Oklahoma State University\r\n[16]\tIgbinedion, V. I. (2011). Perception of factors that influence students&#8217; vocational choice of secretarial studies in tertiary institutions in Edo State of Nigeria. Retrieved from https:\/\/www.semanticscholar.org\/paper\/perception-of-factors-that-influencestudents%27-of-Igbinedion\/70c8f8a7ef48c2db495595e49ced8444791d8cd5.\r\n[17]\tJoseph, G. P. (1982). An empirical analysis of career choice factors among accountants, attorneys, engineers and physicians. Accounting Review, 57 (4), 785-793.\r\n[18]\tKaneez, B.-S. &#038;Medha, K. (2018). Factors influencing grade 10 students\u2019 career choice in Mauritius. International Journal of Academic Research in Progressive Education and Development, 7(2), 30-44.\r\n[19]\tKaur, M., &#038;Leen, E. Y. (2007). Factors influencing undergraduates\u2019 choice of business major.India:INTI International University College\r\n[20]\tKim, D. &#038; Markham, F. S. (2002). Why students pursue the business degree: A comparison of business majors across universities. The Journal of Education for Business, 78(1), 28-32, http:\/\/dx.doi.org\/10.1020\/08832320209599694\r\n[21]\tMalgwi, C. A., Howe, M. A., &#038; Burnaby, P. A. (2005). Influences on student\u2019s choice of college major. Journal of Education for Business, 80 (5), 275-285.\r\n[22]\tMaudlin, S., Crain, J. L., &#038;Mounce, P. H. (2000). The accounting principles: instructor&#8217;s influence on student\u2019s decision to major in accounting. Journal of Education for Business, 75 (2), 142-148.\r\n[23]\tMyburgh, J. (2005). An empirical analysis of career choice factors that influence first year accounting students at the University of Pretoria: A cross racial study. Meditarian Accounting Research, 13 (2), 35-48.\r\n[24]\tOsei-Marfo, G. (2014, August 21). Challenges facing business education in Ghana; The way forward. Ghana News Agency, P. 2.\r\n[25]\tOsuala, E.C., (2004). Principles and methods of business and computer education. Enugu State: Cheston Agency Ltd.\r\n[26]\tPaolillo, J.,&#038; Estes, R. (1982). An empirical analysis of career choice factors among accountants, attorneys, engineers and physicians. The Accounting Review, 62(30) 785-793.\r\n[27]\tPozo, S., &#038; Stull, C. (2006). Requiring a mathematics skill unit: Result of a randomized experiment. American economic review, 96(2), 437-441.\r\n[28]\tRudhumbu, N., Tirumalai, A. and Kumari, B. (2017). Factors that influence undergraduate students\u2019 choice of a university: A case of Botho University in Botswana. International Journal of Learning and Development, 7(2), 27-37.\r\n[29]\tUyar, A., &#038;Ali, H. G. (2011). Factors affecting students&#8217; career choice in accounting: The case of Turkish University. American Journal of Business Education, 4 (1), 29-38.\r\n[30]\tWilberg, S. &#038; Lynn, R. (1999). Sex differences in historical knowledge and school grades: A 26 nation study. Personality and Individual Differences, 27(2), 1221-1229.\r\n[31]\tXiang, P., Mcbride, R., Guan, J., &#038; Solomon, M.A. (2003). Children\u2019s motivation in elementary physical education: an expectancy-value model of achievement choice. Research Quarterly for Sport and Exercise, 74, 25-35.\r\n[32]\tYaseen, W. S. (2011). Factors influencing Kuwaiti student teachers&#8217; choice of teaching as a profession. College Student Journal, 45(3),\r\n[33]\tYazici, S. &#038;Yazici A. (2010). Students&#8217; choice of college major and their perceived fairness of the procedure. Evidence from Turkey. Educational Research and Evaluation, 16(4), 371-382. \r\n[34]\tOkiror, J.J &#038;Otabong, D. (2015). Factors influencing career choice among undergraduate students in an Africa University context: The Case of Agriculture Students at Makerere University, Uganda. Journal of Dynamics in Agricultural Research, 2(4), 12-20. \r\n[35]\tZakaria, W., Fauzi, N. A., &#038; and Hassan, S. F. (2012). Accounting as a choice of academic program. Journal of Business Admin Research, 1 (1), 43-52.\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Paul Tongkomah Saayir, Leticia Bosu   &#8220;Students\u2019 Choice of Business Studies as Programme of study: The Case of Senior High Schools in the Wa Municipality&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.491-498 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5333\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/491-498.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/students-choice-of-business-studies-as-programme-of-study-the-case-of-senior-high-schools-in-the-wa-municipality\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Students\u2019 Choice of Business Studies as Programme of study: The Case of Senior High Schools in the Wa Municipality<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b4151d8 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b4151d8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4152ac elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4152ac\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41544d\" data-id=\"b41544d\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b415578 elementor-widget elementor-widget-text-editor\" data-id=\"b415578\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b415628 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b415628\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4157a8\" data-id=\"b4157a8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4158bb elementor-widget elementor-widget-text-editor\" data-id=\"b4158bb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Trends and Patterns of Online Newspapers in Nigeria: A Study of Sahara Reporters and the Premium Time<\/strong><\/span>\r\n\r\n<strong>Ismail Durojaye OLADOSU, Azeez Olusegun SANNI, Olumide TANIMOWO   &#8211; March 2021 &#8211; Page No.: 499-506<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41595b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41595b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b415ad7\" data-id=\"b415ad7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b415c0d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b415c0d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The drift of readers, viewers and advertisers from newspapers and broadcast stations to online news publications is not only limited to the developed world but has also become a visible trend in the developing countries such as Nigeria. Since Professor Marsha MacLuah opined in 1987 that the world would become a hamlet of communication, online publication has truly made the world a global village by providing easy access to the media contents which the readers at their convenient times and places can read as the news breaks. This study examines trends and patterns of online publications in Nigeria. This study is anchored on two theories: the technological determinism theory and the mediamorphosis theory of mass communication. It employs content analysis as its design so as to know what constitutes the trend and pattern of online newspapers in Nigeria, in this case, Sahara Reporters and Premium Times. After the analysis of trends of the two selected online news media shows that the selected media, it was discovered that they have a penchant for deep investigative stories and multimedia presentation with hyperlinks that make it easy for readers to navigate to other sections of the stories. It was also discovered that the two online newspapers usually link their stories to video clips which the readers could watch with their mobile devices. This can be concluded to be one of the major innovations that drive online newspapers, which has also increased the adoption of the news platforms by online audiences. It was recommended that media owners should not allow the commercial interest to derail them from the media social responsibility expected of it in the society by using latest technology to make access to information easy for their readers.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 499-506\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 04 May 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5334\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5334<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Ismail Durojaye OLADOSU   <\/strong><\/span> \r\nDepartment of Mass Communication, Fountain University, Osogbo, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Azeez Olusegun SANNI   <\/strong><\/span> \r\nDepartment of Mass Communication, Fountain University, Osogbo, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Olumide TANIMOWO   <\/strong><\/span> \r\nDepartment of Mass Communication, Fountain University, Osogbo, Nigeria\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAgba, P. C. (2001). Electronic Reporting: Heart of the New Communication Age. Enugu: University of Nigeria Press Ltd.\r\n[2]\tAgba, P. C. (2002). \u201cPerspectives in Newspaper Broadcasting: Towards Revitalising the Newspaper Industry in the South East Nigeria\u201d in Nsukka Journal of theHumanities. Nsukka: Faculty of Arts \r\n[3]\tAgudosy, I. (2007). The impact of Information and Communication Technology (ICT) on News Processing, Reporting and Dissemination on Broadcast Stations in Lagos, Nigeria.  Library Philosophy and Practice (e-journal), paper 861. Retrieved from http:\/\/digitalcommons.unl.edu\/cgi\/viewcontent.cgi%3Farticle%3D2012%26context%3 Dlibphilprac\r\n[4]\tAlthaus, S. L.,&#038; Tewksbury, D. (2000). Patterns of Internet and Traditional News Media Use in a Networked Community. Political Communication, 17(1), 21-45. \r\n[5]\tAkoh et al. (2012). The Influence of New Media on Conventional Media inNigeria. Academic Research International, 5(4), 105-113. Retrieved from http:\/\/www.savap.org.pk\/journals\/ARInt.\/Vol.5(4)\/2014(5.4-12).pdf Participation. Political Behaviour, 27(2), 182-216.\r\n[6]\tAlawode, O. M. (2008). Nigerian Print Media and the Fight Against Corruption. A Paper Presented at the 4th National Conference of School of Arts and Social Sciences, Osun State College of Education, Illesa, Osun State,  November 18th \u2013 21st 2008. Retrieved from http:\/\/www.focusnigeria.com\/nigerian-print-media.htm\r\n[7]\tAmaku, L. (2012). New Media as Tools for Successful Modern Journalism Practice. Retrieved from http:\/\/tribune.com.ng\/index.php\/features\/39960-new-media-as-toolsfor-successful-modern-journalism-practice, 03-03-2017 \r\n[8]\tBaran, S.J. (2004). Introduction to Mass Communication: Media Literacy andCulture. (3rd Ed.). Boston: McGraw- Hill Companies. \r\n[9]\tBarthelemy, S., Bethell, M. Christiansen, T., Jarsvall, A., &#038;Koinis, K. (2011).                    \u201cThe Future of Print Media.\u201d Capstone Report. Retrieved fromwww.sipa.columbia.edu\/academics\/workshops\/documents\/WorldNewsmediaInnovations Study-CapstoneWorkshopSpring2011-ABRIDGED.pdf \r\n[10]\tBest, S. J., &#038; Krueger, B. S. (2005). Analysing the Representativeness of Internet Political\r\n[11]\tBimber, B. (1998). The Internet and Political Mobilization: Research note on the 1996 Election Season. Social Science Computer Review, 16, 391-401.(Online) Available: ttp:\/\/www.journalists.org\/Programs\/research.htm\r\n[12]\tBimber, B. (2001). Information and Political Engagement in America: The Search for Effects of Information Technology at the Individual Level. Political Research Quarterly, 54 (1), 53- 67. \r\n[13]\tBrowning, G. (1996). Electronic Democracy: Using the Internet to Influence Politics. Wilton, CT: Pemberton\r\n[14]\tDare, S. (2011). The rise of citizen journalism in Nigeria-A case study of Sahara Reporters. Reuters Institute Fellowship Paper, 1-74.\r\n[15]\tDe- Fleur and Dennis (2014). \u2018Gen.com: Youth, Civic Engagement, and theNew Information  Environment.\u2019 Political Communication, 17(4), 341-349.\r\n[16]\tDenmen, K. (2008). Theories of Mass Communication: An Introductory Text. Farrar StawsGinuk. \r\n[17]\tDutton, W. H. (2009). The Fifth Estate Emerging Through the Network of Networks. Prometheus, 27(1), 1-15.\r\n[18]\tFinberg, H.I., Stone, M.L. and Lynch, D. (2002). Digital JournalismCredibility Study,London;  OTT Publishers\r\n[19]\tFrance, M. (1999). Journalism\u201fs Online Credibility Gap. Business Week, 3650, 122-124 . \r\n[20]\tGriffin, E. A. (1991). A First Look at Communication Theory, New York:McGraw-Hill Patrick, N. (2015). Assessment of patterns of readership of online newspapers in selected Nigerian universities. International journal of Linguistics and Communication, 3(2), 35-46.\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Ismail Durojaye OLADOSU, Azeez Olusegun SANNI, Olumide TANIMOWO    &#8220;Trends and Patterns of Online Newspapers in Nigeria: A Study of Sahara Reporters and the Premium Time&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.499-506 March 2021 DOI : https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5334<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/499-506.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/trends-and-patterns-of-online-newspapers-in-nigeria-a-study-of-sahara-reporters-and-the-premium-time\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Trends and Patterns of Online Newspapers in Nigeria: A Study of Sahara Reporters and the Premium Time<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b41911e elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b41911e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b419205 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b419205\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b419394\" data-id=\"b419394\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4194c5 elementor-widget elementor-widget-text-editor\" data-id=\"b4194c5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b419569 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b419569\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4196e0\" data-id=\"b4196e0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4197f7 elementor-widget elementor-widget-text-editor\" data-id=\"b4197f7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>United Nations Mission and Conflict Resolution in Sahrawi Arab Democratic Republic, 1991-2019<\/strong><\/span>\r\n\r\n<strong>Kaka Olusegun Jimoh (Ph.D.)   &#8211; March 2021 &#8211; Page No.: 507-516<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b419898 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b419898\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b419a62\" data-id=\"b419a62\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b419baf elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b419baf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This research work investigates the United Nations Mission and Conflict Resolution in Sahrawi Arab Democratic Republic 1991-2019. The Western Sahara has been in a state of political crisis since Spain granted the territory to Morocco and Mauritania in 1975. In April 1991, United Nations Mission for the Referendum in Western Sahara (MINURSO) was established by Security Council Resolution 690 of 1991 with Military and civilian observers though without resolution thus the present study. The study adopted historical and descriptive research design. A total of fifteen military personnel who have served or currently serving in MINURSO and two relevant civilians were interviewed via Skype, WhatsApp, Messenger and directly while other information were gathered through journals and published books. The Realist Framework of Pugh in 2004was the theory adopted and seen as relevant for this study.  Three research questions and objectives were formulated for the study. The data collected were analysed using contextual and descriptive approach. From the analysis, it was found that the unresolved disagreement over the status of Western Sahara has persisted as a result of several factors including among others: poor performance of UN mission mandate, regional supremacy squabbles between Algeria and Morocco, and finally the combined super powers\u2019 self-interest and struggle for supremacy which is making resolution of the conflict in Western Sahara difficult. Base on the study findings, the study recommends among others that UN should proceed to the transitional and referendum stages of the Settlement Plan. Again, major powers should stop prioritising their own self-interests at the expense of the wellbeing of the generality of the local population affected by the conflict in Western Sahara.   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 507-516\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 05 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Kaka Olusegun Jimoh (Ph.D.)   <\/strong><\/span> \r\nDepartment of Political Science, Faculty of Social Sciences, Rivers State University, Nkpolu-Oroworukwo, Port Harcourt, Rivers State, Nigeria\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAndrej, B. (2019). \u201cUN Transition Mission in Haiti (UNTMIH).\u201d In The Oxford Handbook of UN Peacekeeping Operations. II\r\n[2]\tAnna, A. (2006). \u201cUN Good Offices Mission in Afghanistan and Pakistan (UNGOMAP).\u201d In The Oxford Handbook of UN Peacekeeping Operations.\r\n[3]\tBellamy, C. &#038; Williams, O. (2013) The Peace-keeping Approach to Conflict Managene: a Conceptual Overview\u201d in Vogt M.A and Ekoko AE (eds) NjijzJi international Peace Keeping 1960-1992 (Malthouse Press Limited, Lagos.  p.23.\r\n[4]\tBen-Meir, D. (2010) \u201cAssessing the success of UN peacekeeping operations.\u201d International Peacekeeping 3, 4, 64-8 1.\r\n[5]\tBoulden, J. (2017). \u201cUN Iraq\u2014Kuwait Observation Mission (UNIKOM).\u201d In The Oxford Handbook of UN Peacekeeping Operations.\r\n[6]\tDaniel, W J. (2013). Twenty-first-century peace operations. US Institute of Peace Press.\r\n[7]\tDiehi, P F. (2010). Evaluating peace operations. Lynne Rienner Publishers.\r\n[8]\tDove, V, &#038;Elia.L (2017) \u201cEconomic Development in Peacekeeping Host Countries.