Journal Article

Permanent URI for this collectionhttp://hdl.handle.net/20.500.12280/2475

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The impact of COVID-19 on education as a business investment
(International Journal of Research and Analytical Reviews, 2023-07) Semambo, Henry
When Uganda registered the first Covid 19 patient in the mid- March 2020, President Yoweri Kaguta Museveni passed directives stopping all educational institutes from operating to control the rapid spread of corona virus in the country. However, the government and private educational institutes continued teaching students from their homes through using radios, televisions, newspapers and new media platforms (zoom, Google class etc) despite having some students living in places without clear signals for the aforementioned information and communication technologies. This prompted different education investors like Private Teachers` Print Companies to invest heavily in Uganda`s education sector. Therefore, this study examines the type of new investors in education sector during Covid 19 pandemic and how they sustain their business during Covid 19 lock down period. It also explores the challenges faced by education as a business during Covid 19 lock down period. This was a case study research design conducted in the first lock down period from 19th March, 2020 and15th October, 2020. Interviews were used to collect primary data from 19 education investors in Bwaise II, Kawempe Division. Descriptive analyses were used to interpret data collected. The study findings show that Covid 19 lock down period has negatively affected private education investors; private teachers` contracts were suspended and this forced them to start private teachers` printing companies to earn a living. The study recommends that, the government should support private schools through giving soft loans to both private school owners and private printing companies to enable them sustain themselves through the pandemic induced financial short comings.
Prune-Belly Syndrome: A Case Report from Rwanda
(The College of Surgeons of East, Central and Southern Africa (COSECSA), 2012-07) Ngendahayo, E; Kyamanywa, Patrick; Mutesa, L.; Gashegu, J
Background: Prune-Belly syndrome, Eagle-Barret syndrome and triad syndrome, all refer to congenital anomalies involving abdominal musculature, urinary tract and testicles. The syndrome consists of a triad of abdominal muscle aplasia, massive ureteral and bladder dilatation and cryptorchidism. Kidneys are often affected by secondary hydronephrosis or by polycystic dysplasia. The full manifestation of the syndrome occurs almost exclusively in boys. Available reports on the epidemiology and outcome show a high perinatal mortality due to related prematurity and associated pulmonary complications. The management of a prune-belly patient has been controversial. However nowadays, the tendency is to assist primarily prune – belly neonates in respiratory failure, and to limit radical urologic interventions. Case Report: We report hereby a full term prune-belly neonate who succumbed from this condition before being adequately investigated. Our purpose is to call clinicians’ attention to early recognition, investigation and management of the syndrome. Even though infants with a full-blown syndrome have a poor prognosis for long term survival, all patients need careful evaluation and individualized management according to the spectrum of the syndrome. In this paper, the morphogenesis and the developmental biology of the abdominal wall will be also recalled, and literature reviewed.
Television as a Stimulus for Emotion Response among Young People: Case of Assam University Students
(International Journal for Social Studies, 2018-05) Semambo, Henry
In 1976, George Gerbner and Gross developed cultivation theory which is vital in television studies. The theory states that the heavy viewer of television violent content is eventually affected by Mean World Syndrome; considering the entire world also to be violent. This theory focuses much on long term effects of television viewing. However, it is crucial to understand that television has a great impact on people`s emotions which are altered immediately during television viewing. Therefore, the study was conducted to find out; the kinds of emotions television alters among young people, ways television as a medium of communication acts as a relief agent to people and also examine the different situations television viewing influences emotions, behavior and actions. A sample of 100 students was selected randomly from the school of creative arts and communication studies of Assam University. This was a survey research design and research tools used for collecting data include; questionnaires, library research and internet, Audio recording, interviews and participant observation. Using descriptive analysis, the research results indicate that many students` psychological emotions get altered by television viewing. Students self declared that while watching television, they find themselves crying, laughing, jeering, kicking, frightened etc basing on the particular programme being viewed that time. Besides, some students changed their eating habits. Others hated their natural skin appearance and bought new cosmetics to improve their beauty so as they look like the beautiful ladies viewed in the television advert. Therefore, the research recommends that teachers should conduct emotion management classes among students’ at all academic levels. This will create self emotion awareness among young people thus become resistant to media messages and control unwanted emotions which tend to be harmful in the long run. Besides, students should regulate the television viewing time through getting other sources of entertainment for mind relaxation rather than depending entirely on television viewing. The parents should also promote media literacy among their children right from childhood. This helps children to grow up knowing that most television programmes are purely fiction and do not exist in real world.
