Browsing by Author "Harriet, Kebirungi"

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Didactic infrastructure management and curriculum implementation in public universities in Northern Uganda
(East African Journal of Education Studies, 2024-06-13) Emmanuel, Acidri Bileti; Stephen, Ndawula; Harriet, Kebirungi; Joseph, Rwothumio
This study investigated the levels of curriculum implementation and didactic infrastructure management in public universities in Northern Uganda. It evaluated the influence of didactic infrastructure management on curriculum implementation in public universities in Northern Uganda. It was hypothesised that didactic infrastructure management has no significant relationship with curriculum implementation in public universities in Northern Uganda. The study was guided by a pragmatic worldview and embraced a concurrent mixed- methods research design. The study used a questionnaire to collect quantitative data from 123 respondents. Qualitative data was collected from 26 participants through interviews. Furthermore, eight focus group discussions were conducted. The quantitative data collected was analysed using descriptive statistics, correlation coefficient analysis and multiple linear regression techniques, while thematic analysis techniques were used to analyse qualitative data. The study revealed that, generally, the levels of curriculum implementation were low and didactic infrastructure management was moderate. The study results showed that didactic infrastructure management had a significant influence on curriculum implementation in public universities in Northern Uganda. The null hypothesis that didactic infrastructure management has no significant relationship with curriculum implementation in public universities in Northern Uganda was rejected. The study concluded that didactic infrastructure management is significant for curriculum implementation. Therefore, it was recommended that public universities in Northern Uganda improve the management of their didactic infrastructure, such as libraries, sports facilities, and halls, to further enhance curriculum implementation, especially in areas of preparation for teaching, content delivery, and assessment of learning.
Sensory and functional properties of iron and folic acid fortified nabe-3 bean and silver fish composite instant flour
(First Look Scientific African, 2023-09) Geoffrey, Ssepuuya; Sharon, Hooper; Khadijah, Nakyinsige; Eria, Gyagenda Maseruka; Dianah, Musabi; Peter, Rukundo; Harriet, Kebirungi; Lorraine, Weatherspoon; Jose, Jackson-Malete
Despite the need for Iron and Folic acid (IFA) during critical stages of child development and gestation, there is observed persistence in deficiencies despite medical and intervention efforts. This situation motivated a food-based approach using IFA fortified NARO Bean-3 (NABE-3 bean) and silver fish. IFA fortified composites flours with NABE-3: silver fish proportions as 100:0, 90:10, 80:20, and 70:30 were developed. Functional, pasting and sensory properties were assessed using standard methods. Increasing silverfish proportions in the composite flours was associated with: decreased water absorption properties of the composite flours indicating reduced reconstitution abilities; reduced final viscosity but increased bulk density implying a high density of nutrients at lower viscosity and volume; increased peak time indicating increased cooking energy requirements; and reduced sensory acceptability [from liked moderately (7) to indifferent (5) on a 9-point hedonic scale] due to darkening of the colour, and increased intensity of fishy aroma and flavour. The 90:10 and 80:20 composites were more acceptable than the 70:30. The compressibility and hausner ratios of the flours were high and not significantly different, indicating low flowability of the bean flour and its composites with silver fish. Technological improvements should therefore maximize nutritional value while ensuring sensory acceptability and functionality.
Sexual Violence and Development Implications in Uganda Universities: The Case of Kyambogo University
(Tanzania Journal of Development Studies, 2023-01) Grace, Lubaale; Harriet, Kebirungi; Godfrey, Ejuu
Sexual violence (SV) remains a menace in society, a stonewall hindering the coexistence and holistic growth of all genders. It is a challenge in higher education despite the fact that relevant legal and policy frameworks intended to curtail its prevalence exist. The unwinding subsistence of SV forms the basis of this study, which specifically aims to establish its nature, causes, development implications, and the way forward for the Kyambogo University (KyU). This study was qualitative in nature, and adopted a case research design in which SV phenomenon as a lived experience was studied, described and interpreted from the victim’s point of view. Qualitative data derived from an interview guide was processed with the help of content analysis tools, while observing standard ethical considerations. Results indicate that sexual violence takes the form of sexual harassment, sexual exploitation, intimate partner sexual assault, unwanted sexual contacts, rape, showing ones genitals, masturbation and peeping at people in private sexual acts. The causes are male chauvinism, poverty, difficulty to secure evidence, corruption and stigmatization; all of which have resulted into far-reaching negative effects on the health, education achievement, research and innovations, returns on higher education and self-esteem of the victims, and the institution as a whole. Conclusively, therefore, SV is a reality in KyU, perpetuated largely by the male gender. Since it is socially constructed, it can be deconstructed. Thus, the study recommends awareness creation, enacting more stringent gender and anti-SV policies, gender responsive budgeting, plus monitoring and evaluation of every step in the SV direction so as to end this vice.