\u201d CESifo Economic Studies 64, no. 4 (2017)\r\n[9]\tErick, G (2005), \u201cA comparative perspective of UN peacekeeping in Angola and Namibia.\u201d International Peacekeeping 11, no. 4 (2004): 646\r\n[10]\tFortina, R. (2008). \u201cUN Mission in the Central African Republic (MINURCA).\u201d In The Oxford Handbook of UN Peacekeeping Operations.\r\n[11]\tGarb, M. (2014). \u201cEvaluating the success of peace operations.\u201d Scientia Militaria: South African Journal of Military Studies 42, no. 1: 44-63.\r\n[12]\tGizelis, R &#038;Dorussen, K. (2014). \u201cUN Mission of Observers in Previaka (UNMOP).\u201d In The Oxford Handbook of UN Peacekeeping Operations. \r\n[13]\tJensen, K. (2002). \u201cUN Observer Mission in Liberia (UNOMIL).\u201d In The Oxford Handbook of UN Peacekeeping Operations. P.6\r\n[14]\tKai, J. (2016). \u201cUN Mission in the Central African Republic and Chad I and II (MINURCAT I and II).\u201d In The Oxford Handbook of UN Peacekeeping Operations.\r\n[15]\tMacQueen, N. (2015). \u201cUN Security Force in West New Guinea (UNSF).\u201d In The Oxford Handbook of UN Peacekeeping Operations. (III),P.67\r\n[16]\tMarks, T. (1976). \u201cSpanish Sahara \u2014 Background to Conflict.\u201d African Affairs, 75 (298.). 3-13.\r\n[17]\tMichael, A. (2012). \u201cUN Observation Group in Lebanon (UNOGIL).\u201d In The Oxford Handbook of UN Peacekeeping Operations.  p 6-7\r\n[18]\tMuddy, J. (2016) \u201cAlgeria and the Western Sahara Dispute.\u201d The Maghreb Center Journal, Issue1. http:\/\/maghrebcenter.files.wordpress.com\/2011\/07\/maghreb center-journalmundy_algeria- w-sahara.pdf\r\n[19]\tOvaddame, A. (2017). Beyond the Arab Cold War: The International History of the Yemen Civil War, 1962-68. Oxford University Press.\r\n[20]\tPham, B. (2010). \u201cHybrid Peacekeeping and the UN: The Case of T.JNAMID.\u201d Politikon 44, no. 3: 404-424.\r\n[21]\tPugh, D. (2004). \u201cA recipe for success? Ingredients of a successful peacekeeping mission.\u201d International Peacekeeping 13, no. 2  139\r\n[22]\tRamsbothan, A. (2008). \u201cUN Mission in Haiti (UNMIH).\u201d In The Oxford Handbook of UN Peacekeeping Operations, p.1\r\n[23]\tSiman, M. (2015). \u201cUN Support Mission in Haiti (UNSMIH).\u201d In The Oxford Handbook of UN Peacekeeping Operations.  p.6\r\n[24]\tSimanowitz, S. (2009) \u201cNot One Grain of Sand:\u2019 International Law and the Conflict in Western Sahara.\u201d Contemporary Review, 291. 299-305.\r\n[25]\tSpector, S. (2009) \u201cWestern Sahara and the Self-Determination Debate.\u201d Middle East Quarterly, 16(3). 33-43.\r\n[26]\tUN News Center. (2011) \u201cMorocco tells UN it is ready to resolve the Western Sahara dispute on autonomy basis.\u201dhttp :\/\/www. un .org\/apps\/news\/story.asp?NewsID=39855&#038;Cr=we stern+sahara&#038;Crl\r\n[27]\tZartman, I. W. (2015). \u201cForeign Relations of North Africa.\u201d Anna\/s of the American Academy of Political and Social Science, 489. 13-27.\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Kaka Olusegun Jimoh (Ph.D.)    &#8220;United Nations Mission and Conflict Resolution in Sahrawi Arab Democratic Republic, 1991-2019&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.507-516 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/507-516.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/507-516.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/united-nations-mission-and-conflict-resolution-in-sahrawi-arab-democratic-republic-1991-2019\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>United Nations Mission and Conflict Resolution in Sahrawi Arab Democratic Republic, 1991-2019<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b41aa2b elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b41aa2b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41aafa elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41aafa\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41ac81\" data-id=\"b41ac81\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41adaf elementor-widget elementor-widget-text-editor\" data-id=\"b41adaf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41ae54 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41ae54\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41afc6\" data-id=\"b41afc6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41b0d5 elementor-widget elementor-widget-text-editor\" data-id=\"b41b0d5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Exploring Bilingualism through the Lens of Teachers<\/strong><\/span>\r\n\r\n<strong>Rey Avila Mangarin, Celso L. Tagadia   &#8211; March 2021 &#8211; Page No.: 517-525<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41b17d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41b17d\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41b2ef\" data-id=\"b41b2ef\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41b41d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b41b41d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">In the light of qualitative phenomenological inquiry, this study explored the underlying knowledge on bilingualism through the lens of teachers\u2019 perspectives. Five teachers in a certain public high school were interviewed then transcription, translation, intensive review of related literature, and thematic analysis were used to gather and validate data. Persons involved in the language events were teacher and principal, teacher and co-teacher, teacher and students, teacher and family members, and teacher and market vendor. Pair of languages found were English and Bisaya, English and Filipino, and Filipino and Bisaya with various dominant language found. Language events where bilingualism exists were meeting, casual conversation, class discussion, dinner, and product buying. Reasons of pairing a language used are \u201cbeing used to\u201d, type of people, and language events. The concept of bilingualism is a very important phenomenon to be understood. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 517-525\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 05 May 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5335\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5335<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Rey Avila Mangarin<\/strong><\/span> \r\nDepartment of Teacher Education Faculty, UM Panabo College\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Celso L. Tagadiad<\/strong><\/span> \r\nSchool Director, UM Panabo College\r\n\r\n  \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBaker, C. (1999). Bilingualism and education. Retrieved from http:\/\/ematusov.soe.udel.edu\/final.paper.pub\/_BookRev\/1000000c.htm. \r\n[2]\tByers-Heinlein, K. &#038; Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. Retrieved from https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC6168212\/.\r\n[3]\tBialystok, E. (2018). Bilingual education for young children: review of the effects and consequences. Retrieved from https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC6168086\/. \r\n[4]\tCreswell, J. (1998). Qualitative Inquiry and Research Design. Sage Publications, India.\r\n[5]\tDulay, I. (2010). Hopes and Fears: Language Revitalization in San Diego\u2019s Filipino Community. Retrieved on September 21, 2014 from http:\/\/larc.sdsu.edu\/images\/larc\/Dulay-Hopes-and-Fears-Language-Revitalization-in-San-Diegos-Filipino-Community.pdf.\r\n[6]\tFernandez, &#038; Hughes, (2011). Studies in Bilingual Education. Retrieved from https:\/\/www.peterlang.com\/view\/title\/35088.\r\n[7]\tGonzalez, Andres. (1977). \u201cPilipino in the year 2000.\u201d In Bonifacio P. Sibayan and Andrew B. Gonzalez, eds. Language Planning and the Building of a National Language. Manila:Linguistic Society of the Philippines, 263\u201590.\r\n[8]\tGonzalez, Andrew. (1986). \u201cSIL and Philippine Linguistics.\u201d In Benjamin F. Elson, ed.Language in Global Perspective: Papers in Honor of the 50th Anniversary of the Summer Institute of Linguistics, 1935\u20151985. Dallas TX: summer Institute of Linguistics, 79\u201596.\r\n[9]\tGuetterman, T. (2015). Descriptions of Sampling Practices Within Five Approaches to Qualitative Research in Education and the Health Sciences. Retrieved from https:\/\/www.qualitative-research.net\/index.php\/fqs\/article\/download\/2290\/3826\/.\r\n[10]\tHenley, Andrew (2010). Earnings and Linguistic Proficiency in a Bilingual Economy. Retrieved on September 2, 2014 from repec.org\/res2003\/Henley.pd.\r\n[11]\tHoepfl, M. (1997). Choosing Qualitative Research: A Primer for Technology Education Researchers. Retrieved from https:\/\/scholar.lib.vt.edu\/ejournals\/JTE\/v9n1\/hoepfl.html.\r\n[12]\tJonczyk, R. (2011). Studies in bilingual education. Retrieved from https:\/\/www.researchgate.net\/publication\/241712732_Studies_in_bilingual_education.\r\n[13]\tLee, M. (2007). Review on the data coding: Method of Analyzing my Qualitative Data. Retrieved on September 05, 2013 from www.csun.edu\/~ml727939\/documents\/review\/Review2.doc. \r\n[14]\tMcCarty, S. (2014). Taxonomy of Bilingualism: 3. School and Academic Levels of Bilingualism. Retrieved from https:\/\/www.childresearch.net\/papers\/language\/2014_03.html.\r\n[15]\tMohajan, H. (2018). Qualitative Research Methodology inSocial Sciences and Related Subjects. Retrieved from https:\/\/mpra.ub.uni-muenchen.de\/85654\/1\/MPRA_paper_85654.pdf.\r\n[16]\tMoser, A. &#038;Korstjens, I. (2017). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. Retrieved from https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5774281\/.\r\n[17]\tPascasio, Emy M. (2011). The Filipino Bilingual from a Sociolinguistic Perspective. Retrieved  from http:\/\/www-01.sil.org\/asia\/philippines\/books\/currentissues_2.7.pdf on September 30, 2014.\r\n[18]\tSibayan, B. (1984). \u201cSurvey of language use and attitudes towards language in the Philippines.\u201d In Chris Kennedy, ed. Language Planning and Language Education.London: George Allen and Unwin, 80\u201595.\r\n[19]\tViado, Corazon R. (2010). The History of Bilingualism in the Philippines: How Spanishand English Entered the Filipino Culture. Retrieved from www.ic.nanzan-u.ac.jp\/tandai\/kiyou\/No.35\/Cora_R_Viados.indd.pdf on September 2, 2014.\r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Rey Avila Mangarin, Celso L. Tagadia    &#8220;Exploring Bilingualism through the Lens of Teachers&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.517-525 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5335<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/517-525.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/exploring-bilingualism-through-the-lens-of-teachers\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Exploring Bilingualism through the Lens of Teachers<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b41c3c8 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b41c3c8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41c499 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41c499\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41c620\" data-id=\"b41c620\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41c750 elementor-widget elementor-widget-text-editor\" data-id=\"b41c750\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41c7f5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41c7f5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41c967\" data-id=\"b41c967\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41ca75 elementor-widget elementor-widget-text-editor\" data-id=\"b41ca75\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Availability of Anti-Corruption Mechanisms to Fight Corruption in Selected Public Institutions in Lusaka, Zambia<\/strong><\/span>\r\n\r\n<strong>Dorothy Mzumara, Dr. Daniel Ndhlovu   &#8211; March 2021 &#8211; Page No.: 526-532<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41cb1e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41cb1e\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41ccb7\" data-id=\"b41ccb7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41cdf4 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b41cdf4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The study examined availability of anti-corruption mechanisms to fight corruption in selected public institutions in Lusaka, Zambia.  The study was guided by one objective which was to assessadequacy of the available anti-corruption mechanisms to fight corruption in selected public institutions in Lusaka, Zambia. The research design that was used for the study was hermeneutic phenomenological research design. The sample size consisted of 14 participants while interview guide was used to collect data which was analysed thematically.  The findings of the study showed that the available mechanisms were inadequate to fight corruption due to inconsistency in domestication of provisions of the Anti-Corruption Conventions and Protocols and delay in enacting Access to Information Bill.  The findings further showed that lack of a Planning Section in the anti-corruption commission\u2019s structure to identify donor institutions for additional funding and lack of minimum mandatory sentence for corruption offences in the Anti-Corruption Act No.3 of 2012 make the anticorruption mechanisms Zambia has put in place inadequate to fight corruption in selected public institutions.    The study recommends among others that progressive and consistency in domestication of the provisions of the United Nations Convention against Corruption, African Union Protocol on Preventing and Combatting Corruption  and Southern Africa Development Community  protocols into the Constitution of Zambia and Parliament to expedite enacting the Access to Information Bill   \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 526-532\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 06 May 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5336\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5336<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Dorothy Mzumara  <\/strong><\/span> \r\nUniversity of Zambia, School of Education, Lusaka, Zambia\r\n\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Dr. Daniel Ndhlovu  <\/strong><\/span> \r\nUniversity of Zambia, School of Education, Lusaka, Zambia\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAdebayo, A. A.  (2013). Youth\u2019s Unemployment and Crime in Nigeria: The Nexus of Corruption and Poverty in the Quest for Sustainable Development in Nigeria. International Journal of Sociology and Anthropology, 5(8), 350-357.\r\n[2]\tAnttiroiko, A.  (2017). Emulating models of good governance: Learning from the developments of the world\u2019s least corrupt countries. International Journal of Public Policy, 13 (12), 21-35. (bbc.com\/news\/world-Africa)\r\n[3]\t(BBC Focus on Africa)\r\n[4]\tBraun, V., &#038;Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology. 3 (2), 77-101.\r\n[5]\tBudget Performance Report for Zambia 2018\r\n[6]\tCarpenter, C. (2013).  Phenomenology and rehabilitation research.  Research Methods in Health Foundation for Evidence Based Practice (2nd Ed. \\pp 115-131) South Melbourne, Australia, Oxford University Press.\r\n[7]\tEfthymiou, E. D. (2010).  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International law and the fight against bureaucratic corruption in Africa, Arizona Journal of International and Comparative Law,33(3), 662-764.\r\n[26]\tMinistry of National Development and Planning Report 2018.\r\n[27]\tMo Ibrahim Foundation African Governance Report on Agenda 2063 and 2030:  Is Africa On Track? 2019 Report.\r\n[28]\tMzumara, D., &#038; Ndhlovu, D. (2021).  How a good governance model can be developed to enhance management of integrity committees (ICs) to prevent corruption in the public institutions of Zambia, Lusaka, International Journal of Humanities Social Sciences and Education (IJHSSE), 8(2), 110-122.\r\n[29]\tNaidoo, G. (2012).Ethical leadership principles in South African public administration lost opportunity or alive with possibility.  Mediterranean Journal of Social Sciences, 3 (12), 1-21.\r\n[30]\tNdeleki, C. (2005). Dissertation on corruption and national plunder in Zambia: Is there adequate law, University of Zambia.\r\n[31]\tOgwang, L.V.O (2007).   Dissertation on rethinking Kenya\u2019s anti-corruption strategies: Lesson from Botswana.  School of Law, University of Pretoria, South Africa.\r\n[32]\tOjo, E.O. (2016).  Combating systematic corruption in Africa: altitudinal, attitudinal, confrontational or constitutional?  Journal of Siberian Federal University, Humanities &#038; Social Sciences. 9(9), 2092-2123.\r\n[33]\tSalihu, H.A., &#038; Jafari, A. (2020). Corruption and anticorruption strategies in Iran:  An overview of the preventive, detective and punitive measures.  Journal of Money Laundering Control, 23(1), 77-89.\r\n[34]\tSapkota, J. B &#038; Mushimba,M. (2018). Understanding Corruption in Zambia: An analysis of the Challenges in Eradicating the Scourge, January 2018.\r\n[35]\tSata, M.C. (2012). Speech by the former President of Zambia at the commemoration of the international anticorruption day on 9th December\r\n[36]\tSchreiber, J.B &#038;Asner, K. (2011). Educational Research. Wiley\r\n[37]\tSeventh National Development Plan Annual Progress Report for Zambia 2018.\r\n[38]\tTransparency International Perception Index Report 2017.\r\n[39]\tTrading Economics.Com\/Zambia\/Unemployment-rate.\r\n[40]\tTummala, K.L. (2009). Combatting corruption: Lessons out of India.  The Yale Law Journal, 10 (1), 34-58.\r\n[41]\tUcha, C. (2010). Poverty in Nigeria some dimensions and contributing factors. Global Majority E-Journal, 1(1), 46-56.\r\n[42]\tUNDP Human Development Index Report 2018.\r\n[43]\tUsher, A.D. (2010), World Report, Vol 376.  \r\n[44]\tWorld Bank Report on Economy (2019).\r\n[45]\tWorld Health Report (2007).\r\n[46]\tZambia Annual Progress Report on Seventh National Development Plan 2018. \r\n[47]\tZambia Bribe Payers Index Survey Report 2017.\r\n[48]\tZambia Bribe Payers Index Survey Report 2019\r\n[49]\tZambia Budget Performance Report 2018.\r\n[50]\tZambia National Anti-Corruption Policy Document 2009.\r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Dorothy Mzumara, Dr. Daniel Ndhlovu    &#8220;Availability of Anti-Corruption Mechanisms to Fight Corruption in Selected Public Institutions in Lusaka, Zambia&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.526-532 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5336<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/526-532.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/availability-of-anti-corruption-mechanisms-to-fight-corruption-in-selected-public-institutions-in-lusaka-zambia\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Availability of Anti-Corruption Mechanisms to Fight Corruption in Selected Public Institutions in Lusaka, Zambia<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b41dc34 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b41dc34\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41dd06 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41dd06\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41de87\" data-id=\"b41de87\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41dfac elementor-widget elementor-widget-text-editor\" data-id=\"b41dfac\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41e107 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41e107\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41e2af\" data-id=\"b41e2af\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41e3ca elementor-widget elementor-widget-text-editor\" data-id=\"b41e3ca\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>MOOC Camps: <i>Stories to Tell, Lessons to Share<\/i><\/strong><\/span>\r\n\r\n<strong>Rey A. Mangarin, Rebecca C. Sagot, Wendie D. Cutillon   &#8211; March 2021 &#8211; Page No.: 533-538<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41e479 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41e479\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41e5e6\" data-id=\"b41e5e6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41e70c elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b41e70c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This study explores the different unique experiences of different MOOCers in the Division of Davao del Norte. Data were gathered throughin-depth interviews andfocus group discussions while thematic analysis was used to generate knowledge on what were the unique experiences with strong moral lessons of these teachers who engaged in MOOC Camps. Moreover, this study also narrates the challenges and struggles, and personal and professional barriers on the completion of MOOCs and how these addressed the challenges encountered by MOOCers by equipping themselves with initiative, sense of responsibility, collaboration, belongingness, and enhanced teaching-learning competence. Nine significant stories with exceptional lessons were found and these are: For better or for Worst, Crossing Borders, Breaking Walls, The Highland Victory, Connecting the Unconnected, Friendship Goals, Leading as Models, Siblings Reunited, and M-Pop and C-Pop Phenomenon.This study revealed that MOOC experiences have significantly contributed to public school teachers\u2019 holistic development processes with a long term effect and that massive open online courses are good venues for professional training of teachers.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 533-538\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 06 May 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5337\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5337<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Rey A. Mangarin<\/strong><\/span> \r\nFaculty, The University of Mindanao (Panabo)\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Rebecca C. Sagot<\/strong><\/span> \r\nFaculty, The University of Mindanao (Professional Schools)\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Wendie D. Cutillon<\/strong><\/span> \r\nMaster Teacher I, DepEd Davao del Norte\r\n\r\n  \r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBruff, D. O., Fisher, D. H., McEwen, K. E., &#038; Smith, B. E. (2013). Wrapping a MOOC: Student Perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187. Retrieved from https:\/\/search.proquest.com\/docview\/1500421376?accountid=31259\r\n[2]\tCanney, C. (2015). Elements that affect student engagement in online graduate courses (Order No. 3702588).Available from ProQuest Central. (1682465830). Retrieved from https:\/\/search.proquest.com\/docview\/1682465830?accountid=31259\r\n[3]\tHenson, R. (2016). Qualitative Research: World of Reality Dissections. Quezon City: Mutya Publisihing House.\r\n[4]\tMilligan, C., Littlejohn, A., &#038;Margaryan, A. (2013). Patterns of engagement in connectivistMOOCs. Journal of Online Learning and Teaching, 9(2), 149. Retrieved from https:\/\/search.proquest.com\/docview\/1500422899?accountid=31259\r\n[5]\tTagadiad, C. (2012). A Qualitative Inquiry on Relational Dialectics Among Employees in Higher Education. Dissertation. UIC. Davao City\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Rey A. Mangarin, Rebecca C. Sagot, Wendie D. Cutillon    &#8220;MOOC Camps: <i>Stories to Tell, Lessons to Share<\/i>&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.533-538 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5337<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/533-538.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/mooc-campsstories-to-tell-lessons-to-share\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>MOOC Camps: <i>Stories to Tell, Lessons to Share<\/i><\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b41f4ba elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b41f4ba\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41f584 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41f584\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41f6f9\" data-id=\"b41f6f9\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41f81e elementor-widget elementor-widget-text-editor\" data-id=\"b41f81e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41f8bb elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41f8bb\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41fa32\" data-id=\"b41fa32\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41fb44 elementor-widget elementor-widget-text-editor\" data-id=\"b41fb44\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Stakeholders Roles and Perception in the Implementation of Greater Port Harcourt City Master Plan, Rivers State, Nigeria<\/strong><\/span>\r\n\r\n<strong>Johnbull, Simeipiri Wenike , Ikiriko, Opiriba Karibi  -March 2021 Page No.: 539-544<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b41fbf4 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b41fbf4\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b41fd5e\" data-id=\"b41fd5e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b41fe85 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b41fe85\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The study evaluated the process of implementation of the Greater Port Harcourt City Development Master Plan in Rivers State, Nigeria from its inception in 2009 to 2019. The study embarks on the role of stakeholders and their perceptions on the implementation of the Greater Port Harcourt City Master Plan. Survey questionnaires were administered to a total of 332 respondents in the study location. The study adopted passive-observational analysis style and thus utilised both primary and secondarydata. The latter included face-to-face administration of a mostly pre-coded survey questionnaires drawn from the 3 study communities. The checklist of stakeholders in connection with the implementation of the Greater Port Harcourt City Master Plan includes: Government, Greater Port Harcourt City Development Authority, community and civil society representatives, contractors, other government development agencies, the Press and Arcus Gibb. Community stakeholders who were the respondents were asked to rate (using the 5-point Likert scale ranging from \u201cvery successful\u201d to \u201cvery unsuccessful\u201d) the success of implementation of the Greater Port Harcourt City Development Master Plan. The modal rating at Omagwa, Igwurutali, and Aluu communities were:\u201cUncertain\u201d, \u201cUnsuccessful\u201d and \u201cUncertain. The study concludes that, proper stakeholder engagement (Citizen Participation) is important; as stakeholder engagement in the plan implementation process is very fundamental in achieving a successful planning process and therefore should be encouraged. Some avenues through which GPHCDA could involve citizen in plan implementation include community fora, neighborhood meetings, FGDs, and others.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 539-544\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 07 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Johnbull, Simeipiri Wenike <\/strong><\/span>\r\nDepartment of Urban and Regional Planning, Rivers State University, Port Harcourt, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Ikiriko, Opiriba Karibi <\/strong><\/span>\r\nDepartment of Urban and Regional Planning, Captain Elechi Amadi Polytechnic, Port Harcourt, Nigeria\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBerke,P., Backhurst, M.,Day,M., Ericksen,N., Laurian,L., Crawford,J.,&#038;Dixon,J.(2006)What makes plan implementation successful? Anevaluation of localplans and implementation practices in New Zealand. Environmentand Planning B:Planning and Design,33(4),581\u2013600\r\n[2]\tCalkins, H.W.(1979)\u201cThe Planning Monitor:An Accountability Theory of Plan Evaluation,\u201dEnvironment and PlanningA, 11(7), 745-758.\r\n[3]\tCookey-Gam, A. An Overview of the Greater Port Harcourt City Master Plan and Opportunities in Building a World Class City over the Next 20 Years; Greater PortHarcourt Development Authority: Portharcourt, Nigeria, 2010.\r\n[4]\tVERML. Greater Port-Harcourt City Phase 1A Development Environmental Impact Assessment; Greater Port-Harcourt City Development Authourity: Port Harcourt, Nigeria, 2009.\r\n[5]\tGovernment of Rivers State of Nigeria (2008). Greater Port Harcourt City Development Master Plan 2008. Accus Gibbs. Vols 1-4\r\n[6]\tIkechukwu, E. (2015) The Socio-Economic Impact of the Greater Port Harcourt Development Project on the Residents of the Affected Areas. Open Journal of Social Sciences, 3, 82-93. doi: 10.4236\/jss.2015.31010.\r\n[7]\tIzeogu, C. V. (1989). Urban development and the environment in Port Harcourt. Environment and Urbanization, 1(1), 59-68.\r\n[8]\tKent,T.J.(1964).TheUrbanGeneralPlan.SanFrancisco:ChandlerPublishingCo.\r\n[9]\tKeunta,K.(2010).AnAssessmentoftheImpactofForm\u2010BasedCodeandConventionalZoning on FortMcPhersonRedevelopment.  M.scThesis, School of Cityand Regional Planning,GeorgiaInstituteofTechnology,U.S.A\r\n[10]\tOwei, O. B., Ede, P. N., Obinna, F. C., &#038; Akarolo, J. (2008, September). Land market distortions in Nigerian cities and urban sprawl: the case of Abuja and Port Harcourt. In 44th ISOCARP Congress.\r\n[11]\tRoger,A.R.(1999).PlanningforPerformance:DevelopingProgrammesthatProducedResult.\r\n[12]\tUNECA, 2011. National Strategies for Sustainable Development in Africa. United Nations\r\n[13]\tWolpe, H. (1974). Urban politics in Nigeria: A study of Port Harcourt. Univ of California Press.\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Johnbull, Simeipiri Wenike , Ikiriko, Opiriba Karibi , &#8220;Stakeholders Roles and Perception in the Implementation of Greater Port Harcourt City Master Plan, Rivers State, Nigeria&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.539-544 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/539-544.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/539-544.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/stakeholders-roles-and-perception-in-the-implementation-of-greater-port-harcourt-city-master-plan-rivers-state-nigeria\/\" target=\"_blank\" rel=\"noopener noreferrer\">Stakeholders Roles and Perception in the Implementation of Greater Port Harcourt City Master Plan, Rivers State, Nigeria<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b424056 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b424056\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b424160 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b424160\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b424306\" data-id=\"b424306\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b424438 elementor-widget elementor-widget-text-editor\" data-id=\"b424438\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4244f2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4244f2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42465e\" data-id=\"b42465e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b424774 elementor-widget elementor-widget-text-editor\" data-id=\"b424774\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b424821 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b424821\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b424974\" data-id=\"b424974\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b424a89 elementor-widget elementor-widget-text-editor\" data-id=\"b424a89\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b424b29 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b424b29\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b424c79\" data-id=\"b424c79\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b424d89 elementor-widget elementor-widget-text-editor\" data-id=\"b424d89\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b424e27 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b424e27\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b424f72\" data-id=\"b424f72\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b425080 elementor-widget elementor-widget-text-editor\" data-id=\"b425080\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b425118 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b425118\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b425289\" data-id=\"b425289\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4253a2 elementor-widget elementor-widget-text-editor\" data-id=\"b4253a2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Language Teaching Approaches in Kenyan Schools<\/strong><\/span>\r\n\r\n<strong>Muriithi, Gerald Njuki- March 2021 Page No.: 545-554<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b425445 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b425445\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4255c4\" data-id=\"b4255c4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4256f1 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b4256f1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The reason for conducting this research was to find out the strategies\/ approaches which the teachers use in class to teach language.Thesestrategies are the ones that play a major role in influencing the learner&#8217;s performance. \r\nThe main objectives of the study, in this case, were: To come up with the approaches used in the teaching of the English language, the difficulties the teachers face when using these strategies, and to find out the influence that the teaching strategies impact on the learners\u2019 performance. Data collection was done and the target population was 300 whereby 280 were students and 20 were qualified language teachers. The criteria used to collect the data was the use of simple questionnaires, observation, and interviews among the students and the teachers. In this case of data collection, it wasrecorded using descriptive statistics such as pie charts and tables since they were the most efficient ways of collecting storing data for future reference, and easy retrieval when required. Data analysis was done using both quantitative and qualitative methods. The outcome was that all teachers(50%) preferred the method of discussion which ensures every learner gets involved thus ensuring the centrality of the learner.This was in contrast were (25%) preferred the lecture method and the others used the other methods in delivering the content as per the curriculum. This study advocates that the student-centered approach should be adhered to as it gives the learner time to participate in class, improves the ability to recall, and influences performance.  It was noticed that some teachers faced some difficulties since the number of students was a little bit large thus leading to poor choice of methods of teaching to use.In conclusion, the education stakeholders should allocate more resources to equip knowledge to the students, discussion on the method that should be used, and adding more qualified language teachers to ease the pressure the teachers face on choosing the best teaching strategy.\r\n<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 545-554\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 07 May 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5338\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5338<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Nsikan Senam<\/strong><\/span>\r\nDepartment of Communication Arts, University of Uyo, Uyo, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Muriithi, Gerald Njuki <\/strong><\/span>\r\nPhD Linguistics, candidate at The University of Nairobi, Kenya\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tBailey, F. Burkett, B &#038; Freeman, D (2010). The mediating role of language in teaching and learning. A classroom perspective.\r\n[2]\tBiggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).\r\n[3]\tAdams, J. &#038; Bushman, J. (2006). Thematic solution using young adult literature to increase reading comprehension. Middle School Journals, 37(4), 25-29\r\n[4]\tBraine, G. (Ed.). (2014). Teaching English to the world: History, curriculum, and practice. Routledge.\r\n[5]\tCooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 65-84.\r\n[6]\tCrystal, D. (2012). English as a global language. Cambridge University Press.\r\n[7]\tScissor, C. M. (2013). Consumer Protection\u2013Institutionalization and Public Judgement.\r\n[8]\tEntwistle, N. J. (2013). Styles of learning and teaching: An integrated outline of educational psychology for students, teachers, and lecturers. Routledge\r\n[9]\tIndoshi, Okwara  F. C. (2009). Towards a model of integrated English language curriculum for secondary schools in Kenya. Educational Research and Reviews, 4(5), 301-309.\r\n[10]\tKatz, S. (200). Teaching Students with Reading Difficulties to be Close: Feasibility Study (ERIC Document Reproduction Service No. ED481417).\r\n[11]\tKhatib, M. (2011). Why &#038; Why Not Literature: A Task-Based Approach to Teaching Literature. International Journal of English Linguistics, Vol. 1., No. 1.  \r\n[12]\tKenya National Examination Council (KNEC Report 2006).\r\n[13]\tKenyan Law Reports (2010). Constitution of Kenya 2010. National Council for Law Reporting. \r\n[14]\tMcGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles&#8217; Model of Andragogy. Adult Learner: The Irish Journal of Adult and Community Education, 99, 110.\r\n[15]\tMinistry of Education (2012). The use &#038; performance of language in primary &#038; secondary schools in Kenya. Nairobi: Government Printer.\r\n[16]\tMwangi, L. B. (2009). Factors influencing students\u2019 performance of English language in Kenya certificate of secondary examination in secondary schools in Meru-North District, Kenya. Nairobi: University of Nairobi. \r\n[17]\tNachmias, C., &#038; Nachmias, D., (1981). Research Methods in the Social Sciences. London: Edward Arnhold\r\n[18]\tObanya, P. (1999). Education, equity, and transformation from the perspectives of language education. Comparative Perspectives on Language and Literacy. Dakar: UNESCO West Africa Regional Office, 17-30.\r\n[19]\tOrodho, A. J. (2004). Essential of Education and Social Science Research Methods. Masola Publisher.\r\n[20]\tOuma, K. (2010). Factors affecting performance in Kenya Certificate of Secondary Education (K.C.S.E) English Examinations in Nyamache Division, Gucha District, Kenya. Nairobi: Kenyatta University Press.\r\n[21]\tRepublic of Kenya (1964). Report of Kenya Education Commission. Nairobi: Government Printer. \r\n[22]\tRashid, U. et al. (2010). Research Methods for Business. A Skill Building Approach, 4th Edition. Carbondale: John Wiley and Sons.\r\n[23]\tRepublic of Kenya (1964). Report of Kenya Education Commission. Nairobi: Government Printer.\r\n[24]\tRichards, J. C., &#038; Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press\r\n[25]\tRobinson, J. (2005). Deeper Than Reason: Emotion and Its Role in Literature, Music, and Art. Clarendon\r\n[26]\tSaraceni, M. (2003). Literature in the EFL Classroom: Roses or Thorn? In Gran Akuma  \r\n[27]\tTornberg, U. (2000). Om spr\u00e5kundervisning i mellanrummet-och talet om&#8221; kommunikation&#8221; och&#8221; kultur&#8221; i kursplaner och l\u00e4romedel fr\u00e5n 1962 till 2000 (Doctoral dissertation, Acta Universitatis Upsaliensis).  \r\n[28]\tWeinstein, Claire, Mayer Richard E. (1983). The Teaching of Learning Strategies.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Muriithi, Gerald Njuki &#8220;Language Teaching Approaches in Kenyan Schools&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.545-554 March 2021\u00a0 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5338<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/545-554.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/language-teaching-approaches-in-kenyan-schools\/\" target=\"_blank\" rel=\"noopener noreferrer\">Language Teaching Approaches in Kenyan Schools<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b426513 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b426513\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b426602 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b426602\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4267a4\" data-id=\"b4267a4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42af5d elementor-widget elementor-widget-text-editor\" data-id=\"b42af5d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42b0ad elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42b0ad\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42b2ab\" data-id=\"b42b2ab\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42b425 elementor-widget elementor-widget-text-editor\" data-id=\"b42b425\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42b4e2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42b4e2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42b64f\" data-id=\"b42b64f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42b791 elementor-widget elementor-widget-text-editor\" data-id=\"b42b791\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42b838 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42b838\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42b98c\" data-id=\"b42b98c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42ba99 elementor-widget elementor-widget-text-editor\" data-id=\"b42ba99\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42bb41 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42bb41\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42bcae\" data-id=\"b42bcae\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42bdc4 elementor-widget elementor-widget-text-editor\" data-id=\"b42bdc4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Impact of Boko Haram Insurgency on Human Security in Borno State, Northern Nigeria<\/strong><\/span>\r\n\r\n<strong>Sarki, Samuel Mshelizah (Ph.D.)   &#8211; March 2021 &#8211; Page No.: 555-563<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42be64 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42be64\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42bfe5\" data-id=\"b42bfe5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42c11b elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b42c11b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The study examined Boko Haram Insurgency and Human Security in Borno State, Nigeria. The study formulated three research objectives, three research questions and three research hypotheses. The study was based on the Merton Anomie Theory. The study adopted a quantitative methodology using descriptive research design. A sample size of 400 respondents was determined using the Taro Yamani formula. The respondents were made up of Military personnel and civilians which were selected based on a multi-stage sampling technique. Questionnaire and Interview were the instruments used for data collection. The instrument gave high reliability of 0.84 when subjected to reliability test using Cronbach Alpha method. Collated data from the study were analyzed using frequency, mean, standard deviation and regression analysis. The findings indicated a weak relationship between Boko Haram insurgency and health services, food security, environmental security in Borno State. The study concluded that the Boko Haram situation demands the political will and the articulation of a comprehensive strategy to address its root causes and dangerous dynamics, focusing on a soft approach that could erode the appeal of Boko Haram\u2019s insidious ideology. The study recommended that the government should put its focus on the protection of civilians, witnesses and key peacemakers such as moderate Imams who preach against the insurgency. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 555-563\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 08 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Sarki, Samuel Mshelizah (Ph.D.) <\/strong><\/span> \r\nDepartment of Political Science, Faculty of Social Sciences, Rivers State University, Nkpolu-Oroworukwo, Port Harcourt,\r\nRivers State, Nigeria\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">Primary Texts \r\n[1]\tAbdulhamid, A. (2014). Nigeria and challenge of national security: A study of Boko Haram insurgency in Borno State.http:\/\/www.nationalsecurity.org.\r\n[2]\tAbimbola, J. O., &#038;Adesote, S. A. (2014). Domestic terrorism and Boko Haram insurgency in Nigeria, issues and trends: Journal of Arts and Contemporary Society. 4(2), 2-13.\r\n[3]\tAdams, D. (2014). Ethnic and regional violence in Nigeria: Implications for national security. Journal of Politics and Law. 7(1), 3-11. \r\n[4]\tAdejoh, A. M.,&#038; Aly, A. F. (2014). Evaluating the impact of boko haram terrorism on Yankari game reserve as a tourist resort in Bauchi State, Nigeria. Journal of Humanities and Social Science, 19(2), 57 \u2013 61.\r\n[5]\tAdesoji, A. (2010). The Boko Haram uprising and Islamic revivalism in Nigeria. Africa Spectrum, 45(2), 95 -108. \r\n[6]\tAgbiboa, D., &#038;Maiangwa, B. (2014). Nigeria united in grief; divided in response: Religious terrorism, Boko Haram and the dynamics of state response. African Journal on Conflict Resolution. 14(2), 11-12. \r\n[7]\tAjani, J., &#038;Omononi, K. (2011). \u201cForce hq blast: How ringim, 7 storey building were saved\u201d, Vanguard 19th\r\n[8]\tAnthony, U. (2017). Boko Haram insurgency in Nigeria: A philosophical religious evaluation.http:\/\/www.relev.org. Accessed February 2020 \r\n[9]\tBamidele, O. (2012). Boko Haram Catastrophic Terrorism: An Albatross to National Peace, Security and Sustainable Development in Nigeria in Journal of Sustainable Development in Africa. 14(1), 6-9. \r\n[10]\tChibuzo,M., &#038;Ogada, A. (2012),\u201cViolenceandthreattoYobe\u2019sEconomicGrowth,\u201dTheMoment.\r\n[11]\tCox,T.(1984),Whymenrebel,Princeton.PrincetonUniversityPress\r\n[12]\tCurtas, O. (1999). Social costs of poverty: The case of crime in Nigeria. Journal of Social Development in Africa.14(3),5-18\r\n[13]\tDanjibo, N. D. (2012). Islamic fundamentalism and sectarian violence. The \u2018Maitatsine\u2019 and \u2018Boko Haram\u2019 crises in Northern Nigeria.Peace and Conflict Studies Paper Series, Institute of African Studies, University of Ibadan.\r\n[14]\tEkpo,O.(2017)Thesocio-economicimplicationsofBook-HaramactivitiesinnorthernNigeria.ReviewofPublic Administration &#038; Management. \r\n[15]\tForest, J. F. (2012). Confronting the terrorism of Boko Haram in Nigeria. Joint Special Operations University 7701 Tampa Point Boulevard MacDill AFB FL 33621. \r\n[16]\tGullian, B. (2018). The impact of the Boko Haram insurgency in North-East Nigeria on children wasting.http:\/\/www.impact.boko.haram-insurgency-northeast-nigeria.\r\n[17]\tImobighe, J. (2012). The cost of Boko Haram activities in Nigeria. Arabian Journal of Business and ManagementReview.2(2),10-32.\r\n[18]\tLengmang, J. (2011). \u201cThe upsurge of religious fundamentalism: A critical reflection in the light of the \u2018Boko Haram\u2019 phenomenon in Northern Nigeria\u201d. John Archers Publishers. \r\n[19]\tLiolio,O.(2014).EconomicimplicationsofBokoHaram.http:\/\/blog.policyng.com\/read.php?rid=154\r\n[20]\tMaurice, O. (2015). Ethnic and regional violence in Nigeria: Implication for National Security.http:\/\/www.ethnic.regional.violence in.nigeria.org. \r\n[21]\tMoore,C.A.(1978).PoliticalStudies.Eastover.McDonaldsandEvans\r\n[22]\tOmonobi, K. (2011). \u201cBoko Haram and other security challenges before Jonathan\u201d, Vanguard.\r\n[23]\tOttu,M.(2019)\u201cHowtoendBokoHaramFire-Back\u201dhttp:\/\/thewillnigeria.com\/opinion\/897\r\n[24]\tUNICEF. (2018). More than 1,000 children in northeastern Nigeria abducted by Boko Haram since 2013. http:\/\/www.unicef.org\/wca\/press-releases\/more-1000-children-northeastern-nigeria-abducted-boko-haram-2013\r\n[25]\tWonman, A. (2007). \u2018The Political economy of conflict financing: a comprehensive approach beyond natural resources\u2019. Global Governance. 13(3), 3-8.\r\n \r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Sarki, Samuel Mshelizah (Ph.D.)    &#8220;Impact of Boko Haram Insurgency on Human Security in Borno State, Northern Nigeria&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.555-563 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/555-563.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/555-563.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/impact-of-boko-haram-insurgency-on-human-security-in-borno-state-northern-nigeria\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Impact of Boko Haram Insurgency on Human Security in Borno State, Northern Nigeria<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b42cf5f elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b42cf5f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42d033 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42d033\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42d1ac\" data-id=\"b42d1ac\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42d2d4 elementor-widget elementor-widget-text-editor\" data-id=\"b42d2d4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42d377 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42d377\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42d4e6\" data-id=\"b42d4e6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42d601 elementor-widget elementor-widget-text-editor\" data-id=\"b42d601\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Impact of the Farmers and Herdsmen Conflict on Food Security; Focus on Taraba State<\/strong><\/span>\r\n\r\n<strong>Solomon, Binga Lezuya (Ph.D.)  &#8211; March 2021 &#8211; Page No.: 564-573<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42d6b2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42d6b2\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42d832\" data-id=\"b42d832\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42d96a elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b42d96a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">One of the greatest security challenges in Nigeria in recent time is the increasing conflicts between crop farmers and herders. Today, the conflict has spread over wide geographical areas in Nigeria and Taraba State in particular. Taraba state is one of the state in Nigeria that have been greatly affected by conflict between farmers and herders. It is against this background that this study was carried out to examine the extent to which conflicts between farmers and herders affect food production, food availability, food stability, food utilization in Taraba state. The study adopted survey research method and sampled 285 respondents using multi stage sampling technique. The data for this study was obtained from both primary and secondary sources. Primary data was generated from field survey carried out in the state. The study utilized data and infrastructure from study multiple policy documents in State Ministry of Agriculture, Jalingo. Data generated from the field was complemented by extensive review on the farmer herders conflicts. The data collected were analyzed using p-table and percentage, and Pearson Correlation used to test the hypotheses. The study findings revealed that the increasing incidence of the farmers herders conflicts has led to widespread distribution of food stuff, lives and properties and entrenched atmosphere of fair and insecurity in the rural communities. This has greatly affected crop farming and grazing activities, resulting in low productivity, food instability, low food utilization, food inaccessibility and inadequate availability of food in Taraba state. Based on the findings, the study recommended among others the need to assist farmers with zero interest credit facilities to boost production and strengthen ties between herders and farming communities to improve security in rural farming areas.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 564-573\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 08 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Solomon, Binga Lezuya (Ph.D.)<\/strong><\/span> \r\nDepartment of Political Science, Faculty of Social Sciences, Rivers State University, Nkpolu-Oroworukwo, Port Harcourt,\r\nRivers State, Nigeria\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbbas, I. M. (2012). No retreat no surrender conflict for survival between pastoralists and farmers in northern Nigeria. European Science Journal 8(1): 331 \u2013 349.\r\n[2]\tAdisa, R. S. (2012). Land use conflict between farmers and herdsmen: Implications for agricultural and rural development, Department of Agricultural Extension and Rural Development, University of Ilorin, Ilorin, Nigeria. \r\n[3]\tAhynetal, L. (2018). Nigerian media coverage of herdsmen-farmers\u2019 conflicts: A content analysis of some selected Nigerian national dailies. (Paper presented at Faculty of Social Sciences), University of Port Harcourt, Choba.\r\n[4]\tAjayeoba, A. (2010). Concerning food security in Nigeria. West Africa Insight. pp 1.\r\n[5]\tAjibefun, M. (2017). Heinemann Lagos. Tell Magazine No. 21 May 2004. Journal of Alternative Perspectives in the Social Sciences.3(9), 921-937 \r\n[6]\tBello, A. S. (2013). Herdsmen and farmers conflicts in north-eastern Nigeria: Causes, repercussionsandresolutions.AcademicJournalofInterdisciplinaryStudies,2(5),129\u2013 139.\r\n[7]\tBerger, R. (2000). Conflict over Natural Resources among Pastoralists in Northern Kenya: A LookatRecentInitiativesinConflictResolution.JournalofInternationalDevelopment, 15(2), 245 \u2013257.\r\n[8]\tBest, P. A. (2009). \u201cThe role of higher education in national integration in Nigeria.\u201d In Higher Education, 19, 293-305 \r\n[9]\tBibi, N. (2003). The impact of climate variability and Land cover change on land surface conditions in North-eastern Nigeria. (Unpublished Ph.D Thesis), University of Leicester,UK.\r\n[10]\tDimelu, O., &#038; Audu, S. D. (2017). Conflicts among farmers and pastoralists in northern Nigeria induced by Freshwater Scarcity. International Institute for Science, Technology and Education Journal. 3 (12), 25-32. \r\n[11]\tEkong,E.E.(2003).Anintroductiontoruralsociology. DoveEducational Publishers.\r\n[12]\tEmola, B. (2010). Devolution of Powers in a Federal State. Friedrick Ebert Foundation. \r\n[13]\tFAO (1983). Grazing reserves and development blocks: Nigeria development requirements.http:\/\/www.fao.org\/wairdocs\/ilri\/x5539e\/x5539e09.htm.  \r\n[14]\tFiki, C. &#038; Lee, B. (2004). \u201cConflict Generation, management and self-capabilities in drought-prone rural community in north-eastern Nigeria. Journal of Social Development in Africa. 19(2) 25 \u201348.\r\n[15]\tHaruna, J. B. (2011). Federalism and the Nigerian experience: A sword or a shield? Plateau: Faculty of Law, University of Jos \r\n[16]\tJeony, K. (2008). The analysis of international relations. Englewood Cliffs, NJ: Prentice-Hall.\r\n[17]\tMomale, S. B. (2003). Resource use conflicts in agricultural and pastoralist areas of Nigeria. Nigeria Land Network.\r\n[18]\tOfuoku,A.U., &#038;Isife,B.L.(2009). Causes,effectsandresolutionoffarmers-nomadiccattle herders conflicts in Delta State, Nigeria. International Journal of Sociology and Anthropology, 1(2)49.\r\n[19]\tOkello,A.L.,Majekodunmi,A.O.,Malala,A.,Welburn,S.C.,&#038;Smith,J.(2014). Identifying motivators for state-pastoralist dialogue: Exploring the relationships between livestock services, self-organization and conflict in Nigeria\u2019s pastoralist Fulani. http:\/\/www.pastoralismjournal.com\/content\/4\/1\/12\r\n[20]\tOlabatoke, M. J., &#038; Amusain, A. S. (2005). Climate change, human security and communal clashes in Nigeria.Proceedings of Human Security and Climate Change Conference. 56, 22-25 \r\n[21]\tRashid, S. A. (2002). Land use conflict between farmers and herdsmen: Implication for agricultural and rural development in Nigeria. Rural Development Contemporary Issues and Practices.\r\n[22]\tShetima,A.G.,&#038;UsmanT.A.(2008).Farmers-PastoralistConflictinWestAfrica:Exploring the Causes and Consequences. Information Society and Justice 3(1), 163 \u2013184.\r\n[23]\tTersoo, J. (2016). The political economy of crisis and underdevelopment in Africa selected works of Claude Ake. Jad Publishers.\r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Solomon, Binga Lezuya (Ph.D.)   &#8220;Impact of the Farmers and Herdsmen Conflict on Food Security; Focus on Taraba State&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.564-573 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/564-573.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/564-573.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/impact-of-the-farmers-and-herdsmen-conflict-on-food-security-focus-on-taraba-state\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Impact of the Farmers and Herdsmen Conflict on Food Security; Focus on Taraba State<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b42f575 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b42f575\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42f68c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42f68c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42f852\" data-id=\"b42f852\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42f9bf elementor-widget elementor-widget-text-editor\" data-id=\"b42f9bf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42fa9b elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42fa9b\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b42fc86\" data-id=\"b42fc86\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b42fe03 elementor-widget elementor-widget-text-editor\" data-id=\"b42fe03\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Joko Widodo\u2019s Speech after the Constitutional Court Decision; Representation of Ideology and Power<\/strong><\/span>\r\n\r\n<strong>Taqyuddin Bakri, Mohammad Tahir, Arum Pujiningtyas   &#8211; March 2021 &#8211; Page No.: 574-579<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b42feea elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b42feea\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4300e4\" data-id=\"b4300e4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43029d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b43029d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">This article is the result of research conducted on a speech delivered by Joko Widodo. This is in line with the problem in the research, namely how is the representation of ideology and power in Joko Widodo&#8217;s speech after the Constitutional Court decision? Joko Widodo as the elected president delivered his political speech after the Constitutional Court decided the results of the 2019-2024 Presidential and Vice-Presidential Election of the Republic of Indonesia. In this decision, the Constitutional Court confirmed that it would reject the lawsuit and decided JokoWidodo and Ma&#8217;ruf Amin as the elected President and Vice President of the Republic of Indonesia. In this sense, political speech cannot be viewed as independent. Therefore, Joko Widodo&#8217;s speech was analyzed using the Huckin model&#8217;s Critical Discourse Analysis approach. The analysis was carried out using a qualitative descriptive research method. The data source in this study was Joko Widodo&#8217;s speech after the Constitutional Court decision which was broadcast nationally by the mass media. The analysis was carried out to see the genre, framing, foregrounding or backgrounding, presuppositions, and differences in topics, as well as analysis of sentences and words in Joko Widodo&#8217;s political speech. The findings obtained, Joko Widodo used straightforward and explicit language and was conveyed in an argumentative and persuasive manner. This delivery uses language and power relations so that the ideology conveyed can be positively accepted by the Indonesian people. and analysis of sentences and words in Joko Widodo&#8217;s political speeches. The findings obtained, Joko Widodo used straightforward and explicit language and was conveyed in an argumentative and persuasive manner. This delivery uses language and power relations so that the ideology conveyed can be positively accepted by the Indonesian people.\r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 574-579\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 11 May 2021<\/p>\r\n\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5339\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5339<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Taqyuddin Bakri <\/strong><\/span> \r\nDepartment of Language and Art Education, Faculty of Education and Teacher Training\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Mohammad Tahir <\/strong><\/span> \r\nDepartment of Language and Art Education, Faculty of Education and Teacher Training\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Arum Pujiningtyas<\/strong><\/span> \r\nDepartment of Language and Art Education, Faculty of Education and Teacher Training\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAsmara, Rangga. 2016. \u201cSTRATEGI KEBAHASAAN PRESIDEN JOKOWI DALAM MENANAMKAN IDEOLOGI DAN MANIFESTO PEMERINTAHAN.\u201d LITERA 15 (2): 379\u201388. https:\/\/doi.org\/10.21831\/ltr.v15i2.11836.\r\n[2]\tBakri, Taqyuddin, dan Arum Pujiningtyas. 2017. \u201cREPRESENTASI IDEOLOGI DALAM HEADLINE PEMBERITAAN HARIAN RADAR SULTENG.\u201d Dalam Prosiding Seminar Tahunan Linguistik Universitas Pendidikan Indonesia (SETALI 2017), 460\u201370. Universitas Pendidikan Indonesia, Bandung: Program Studi Linguistik, Sekolah Pascasarjana UPI.\r\n[3]\tDetikcom. 2019. \u201cMK Tolak Gugatan Pilpres Prabowo-Sandiaga.\u201d news.detik.com, 27 Juni 2019. https:\/\/news.detik.com\/berita\/d-4603147\/mk-tolak-gugatan-pilpres-prabowo-sandiaga.\r\n[4]\tEmzir. 2012. Metodologi Penelitian Kualitatif: Analisis Data. Jakarta: Rajawali Press.\r\n[5]\tEriyanto, Eriyanto. 2011. Analisis Wacana: Pengantar Analisis Teks Media. Yogyakarta: LKiS.\r\n[6]\tGurning, Busmin. 2016. \u201cAnalisis Wacana Kritis: Analisis Bahasa Berdasarkan Fungsi Sosial.\u201d Jurnal Bahasa FBS Unimed. http:\/\/digilib.unimed.ac.id\/id\/eprint\/248.\r\n[7]\tHidayat, Hadi. 2014. \u201cPEMANFAATAN FITUR METAFORA DALAM TEKS PIDATO POLITIK SHINZO ABE SEBAGAI PERDANA MENTERI JEPANG KE-96: ANALISIS WACANA KRITIS.\u201d Metalingua 12 (2). http:\/\/dx.doi.org\/10.26499\/metalingua.v12i2.24.\r\n[8]\tHuckin, T. 1997. Critical Discourse Analysis. In T. Miller (Ed.). Functional Approaches to Written Text: Classroom Applications. Washinton DC: United States Information Agency.\r\n[9]\tKang, Kyong Deock. 2018. \u201cLanguage and Ideology: Althusser\u2019s Theory of Ideology.\u201d Language Sciences 70 (November): 68\u201381. https:\/\/doi.org\/10.1016\/j.langsci.2018.06.008.\r\n[10]\tKompas. 2019. \u201cMK Tolak Seluruh Gugatan Prabowo-Sandiaga,\u201d 27 Juni 2019. https:\/\/nasional.kompas.com\/read\/2019\/06\/27\/21163631\/mk-tolak-seluruh-gugatan-prabowo-sandiaga?page=all.\r\n[11]\tListo, Romy. 2018. \u201cGender Myths in Energy Poverty Literature: A Critical Discourse Analysis.\u201d Energy Research &#038; Social Science 38 (April): 9\u201318. https:\/\/doi.org\/10.1016\/j.erss.2018.01.010.\r\n[12]\tLo Bianco, Joseph. 2020. \u201cIdeologies of Sign Language and Their Repercussions in Language Policy Determinations.\u201d Language &#038; Communication 75 (November): 83\u201393. https:\/\/doi.org\/10.1016\/j.langcom.2020.09.002.\r\n[13]\tLuhukay, Marsefio S. 2007. \u201cPRESIDEN SBY DAN POLITIK PENCITRAAN\u202f: Analisis Teks Pidato Presiden SBY Dengan Pendekatan Retorika Aristoteles.\u201d Jurnal Ilmiah Scriptura 1 (2). https:\/\/doi.org\/10.9744\/scriptura.1.2.\r\n[14]\tMahsun, M. S. 2007. Metode Penelitian Bahasa: Tahapan Strategi, Metode, dan Tekniknya. Jakarta: PT. Raja Grafindo Perkasa.\r\n[15]\tMoleong, Lexy J. 2007. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya.\r\n[16]\tNur, Adam Muhammad. 2017. \u201cBAHASA, IDEOLOGI DAN POWER PADA PIDATO KEMENANGAN GUBERNUR DKI JAKARTA TERPILIH ANIES BASWEDAN: PENDEKATAN ANALISIS WACANA KRITIS.\u201d Dalam Prosiding Seminar Tahunan Linguistik Universitas Pendidikan Indonesia (SETALI 2017), 16\u201321. Universitas Pendidikan Indonesia, Bandung: Program Studi Linguistik, Sekolah Pascasarjana UPI.\r\n[17]\tObojska, Maria. 2018. \u201cBetween Duty and Neglect: Language Ideologies and Stancetaking among Polish Adolescents in Norway.\u201d Lingua 208 (Juni): 82\u201397. https:\/\/doi.org\/10.1016\/j.lingua.2018.03.009.\r\n[18]\tOkezone. 2019. \u201cYusril Bilang Wewenang MK Hanya Putuskan Sengketa Hasil Pilpres 2019.\u201d news.okezone.com, 18 Juni 2019. https:\/\/news.okezone.com\/read\/2019\/06\/18\/605\/2067835\/yusril-bilang-wewenang-mk-hanya-putuskan-sengketa-hasil-pilpres-2019.\r\n[19]\tPasal 24C UUD 1945. t.t. Pasal 24C UUD 1945.\r\n[20]\tPujiningtyas, Arum, dan Taqyuddin Bakri. 2018. \u201cKEKERASAN SIMBOLIK DALAM PEMBERITAAN TAMBANG EMAS POBOYO PADA MEDIA MASSA DI KOTA PALU.\u201d Dalam Prosiding Seminar Tahunan Linguistik Universitas Pendidikan Indonesia (SETALI 2017). Universitas Pendidikan Indonesia, Bandung: Program Studi Linguistik, Sekolah Pascasarjana UPI.\r\n[21]\tSobur, Alex. 2012. Analisis Teks Media: Suatu Pengantar untuk Analisis Wacana, Analisis Semiotik, dan Analisis Framing. Bandung: Rosdakarya.\r\n[22]\tWardani, Ifah, dan Malikatul Laila. 2018. \u201cPower And Ideology Of Ashin Wirathu\u2019s Speeches Toward Muslim In Rohingya: Critical Discourse Analysis.\u201d Universitas Muhammadiyah Surakarta.\r\n\r\n \r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Taqyuddin Bakri, Mohammad Tahir, Arum Pujiningtyas    &#8220;Joko Widodo\u2019s Speech after the Constitutional Court Decision; Representation of Ideology and Power&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.574-579 March 2021 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5339<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/574-579.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/joko-widodos-speech-after-the-constitutional-court-decision-representation-of-ideology-and-power\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>Joko Widodo\u2019s Speech after the Constitutional Court Decision; Representation of Ideology and Power<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b431ee1 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b431ee1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b431fd9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b431fd9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b432181\" data-id=\"b432181\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4322b5 elementor-widget elementor-widget-text-editor\" data-id=\"b4322b5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b43235a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b43235a\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4324cf\" data-id=\"b4324cf\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4325ed elementor-widget elementor-widget-text-editor\" data-id=\"b4325ed\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>How Autonomous are Teachers in the Implementation of Grade Three Pre-Scripted Literacy Lessons in Selected Primary Schools in Lusaka District?<\/strong><\/span>\r\n\r\n<strong>Martha Mwandia &#038; David Sani Mwanza  &#8211; March 2021 &#8211; Page No.: 580-591<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b432695 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b432695\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b432818\" data-id=\"b432818\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43295d elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b43295d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n\r\n<p align=\"justify\">The government of the republic of Zambia through the Ministry of Education has designed lessons and lesson procedures including materials for teachers to use in the teaching of literacy. However, teacher autonomy in the use of these pre-scripted literacy lessons remains unclear. The purpose of this study was to establish how autonomous teachers were in the implementation of Grade Three Pre-scripted Literacy   Lessons in selected Public Primary Schools in Lusaka District. Multimodality and the Code and Pedagogical theories served as the theoretical framework. The research question is: How autonomous are teachers in their lesson preparations and teaching? The study utilized the descriptive research design that, involved the collection and analysis of qualitative data. Purposive sampling technique were used to come up with 27 respondents of which 20 were grade 3 teachers teaching literacy, 5 were Head teachers, 1 Educational manager, 1 Curriculum Specialist. Data were collected through interviews, classroom lesson observations and document analysis. Triangulation of data provided detailed information on teacher autonomy in the implementation of pre-scripted literacy lessons. The findings showed that while some teachers were autonomous in their teaching by rejecting power through the use of scripted lessons, others accepted power by accepting the use of scripted literacy lessons. Still others were moderately autonomous as they negotiated power as they were able to alter the lessons.  Arising from the findings, the study recommended that there is need for policy makers to sensitize teachers on why literacy lessons were pre-designed and the role of teachers in their implementation and their expected role in the implementation of the lessons. There is need to sensitize teachers in order to clear the misconceptions surrounding pre-scripted lessons. \r\n<\/p>\r\n\r\n\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 580-591\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 11 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Martha Mwandia <\/strong><\/span> \r\nThe University of Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>David Sani Mwanza <\/strong><\/span> \r\nThe University of Zambia\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tAoki, N. (2000). Aspects of Teacher Autonomy: Capacity, freedom and responsibility. Paper presented at 2000 Hong Kong University of Science and Technology Language Centre Conference. \r\n[2]\tBernstein, B. (1990). The structuring of pedagogic discourse: Class, codes &#038; control, Volume IV. London: Rout ledge.   \r\n[3]\tBenson, P. (2000). Autonomy as a learners\u2019 and teachers\u2019 right. In SINCLAIR, B. I. MCGRATH and T.LAMB 2000. Learner Autonomy, Teacher autonomy: Future Directions. Edinburgh Gate, Harlow: Pearson.111-117. \r\n[4]\tBodman, S., Taylor, S., &#038; Morris, H. (2012). Politics, policy and professional identity. English Teaching: Practice and Critique 11(3), 14-25. Retrieved from http:\/\/eric.ed.gov\/?id=EJ999728.\r\n[5]\tDevos, G. and Van Keer, H. (2010). The influence of distributed leadership on teacher\u2019s organizational commitment: A multilevel approach. (103)1, 40-52.\r\n[6]\tErskine, J. L. (2014). It changes how teachers teach: How testing is corrupting our classrooms and student learning. Multicultural Education, 21(2), 38-40. Retrieved from https:\/\/eric.ed.gov\/?id=EJ1045812.\r\n[7]\tFieldman, D. (2011). The maintenance of teacher autonomy in a policy driven era. Mid-western Education Researcher, 24(1), 2-4.\r\n[8]\tGuccione, L. (2011). The tale of two schools: Making room for relation within scripted programs. Schools: Studies in Education, 8(2), 252-264. \r\n[9]\tIedema, R. (2003). Multimodality, Resemiotization: Extending the Analysis of Discourse as Multisemiotic Practice. Visual Communication, 2(1): 29-57.\r\n[10]\tIngersoll, R. (2003). Who controls teachers\u2019 work? Power and accountability in American schools. Cambridge, MA: Harvard University Press.\r\n[11]\tLau, K., &#038; Chen, X. (2013). Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing. Instructional Science, 41(6), 1083-1101. doi:10.1007\/s11251-013-9265-6.\r\n[12]\tLittle, D., (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2): 175-182. \r\n[13]\tMertler, C. (2011). Teachers&#8217; perceptions of the influence of No Child Left Behind on classroom practices. Current Issues in Education, 13(3), 1-35. Retrieved from http:\/\/cie.asu.edu\/ojs\/index.php\/cieatasu\/article\/viewFile\/392\/105.\r\n[14]\tMoESVTEE, (2013). National Literacy Framework. Lusaka: Curriculum Development Centre\r\n[15]\tMwanza. D. S. (2016). A Critical Reflection on Eclecticism in the Teaching of English Grammar at Selected Zambian Secondary Schools. Unpublished PhD Thesis. University of Western Cape, South Africa  \r\n[16]\tOzkturk, (2012) Teacher\u2019s role and autonomy in instructional planning: Theory and Practice 12 (1). 295-299 \r\n[17]\tReed, C. (2000) Teaching with power shared decision making and classroom practice. New York: Teacher\u2019s college press. \r\n[18]\tRoness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and Teacher Education, 27(3), 628-638. Retrieved from http:\/\/eric.ed.gov\/?id=EJ915698.\r\n[19]\tSchinkel, A. (2010). Compulsory autonomy-promoting education. Educational Theory, 60(1), 97-116. doi:10.1111\/j.1741-5446.2010.00348.x\r\n[20]\tSehrawat. (2014). Teacher Autonomy: Key to teaching success 4(1).Bhartiyam International journal of Education and Research.\r\n[21]\tStrong, L.E. and Yoshida, R.K. (2014). Teacher\u2019s Autonomy in Today\u2019s Educational Climate: Current Perceptions from an Acceptable Instrument. 50(2) 123-145.\r\n[22]\tTort-Moloney, D. (1997) Teacher Autonomy: a Vygotsky Theoretical Framework. CLCS Occasional Paper No. 48.  Dublin: Trinity College. \r\n[23]\tVoller, P. (1997) Does the teacher have a role in autonomous language learning? In P. Benson and P. Voller (eds) Autonomy and independence in language learning (98-113) London: Longman. \r\n[24]\tWang, Q., &#038; Zang, H. (2014). Promoting teacher autonomy through university\u2013school collaborative action research. Language Teaching Research, 18(2), 222\u2013241. doi:10.1177\/1362168813505942.\r\n[25]\tZhang, D. (2009). The Application of Multimodal Discourse Theory and Multimedia Technology in Foreign Language Teaching. Foreign Language Teaching, 30(4), 15-20.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Martha Mwandia &#038; David Sani Mwanza   &#8220;How Autonomous are Teachers in the Implementation of Grade Three Pre-Scripted Literacy Lessons in Selected Primary Schools in Lusaka District?&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.580-591 March 2021 URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/580-591.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/580-591.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/how-autonomous-are-teachers-in-the-implementation-of-grade-three-pre-scripted-literacy-lessons-in-selected-primary-schools-in-lusaka-district\/\" target=\"_blank\" rel=\"noopener noreferrer\"><strong>How Autonomous are Teachers in the Implementation of Grade Three Pre-Scripted Literacy Lessons in Selected Primary Schools in Lusaka District?<\/strong><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b433815 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b433815\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4338eb elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4338eb\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b433a72\" data-id=\"b433a72\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b433b9a elementor-widget elementor-widget-text-editor\" data-id=\"b433b9a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b433c4f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b433c4f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b433dd2\" data-id=\"b433dd2\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b433ef1 elementor-widget elementor-widget-text-editor\" data-id=\"b433ef1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Curriculum Management in Kindergarten<\/strong><\/span>\r\n\r\n<strong>Elfina Fardana, Irawan Suntoro, Riswanti Rini- March 2021 Page No.: 592-595<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b433f9f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b433f9f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b434109\" data-id=\"b434109\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43423a elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b43423a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1881\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1882\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1883\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1884\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1885\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1886\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1881\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1881\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1881\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">Curriculum Management in Kindergarten. The purpose of this study was to analyze and describe planning, organizing, implementing, and evaluating the curriculum in Global Surya Kindergarten Bandar Lampung. The approach in this study uses a qualitative approach and this type of research uses descriptive phenomenological research. Data collection techniques by means of observation, interviews, and documentation. Data analysis techniques are carried out interactively through data collection processes, data displays, conclutions drawing \/ verifying and data reduction. The results of the research are about effectiveness among personnel (in this case the principal, waka, quality assurance team and teachers), so that organizational goals must be understood by teachers, distribute work to teachers clearly, determine teacher procedures according to lesson plans, and delegate the ability of each teacher to teach a particular field. Creating more efficient cooperation, developing the abilities and skills of each teacher, fostering a sense of belonging and liking to work, cultivating a harmonious atmosphere in teaching teaching that increases motivation and achievement, and making students develop dynamically.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 592-595\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 12 May 2021<\/p>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1882\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1882\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1882\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Elfina Fardana<\/strong><\/span>\r\nDepartment of Educational Management, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Irawan Suntoro<\/strong><\/span>\r\nUniversitas Lampung, Indonesia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Riswanti Rini<\/strong><\/span>\r\nDepartment of Educational Management ,Indonesia\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1883\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1883\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1883\" tabindex=\"0\" hidden=\"hidden\">[1]\tArikunto, et al. (2004). Basics of Educational Evaluation. Jakarta: Earth Literacy.\r\n[2]\tAzizah, E. N., Tanto, O. D., Naningtias, S. A., &#038; Rahmawati, R. U. (2021). Menyusun Kurikulum Paud (Perencanaan Pembelajaran Dari Rumah Selama Menghadapi Pandemi Covid-19). Ijce (Indonesian Journal Of Community Engagement), 2(1), 14-19.\r\n[3]\tBafadal, Ibrahim. (2003). Management of Quality Improvement of Primary Schools. Jakarta: Earth Literacy.\r\n[4]\tFarikhah, S. (2018). Menelisik Kurikulum Paud: Kajian Fenomenologis Terhadap Kecenderungan Belajar Calistung Anak Usia Dini Di Tk \u2018Aisyiyah Bustanul Athfal I Dan Ii Temanggung Ahun 2018.\r\n[5]\tHelmawati. (2015). Knowing and Understanding PAUD. Bandung: Youth Rosdakarya.\r\n[6]\t[6]\tIstiqomah, L. (2016). Dinamika Perubahan Kurikulum: Kebijakan Perubahan Kurikulum 2013 Paud. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 39-52.\r\n[7]\tJamaludin et al. (2015). Learning Islamic Perspective. Bandung: PT Remaja Rosdakarya.\r\n[8]\tMansoor. (2009). Early Childhood Education in Islam. Yogyakarta: Student Library.\r\n[9]\tMorrison, George S., 2012, Dasar-Dasar Pendidikan Anak Usia Dini, Jakarta: Indeks, terj. Suci Romadhona dan Apri Widiastuti\r\n[10]\tMoleong, Lexy J. 2014. Qualitative Research Methods. Youth Rosdakarya: Bandung.\r\n[11]\tMulyasa. 2012, PAUD Management. Bandung: PT Remaja Rosdakarya.\r\n[12]\tMulyono, M. A. 2008. Administrative Management and Educational Organization. Arr Ruzz Media, Yogyakarta.\r\n[13]\tSugiyono. 2010. Qualitative and Quantitative Research Methods. Alfabeta: Bandung.\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1884\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1884\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1884\" tabindex=\"0\" hidden=\"hidden\">Tadjuddin Maknun, Hamzah A. Machmoed, Gusnawaty, &#8220;Curriculum Management in Kindergarten&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.592-595 March 2021\u00a0 URL : https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/592-595.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1885\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1885\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1885\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/592-595.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1886\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1886\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1886\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/curriculum-management-in-kindergarten\/\" target=\"_blank\" rel=\"noopener noreferrer\">Curriculum Management in Kindergarten<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b43ee45 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b43ee45\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b43f2be elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b43f2be\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b43f421\" data-id=\"b43f421\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43f533 elementor-widget elementor-widget-text-editor\" data-id=\"b43f533\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b43f5da elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b43f5da\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b43f731\" data-id=\"b43f731\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43f83d elementor-widget elementor-widget-text-editor\" data-id=\"b43f83d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b43f8dc elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b43f8dc\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b43fa28\" data-id=\"b43fa28\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43fb5d elementor-widget elementor-widget-text-editor\" data-id=\"b43fb5d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b43fc0a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b43fc0a\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b43fd7a\" data-id=\"b43fd7a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b43fe86 elementor-widget elementor-widget-text-editor\" data-id=\"b43fe86\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Comparison of Academic Performance of Senior Secondary School Students in Physics in External Examinations from 2014-2018. (A Case Study of Makurdi Local Government Area, Benue State)<\/strong><\/span>\r\n\r\n<strong>Dr. Atsuwe, B.A and Precious U Mba -March 2021 Page No.: 596-602<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b43ff4f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b43ff4f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4400cd\" data-id=\"b4400cd\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b440212 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b440212\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1891\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1892\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1893\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1894\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1895\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1896\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1891\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1891\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This study aimed to compare senior secondary school student&#8217;s academic performance in Physics in external examinations from 2014-2018 using specific objectives and research questions for all the secondary schools selected from Makurdi local governments. ANOVA, which is the analysis of variance, was used in analyzing the scores of the students&#8217; tests. Similarly, three other hypotheses were tested at a 0.05 level of significance using the Chi-square. The first hypothesis analysis shows no significant difference in male students&#8217; academic performance in their Physics subject. The result also showed no significant differences in the male students&#8217; academic performance in Physics after they were separated from the female students. The third hypothesis also indicated no significant difference in the male students&#8217; performance in Physics in private and public secondary schools. However, there were fluctuations in students&#8217; academic performance in Physics in Makurdi over the years of study. As a result, it is recommended that the government empower the ministry of education&#8217;s supervisory unit to provide timely and thorough teaching instruction supervision to ensure that education practice in the state follows authorized regulations.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 596-602\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 12 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1892\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1892\" tabindex=\"0\" hidden=\"hidden\">\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Dr. Atsuwe, B.A <\/strong><\/span>\r\nFederal University of Agriculture, Makurdi, Benue State, Nigeria\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Precious U Mba <\/strong><\/span>\r\nFederal University of Agriculture, Makurdi, Benue State, Nigeria\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1893\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1893\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbdullahi (2015) Assessment of Resource Availability for Chemistry Instruction in Secondary Schools in Rivers State; Journal of Emerging Trends in Educational Research and Policy Studies, 3(3), 346-351\r\n[2]\tAlexander (2011) Resource Availability, Utilization and Productivity in Public and Private Secondary Schools in Lagos State; A Ph.D seminar paper, University of Lagos.\r\n[3]\tAlimi, O. 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(1990)  \u2018Economic status of parents, a determinant on academic performance of senior secondary school students in Ibadan, Nigeria\u2019 Journal of Educational and Social Research, 3(1), pp 115-122\r\n[31]\tSquire, J. R. (1991). Textbook Publishing in Encyclopedia of Educational Research, Vol. 4 (6th Edition), Macmillan, pp. 1419.\r\n[32]\tUkeje, U.T (1970)  A study of the Relative Effects of the Problems of Class Sizes and Location of Schools on Performance of Pupils. In Nigerian Journal of Curriculum Studies, Vol. VI, No. 2.\r\n[33]\tUmoh, E.E and Etuk, U. (2003) Key Issues of Text book provision in the Third World. Prospects, 13 (315-325). \r\n[34]\tUNESCO. (2008). Challenges of implementing free day secondary education in Kenya. Experiences from district. Nairobi: UNESCO.University of Ibadan.\r\n[35]\tWalberg, H.J. (2004). What makes Schooling Effective? A Synthesis and critique of three National Studies of Contemporary Education. A Journal of Reviews, 1(1), 22 \u2013 24.\r\n[36]\tWales, D.I. (1975)  Efficiency of Education in Education and National Building in the Third World, J. Lowe, N. Grant and T.O. Williams (Eds.) Ibadan, Onibonje Press and Book Industries (Nig.) Ltd.\r\n[37]\tWinston S. I , and Benjamin, J. A. (2012)  School mapping, resources supply and academic\r\n[38]\tWitting, N. and Williams, K. (2003) Teachers Perspective on Under-Achievement. Education Today Journal of the College of Perceptors, 44(4), U.K, Longman.\r\n[39]\tYvonne (2012) \u201cAn Analysis of High School Students&#8217; Performance on Five Integrated Science Process Skills\u201d\r\n[40]\tZunan, D. (2005)  Teaching\/Learning Resources and Academic Performance in Mathematics in Secondary Schools in Bondo District of Kenya. Asian Social Science (ASS), 6\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1894\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1894\" tabindex=\"0\" hidden=\"hidden\">Dr. Atsuwe, B.A and Precious U Mba, &#8220;Comparison of Academic Performance of Senior Secondary School Students in Physics in External Examinations from 2014-2018. (A Case Study of Makurdi Local Government Area, Benue State)&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.596-602 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/596-602.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1895\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1895\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/596-602.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1896\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1896\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/comparison-of-academic-performance-of-senior-secondary-school-students-in-physics-in-external-examinations-from-2014-2018-a-case-study-of-makurdi-local-government-area-benue-state\/\" target=\"_blank\" rel=\"noopener noreferrer\">Comparison of Academic Performance of Senior Secondary School Students in Physics in External Examinations from 2014-2018. (A Case Study of Makurdi Local Government Area, Benue State)<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b44680b elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b44680b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b446c71 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b446c71\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b446dc3\" data-id=\"b446dc3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b446edb elementor-widget elementor-widget-text-editor\" data-id=\"b446edb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b446f7c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b446f7c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4470d3\" data-id=\"b4470d3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4471e3 elementor-widget elementor-widget-text-editor\" data-id=\"b4471e3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b447289 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b447289\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4473d4\" data-id=\"b4473d4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4474e9 elementor-widget elementor-widget-text-editor\" data-id=\"b4474e9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b447586 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b447586\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4476d3\" data-id=\"b4476d3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4477d8 elementor-widget elementor-widget-text-editor\" data-id=\"b4477d8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b44787d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b44787d\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4479e8\" data-id=\"b4479e8\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b447b08 elementor-widget elementor-widget-text-editor\" data-id=\"b447b08\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Increasing Trend of Unemployed Workers and Their Rehabilitation in Tea Industry of Bangladesh<\/strong><\/span>\r\n\r\n<strong>Professor Md. Lutfar Rahman MBA (IBA, DU) &#8211; March 2021 Page No.: 603-608<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b447bac elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b447bac\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b447d4a\" data-id=\"b447d4a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b447eb5 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b447eb5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1891\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1892\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1893\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1894\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1895\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1896\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1891\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1891\" tabindex=\"0\" hidden=\"false\">\r\n<p style=\"text-align: justify;\" align=\"justify\">Bangladesh Tea industry is menaced by the growing number of non-workers in 163 tea gardens stretching over greater Sylhet and Chittagong tea districts. The indentured tea workers brought during British era from various famine-stricken areas of Indian subcontinent alluring better income and living condition now stands at 437619. As tea industry is labor oriented and needs very cheap workers for its sustainability, a ratio of 1:1 has to be maintained at the maximum to deploy workers in an acre. Hence there is no scope to increase number of tea garden workers from existing 122840.  Huge non-workers are the sources of various troubles in tea industry. There is only 7000 hectares are left for new plantation. The existing tea plantation comprises about 50% area old and are becoming unproductive. There is no adequate measure to replenish old areas with new planting materials. In absence of development work in the gardens such as infilling, block infilling and replacement replanting in a massive way in old areas huge number of tea gardens workers are rendered jobless. From a total 314779 jobless workers a good number would have been employed had there been development work in tea gardens. A section of unemployed workers might be employed in export processing zones which are created by the government near to the tea gardens.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 603-608\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 13 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1892\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1892\" tabindex=\"0\" hidden=\"hidden\">\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Professor Md. Lutfar Rahman MBA (IBA, DU) <\/strong><\/span>\r\nProfessor, College of Business Administration &#038;\r\nRegistrar, IUBAT- International University of Business Agriculture and Technology\r\n4 Embankment Drive Road, Sector 10, Uttara Model Town, Dhaka 1230, Bangladesh \r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1893\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1893\" tabindex=\"0\" hidden=\"hidden\">[1]\tAhmed, Mesbahuddin. 2010. \u201cTrade Union Movement in Bangladesh\u202f: Issues , Agenda and Legislation,\u201d 1\u201315. http:\/\/jatiyosramikjote.org\/tubook.pdf.\r\n[2]\tAhmed, Mushtaq, M A Hoque, M S K A Sarkar, M A I Chowdhury, and A Begum. 2006. \u201cSocio-Cultural Evaluation of Sanitation Hygiene in Sylhet City of Bangladesh.\u201d Asian Research Publishing Network 1 (3): 68\u201378.\r\n[3]\tAlam, Khan Tariqul, and Sayeed Ahmed College. n.d. \u201cOrganizational Knowledge Creation in Agricultural Reform\u202f: A Case Study in Iijima Town , Japan\u201d 11: 41\u201363.\r\n[4]\tBanerjee, Supurna, and Phd Sociology. 2014. \u201cNurturing Resistance: Agency and Activism of Women Tea Plantation Workers in a Gendered Space.\u201d\r\n[5]\tBayraktar-Sa\u01e7lam, Bahar, and Hakan Yetkiner. 2014. \u201cA Romerian Contribution to the Empirics of Economic Growth.\u201d Journal of Policy Modeling 36 (2): 257\u201372. https:\/\/doi.org\/10.1016\/j.jpolmod.2014.01.001.\r\n[6]\tBeale, N, and S Nethercott. 1987. \u201c[The Health of Industrial Employees Four Years after Compulsory Redundancy].\u201d The Journal of the Royal College of General Practitioners 37 (302): 390\u201394.\r\n[7]\tBhowmik, Sharit K, and Kanchan Sarker. 2002. \u201cWorker Cooperative as Alternative Production Systems: A Study in KolKata, India.\u201d Work and Occupations 29 (4): 460\u201382. https:\/\/doi.org\/10.1177\/073088802237559.\r\n[8]\tBiyanwila, Janaka. 2006. \u201cTrade Unions in the Sri Lankan Tea Plantations\u202f: Women Worker Struggles and Ethnic Identity Politics.\u201d TASA Conference 2006, no. December: 4\u20137. http:\/\/www.tasa.org.au\/conferences\/conferencepapers06\/papers\/Education, Work, Stratification and Class\/Biyanwila.pdf.\r\nBOOKS\r\n[1]\tGain, Philip.    (2016),  Slaves In Tea Times \u2013 Tea Communities of Bangladesh. \r\n[2]\tGain, Philip.\t(2016),\t    On the Margins \u2013 Images of Tea Workers and Ethnic Communities\r\n[3]\tChowdhury, Amin., Ahmed., Brigadier General \u2013 The Story of Tea (1-70)\t\r\nPERIODICALS\r\n[1]\tBangladesh Tea Association, Annual Report 2013-2014\r\n[2]\tBangladesh Tea Association, Annual Report 2003-2004\r\n[3]\tReport, Focus Group Discussion \u2013 Promoting Labor Rights for Tea Plantation Workers in   Bangladesh\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1894\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1894\" tabindex=\"0\" hidden=\"hidden\">Professor Md. Lutfar Rahman MBA (IBA, DU), &#8220;Increasing Trend of Unemployed Workers and Their Rehabilitation in Tea Industry of Bangladesh&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.603-608 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/603-608.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1895\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1895\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/603-608.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1896\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1896\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/increasing-trend-of-unemployed-workers-and-their-rehabilitation-in-tea-industry-of-bangladesh\/\" target=\"_blank\" rel=\"noopener noreferrer\">Increasing Trend of Unemployed Workers and Their Rehabilitation in Tea Industry of Bangladesh<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b4507a8 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b4507a8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4508b9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4508b9\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b450a4c\" data-id=\"b450a4c\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b450b79 elementor-widget elementor-widget-text-editor\" data-id=\"b450b79\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b450c1f elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b450c1f\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b450d78\" data-id=\"b450d78\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b450e84 elementor-widget elementor-widget-text-editor\" data-id=\"b450e84\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b450f29 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b450f29\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b451080\" data-id=\"b451080\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4511a0 elementor-widget elementor-widget-text-editor\" data-id=\"b4511a0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b451244 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b451244\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b45139f\" data-id=\"b45139f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4514b9 elementor-widget elementor-widget-text-editor\" data-id=\"b4514b9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b45155a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b45155a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4516a1\" data-id=\"b4516a1\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b4517a6 elementor-widget elementor-widget-text-editor\" data-id=\"b4517a6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b451859 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b451859\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b4519c4\" data-id=\"b4519c4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b451ad5 elementor-widget elementor-widget-text-editor\" data-id=\"b451ad5\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Increasing Cases of Online Non-consensual Posting of Adult male Nude Pictures and Videos in Zambia: Views from rural and urban dwellers<\/strong><\/span>\r\n\r\n<strong>Jordan Tembo, Patricia Mambwe- March 2021 Page No.: 609-615<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b451b72 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b451b72\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b451ce4\" data-id=\"b451ce4\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b451e11 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b451e11\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1891\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1892\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1893\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1894\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1895\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1896\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1891\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1891\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">The internet and other digital communication platforms have almost entirely erased affinity and use of the snail mail. As societies get immersed in the use of these technologies, reality sink in that the internet and other online programmes are in fact a cradle of jaw-dropping non-consensual posting of nude photos and videos calculated to damage victims\u2019 reputation before the wider society so that they are eternally killed socially. This negative social behaviour is rapidly gaining ground in Zambia. The problem is even of an emergency in nature. It demands extensive academic inquiry and cure because adult males who in the traditional Zambian culture are regarded as custodians and mentors of social norms and cultural values of the young generation are being exposed through non-consensual dissemination of their nude photos and videos online. Between July, 2020 and February 2021 a series of postings online of private photos and videos of adult males filled the social landscape. The objective of this study was to explore views from 30 rural and urban dwellers on this strange social behaviour. The study used a cross-sectional design with a qualitative approach. It was conducted between January and February, 2021. Using a single-interview- per participant, the study found that urbanites in Zambia were aware of what online intimacy was.  The study found that adult males engaged in online intimacy for play and pleasure, or because they were caught up in an unsatisfying, boring and unhappy marriage relationships. The study also found that extortion, black mail, and revenge were the reasons for the dissemination of intimate explicit material of others without their consent.<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 609-615\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 14 May 2021<\/p>\r\n<strong> DOI : <a href=\"https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5340\" target=\"_blank\" rel=\"noopener noreferrer\">10.47772\/IJRISS.2021.5340<\/a><\/strong>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1892\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1892\" tabindex=\"0\" hidden=\"hidden\">\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Jordan Tembo<\/strong><\/span>\r\nKalindawalo General Hospital, P.O.Box 560008, Petauke, Zambia\r\n\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Patricia Mambwe<\/strong><\/span>\r\nDepartment of Nursing, School of Health Sciences, Rusangu University, Monze, Zambia\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1893\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1893\" tabindex=\"0\" hidden=\"hidden\">[1]\tAborisade, R.A. (2021). Image- Based Sexual Abuse in a Culturally Conservative Nigerian Society: Female Victims\u2019 Narratives of Psychosocial Costs. Sexuality Research and Social Policy https:\/\/doi.org\/10.1007\/s13178-021-00536-3\r\n[2]\tAndreasson, S. (2014). \u2018Conservatism\u2019  in V. Geoghegan and R. Wilford (eds.). Political Ideologies: An Introduction 4th (ed.). London: Routledge in O\u2019Hara, K. (2011). Conservatism. London: Reacreation Books\r\n[3]\tBloom, S.(2014). No vengeance for \u2018revenge porn\u2019 victims: Unraveling why this latest female-centric intimate-partner offense is still is still legal, and why we  should criminalize it. Fordham Urban Law Journal , 42(1),233-289\r\n[4]\tBudde, R. (2014). Taking the sting out of revenge porn: using criminal statues to safeguard sexual autonomy in the digital age. Georgetown Journal of Gender and Law\r\n[5]\tChisala-Tempelhoff, S., Kirya, M.T. (2016).  Gender, law and revenge porn in Sub-Saharan Africa: a review of Malawi and Uganda Palgrave communications DOI: 10.1057\/palcomms.2016.69\r\n[6]\tCreswell, J.W.(1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA:Sage Publications\r\n[7]\tFranklin, Z. (2014). Justice for revenge porn victims: Legal theories to overcome claims of civil immunity by operators of revenge porn California Law Justice for Review 102 (5), 1303-1335\r\n[8]\tKuzel, A. (1992), Sampling in qualitative inquiry. In: Crabtree, B. and Miller, W., Eds., Doing Qualitative Research. Newbury Park, Sage\r\n[9]\tGoudsmit, M. (2017). Revenge pornography : Aconceptual analysis undressing a crime of disclosure in Tsoulis-Reay, A.(2014). \u2018A brief History of Revenge porn\u2019 New York Magazine, 21 July, 2013. Retrieved from  http:\/\/nymag.com\/news\/features\/sex\/revende-porn-2013-7\/,on the 20th of February, 2021 at 20hrs\r\n[10]\tLomanowska, A.M. Guitton, M.J. (2016). Online intimacy and well-being in the digital age, internet interventions, vol 4(2), 2016 pg 138-144 ISSN 2214-78-29HTTPS:\/\/DOI.org\/10.1016\/j.invent.2016.06.005 (https:\/\/www.sciencedirect.com\/science\/article\/pii\/s2214829\/6300021 citing K.J. Prager The psychology of intimacy The Guilford Press, New York, NY (1995)\r\n[11]\tLovendowski, A. (2014).  \u2018Our best Weapon Against Revenge Porn: Copyright Law? \u2018The Atlantic 4 February, 2014\r\n[12]\t[12]. Mambwe, E. (2015). The state of internet technology in Zambia. In Media Industry in Zambia: A hand book. Lusaka. DMCS\/Mission Press p.p. 203-220\r\n[13]\tMerriam-Webster online Dictionary, (2016)\r\n[14]\tRepublic of Zambia, Ministry of National Development &#038; Planning (2006). \u2018Vision 2030\u2019 Government of the Republic of Zambia, Lusaka https:\/\/www.mndp.gov.zm\/?wpfb.dl=89\r\n[15]\tSepec, M. (2019). Revenge  Pornography or Non- Consensual Dissemination of Sexually Explicit Material as a Sexual Offence or as a Privacy Violation Offence. International Journal of Cyber Criminology July- December, vol13(2):418-438. DOI:10.5281\/zenodo.3707562\r\n[16]\tStarr, T.S.,  Lavis, T. (2018). Perceptions of Revenge Pornography and Victim Blame in Branch, K., Hillinski-Rosick, C. M., Johnson, E., &#038; Solano, G.(2017). Revenge Porn victimization of college students in the United States: An Exploratory analysis. International Journal of Cyber Criminology, 11(1), 128-142. Doi:10.5281\/zenodo.495777\r\n[17]\tStarr, T.S.,  Lavis, T. (2018). Perceptions of Revenge Pornography and Victim Blame in Henry, N., Powell, A., Flynn, A. (2017). Not just \u2018revenge pornography\u2019:  Australians\u2019 experiences of    image-based abuse. Retrieved from https:\/\/www.rmit.edu.au\/content\/dam\/rmit\/documents\/college-of-design-and-social-context\/schools\/global-urban-and-social-studies\/revenge_porn_report_2017.pdf\r\n[18]\tThe International Bank for Reconstruction and Development THE WORLD BANK(2020). Accelerating Digital Transformation in Zambia\r\n[19]\tUnderwood, H., Findlay, B. (2004).Internet Relationships and their Impact Relationships. https:\/\/www.researchgate.net\/publication\/228714765 DOI: 10.1375\/bech.21.2.127.55422 in Cooper, A. (1998). Sexuality and the Internet: surfing into the new millennium. Cyber Psychology &#038; Behaviour, 1, 181-187\r\n[20]\tWarren, S.D., Brandeis, L.D. (1890) The right to privacy. Harvard Law Review, 4, (5) 193-220 doi:10.2307\/1321160  December 15, 1890 googlescholar\r\n[21]\tZICTA (Zambia  Information and Communications Technology Authority). 2018  \u20182018 National Survey on Access and Usage of Information and Communication Technologies by Households and Individuals: A Demand side Assessment of Access of ICTs in Zambia\u2019  ZICTA, Lusaka , https:\/\/www.zicta.zmDownloads\/publications\/2018%20ICT%20sURVEY%20pRELIMINARY % 20 Report.pdf\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1894\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1894\" tabindex=\"0\" hidden=\"hidden\">Jordan Tembo, Patricia Mambwe, &#8220;Increasing Cases of Online Non-consensual Posting of Adult male Nude Pictures and Videos in Zambia: Views from rural and urban dwellers&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.609-615 March 2021\u00a0 DOI: https:\/\/dx.doi.org\/10.47772\/IJRISS.2021.5340<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1895\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1895\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/609-615.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1896\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1896\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/increasing-cases-of-online-non-consensual-posting-of-adult-male-nude-pictures-and-videos-in-zambia-views-from-rural-and-urban-dwellers\/\" target=\"_blank\" rel=\"noopener noreferrer\">Increasing Cases of Online Non-consensual Posting of Adult male Nude Pictures and Videos in Zambia: Views from rural and urban dwellers<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b452c28 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b452c28\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span 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data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b453102 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b453102\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b453252\" data-id=\"b453252\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b45335c elementor-widget elementor-widget-text-editor\" data-id=\"b45335c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b453402 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b453402\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b453545\" data-id=\"b453545\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b453652 elementor-widget elementor-widget-text-editor\" data-id=\"b453652\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4536ef elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4536ef\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b453839\" data-id=\"b453839\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b453940 elementor-widget elementor-widget-text-editor\" data-id=\"b453940\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4539e5 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4539e5\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b453b44\" data-id=\"b453b44\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b453c5b elementor-widget elementor-widget-text-editor\" data-id=\"b453c5b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Quality Assurance in Tertiary Education Institutions: An Overview of the Curriculum of University of Management and Technology {UNIMTECH] In Sierra Leone<\/strong><\/span>\r\n\r\n<strong>Alhaji Bakar Kamara- March 2021 Page No.: 616-621<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b453cf8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b453cf8\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b453e59\" data-id=\"b453e59\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b453f80 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b453f80\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1891\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1892\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1893\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1894\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1895\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1896\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1891\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1891\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This paper gives a brief historical background of tertiary education in Sierra Leone and an overview of schools and colleges&#8217; curriculum. This research aims to improve quality work in the tertiary education Institution. The objectives were to examine the admission and service of the registry Department, identify the mode of assessment and evaluation of students, and determine the process and conditions of payment of school fees. Besides, the researcher used a descriptive study using the mixed method. The study targeted Sierra Leone&#8217;s Universities, most importantly, the University of Management and Technology as a case study. The researcher used a sample of 100 respondents from the seven campuses of the University of Management and Technology countrywide.  The researcher also used interview, observation, questionnaire, and discussion to collect the data. The parameters of the research revealed the operations of the registry, examination and finance offices. The finding discussed covered the processes of admissions, collection of the certificate, the rules of examination and the payment procedures. The researcher analyzed and discussed the findings qualitatively<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 616-621\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 14 May 2021<\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1892\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1892\" tabindex=\"0\" hidden=\"hidden\"><span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong>Alhaji Bakar Kamara<\/strong><\/span>\r\nUniversity Of Management and Technology, Freetown, Sierra Leone\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1893\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1893\" tabindex=\"0\" hidden=\"hidden\">[1]\tNew Education Policy for Sierra Leone 1995 Department Of Education, New England Free Town  Sierra leone\r\n[2]\tThe World Bank, 2007.   Education in Sierra Leone present challenges, future opportunities.; \r\n[3]\tDr. Minkailu Bah, 2017. Education Sector Plan, 2018-2020. Ministry of Education, Science and Technology.Government of Sierra Leone.\r\n[4]\tLindsey Oh &#038; Ray Rozycki, 2017. What Exactly Is Curriculum? Education element. https:\/\/www.edelements.com\/blog\/what-exactly-is-curriculum.  Retrieved in November 2019.];\r\n[5]\tWikipedia, the free encyclopedia, 2019. Curriculum. https:\/\/en.wikipedia.org\/wiki\/Curriculum. Retrieved in November 2019.\r\n[6]\tAMANDA STOTT, 2018   Curriculum Development and the 3 Models Explained. TOP HAT.ps:\/\/tophat.com\/blog\/curriculum-development-models-design\/?aliId=eyJpIjoiM0FLdVZuQnhhd2R1OG1SZCIsInQiOiJtN3JGdkJk. Retrieved on November 2019.][ [7] &#8220;tertiary education.&#8221; Definitions.net. STANDS4 LLC, 2019. Web. November 19 2019. <https:\/\/www.definitions.net\/definition\/tertiary+education>.][ \r\n[7]\tThe World Bank, 2017. World Bank and Education. Driving Development with Tertiary Education Reforms.  https:\/\/www.worldbank.org\/en\/topic\/tertiaryeducation. Retrieved in November 2019\r\n[8]\tSierra Leone Telegraph, October 3, 2019. Sierra Leone&#8217;s broken education system-ten ways to fix it.Sierra Leone News.\r\n[9]\tNight Watch SL, (By Admn), October 16, 2019. A Perspective on Sierra Leone&#8217;s Declining Education. www.nightwatchsl.com\/aperspective-on-sierra-leone-dectining-education\/news.\r\n[10]\tAlhaji Bakar Kamara, 2019. Financing Education: An Overview of Education in Sierra Leone. Education Journal. Vol. 8, No. 5, 2019, pp. 202-210. DOI: 10.11648\/j.edu.20190805.15Received; Published: August 26, 2019.\r\n[11]\tAlhaji Bakar Kamara, 2020. THE GOVERNMENT COMMITMENT TO QUALITY EDUCATION-AN OVERVIEW OF FREE QUALITY SCHOOL EDUCATION IN SIERRA LEONE. European Journal of Education Studies ISSN: 2501 -1111ISSN-L: 2501 -1111,  www.oapub.org\/edu\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1894\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1894\" tabindex=\"0\" hidden=\"hidden\">Alhaji Bakar Kamara &#8220;Quality Assurance in Tertiary Education Institutions: An Overview of the Curriculum of University of Management and Technology {UNIMTECH] In Sierra Leone&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.616-621 March 2021\u00a0 URL:\u00a0https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/616-621.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1895\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1895\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/616-621.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1896\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1896\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/quality-assurance-in-tertiary-education-institutions-an-overview-of-the-curriculum-of-university-of-management-and-technology-unimtech-in-sierra-leone\/\" target=\"_blank\" rel=\"noopener noreferrer\">Quality Assurance in Tertiary Education Institutions: An Overview of the Curriculum of University of Management and Technology {UNIMTECH] In Sierra Leone<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b454daf elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b454daf\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; preserveAspectRatio=&#039;none&#039; overflow=&#039;visible&#039; height=&#039;100%&#039; viewBox=&#039;0 0 24 24&#039; fill=&#039;black&#039; stroke=&#039;none&#039;%3E%3C\/svg%3E&quot;);\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b454e90 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b454e90\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b455016\" data-id=\"b455016\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b45513a elementor-widget elementor-widget-text-editor\" data-id=\"b45513a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\r\n\r\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b4551d9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b4551d9\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b45535a\" data-id=\"b45535a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b455639 elementor-widget elementor-widget-text-editor\" data-id=\"b455639\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<span style=\"font-size: 18pt;\"><strong>Corporate Sustainability Disclosure and the Nigerian Industrial \/Consumer Goods Sector\u2019s Performance: A Panel Data Approach<\/strong><\/span>\r\n\r\n<strong>Ighosewe, Enaibre Felix &#8211; March 2021 Page No.: 622-627<\/strong>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b45c51d elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b45c51d\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-b45c94f\" data-id=\"b45c94f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-b45ccc2 elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"b45ccc2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1891\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1892\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1893\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1894\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1895\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1896\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1891\" aria-expanded=\"false\">Abstract<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1891\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1891\" tabindex=\"0\" hidden=\"false\">\r\n<p align=\"justify\">This paper examined whether sustainability disclosure affects the Nigerian industrial\/consumer goods sector using a panel data methodology. The study covered a sample of 10 firms quoted in the Nigerian industrial\/consumer goods sector from 2010 to 2019 culminating into 100 cross-sectional units. The regressor is sustainability disclosure measured by Corporate Social Responsibility Disclosure (COSRD), Employee Disclosure (EMPD), Firm Size (FSIZE), Environment Disclosure (ENVID), and Research and Development Disclosure (REDED) whereas the regressed is firm performance measured by Tobin Q. Both the regressors and regressed were extracted from the financial statement through content analysis in line with Global reporting initiatives (GRI, 2013). The data gathered for the study was analysed using GRETL software. The study evidenced that employee disclosure, firm size, and environmental disclosure reduces Tobin Q significantly. However, research and development disclosure increases the Tobin Q significantly. More so, corporate social responsibility reducesTobin Q insignificantly. Hence, the study submits that government should institute requisite policies on the implantation of sustainability reporting compliance and firms defaulting are sanctioned accordingly. Again, there is a need for all stakeholders \u2013 shareholders, managers, policymakers, communities, environmentalists etc. should cooperate in order to promote the ideals of sustainability reporting.. \r\n<\/p>\r\n<p align=\"justify\"><i class=\"fa fa-clone\"><\/i> Page(s): 622-627\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<i class=\"fa fa-calendar \"><\/i> Date of Publication: 14 May 2021<\/p>\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1892\" aria-expanded=\"false\">Authors<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1892\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1892\" tabindex=\"0\" hidden=\"hidden\">\r\n<span class=\"html-tag\"><i class=\"fa fa-user\"><\/i>\u00a0<strong> Ighosewe, Enaibre Felix <\/strong><\/span>\r\nDelta State University, Department of Accounting, Banking &#038; Finance Asaba. Asaba Delta State, Nigeria\r\n\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1893\" aria-expanded=\"false\">References<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1893\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1893\" tabindex=\"0\" hidden=\"hidden\">[1]\tAbdulsalam, N.K., Musa,Y. A.,Garba, I. T. &#038; Mahmood, A. (2019). Firm performance and sustainability reporting of oil marketing companies in Nigeria. International Journal of Research and Scientific Innovation, VI (v), 9-16.\r\n[2]\tAbubakar, B. A. Garba, T., Sokoto, A. &#038; Maishnu, A.A. (2014). Coporate board gender diversity and performance : Evidencefrom Nigerian stock exchange. The Economic Journal Of Nepal,34(4),239-260.\r\n[3]\tAdam, R. (1970). 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(2012) social rating and Financial performance: An instrumental approach available at SSRN 2,88859.\r\n[54]\tWagner, M. (2010). The role of corporate sustainability performance for economic performance: A firm- level analysis of moderation effect. Ecological Economics, 69, 1553-156.\r\n[55]\tWarren, J.&#038; Thomson, M (2012) the case for corporate responsibility: Valuing and communicating the intangibles. White papers. \r\n[56]\tYu, M. &#038; Zhao, R. (2015).Sustainability anf firm valuation: An international investigation. International Journal of Accounting\r\n\r\n\r\n\r\n\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"4\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1894\" aria-expanded=\"false\">Cite<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1894\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"4\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1894\" tabindex=\"0\" hidden=\"hidden\">Ighosewe, Enaibre Felix, &#8220;Corporate Sustainability Disclosure and the Nigerian Industrial \/Consumer Goods Sector\u2019s Performance: A Panel Data Approach&#8221; International Journal of Research and Innovation in Social Science (IJRISS) volume-5-issue-3, pp.622-627 March 2021\u00a0URL: https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/622-627.pdf<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"5\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1895\" aria-expanded=\"false\">Full Text PDF<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1895\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"5\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1895\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong>Download PDF<\/strong><\/p>\r\n<p style=\"text-align: center;\"><a href=\"https:\/\/www.rsisinternational.org\/journals\/ijriss\/Digital-Library\/volume-5-issue-3\/622-627.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><img decoding=\"async\" class=\"alignnone wp-image-1787\" src=\"https:\/\/www.rsisinternational.org\/journals\/ijrsi\/wp-content\/uploads\/2018\/01\/pdf.png\" alt=\"pdf\" width=\"89\" height=\"89\" \/><\/a><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"6\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1896\" aria-expanded=\"false\">Enhanced Article (HTML)<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1896\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"6\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1896\" tabindex=\"0\" hidden=\"hidden\">\r\n<p style=\"text-align: center;\"><strong><a href=\"https:\/\/www.rsisinternational.org\/virtual-library\/papers\/corporate-sustainability-disclosure-and-the-nigerian-industrial-consumer-goods-sectors-performance-a-panel-data-approach\/\" target=\"_blank\" rel=\"noopener noreferrer\">Corporate Sustainability Disclosure and the Nigerian Industrial \/Consumer Goods Sector\u2019s Performance: A Panel Data Approach<\/a><\/strong><\/p>\r\n<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b45df55 elementor-widget-divider--separator-type-pattern elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"b45df55\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\" style=\"--divider-pattern-url: url(&quot;data:image\/svg+xml,%3Csvg xmlns=&#039;http:\/\/www.w3.org\/2000\/svg&#039; 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