Media as a Political Tool for Dominance: a Case of Uganda
(2018) Semambo, Henry
Libertarian theory states that nothing in the world should be restricted. It further says that, there should be free circulation of information in the world and a country should be a free market of ideas/information. However, according to Uganda media research report 2015, media leaders in Uganda constantly acknowledge that there are problems regarding the quality of journalism as often seen in the lack of depth and accuracy, lack of balance and fairness, moralization rather than analysis, provision of excitement and incitement rather than information, and unwanted attacks on the lives of private citizens. Different media houses have been censored, journalists and political leaders arrested and jailed due to the information they disseminate through media channels mainly electronic media. Using observation analysis, the Uganda government has constantly accused the media users of violating the media rules. Similarly, the media users also have constantly blamed the government for denying them freedom of press some times. Therefore, this paper intends to examine the ways media can lead to self violation of one`s human rights and freedom, identifies kinds of media messages fit for broadcasting or telecasting and assess the extent media should monitor government organs and activities or policies . It also recommends that the government of Uganda should promote media literacy among citizens. This will help all citizens to clearly detect false media messages on their own. Besides, journalists are recommended to gather correct facts before disseminating information and should be objective in their reporting. Uganda media houses should employ well trained journalists and organize for them journalism seminars. This will help them update their information reporting skills and principles.
Mass media as a deceptive planning tool for promoting national development
(International Journal of Research, 2018-01-01) Semambo, Henry
Mass communication ordinarily does not serve as a necessary and sufficient cause of audience effects but, rather, functions among and through a nexus of mediating factors and influences. However, following the dominant paradigm of development which says development can mostly be achieved through using mass media to disseminate information regarding technology to the masses; all nations` governments have embarked on using mass media to disseminate information regarding new development projects/programmes with the sole aim of promoting human development. This is not achieved in most cases. Therefore, this paper intends to examine reasons why mass media are tools of deception for promoting human development, identifies the role of mass media in promoting national development. It also recommends the planning authority in each nation to integrate mass media with Theatre for development. This will help the planning authority to use mass media to disseminate information that comprises of people`s opinions and their set priorities for human development thus achieving national development. This is because development is best achieved through participatory planning approach.
From the classroom to the hospital ward: Dr Lydia Namatende-Sakwa on gender mainstreaming in Uganda
(THEFT, 2019-08) Namatende-Sakwa, Lydia
My interest in gender equity was largely shaped by my experience as a young English teacher in a co-educational secondary school in Uganda. I completed both my primary and secondary education in single-sex schools which made me somewhat oblivious to the complex gender relations that exist in co-educational contexts. That is not to understate the complexity that can be found in single-sex schools! But, I felt a sense of discomfort with the distinct gendered performance and participation of children in my classroom; I noticed that boys participated more actively in discussions and generally outperformed girls on tests.
Problems of Usage Labelling in English Lexicography
(2011) Namatende-Sakwa, Lydia
Landau (1991: 217) stipulates that 'usage refers to any or all uses of language'. It is the study of good, correct, or standard uses of language as distinguished from bad, incorrect, and nonstandard uses of language. Usage may also include the study of any limitations on the method of use, whether geographic, social or temporal. Basically it alerts users that certain terms should not be uncritically employed in communication. This article discusses the treatment of usage in English lexicography. It analyses the labelling practices in six monolingual English dictionaries namely: the Oxford Advanced Learner's Dictionary (OALD), the Macmillan English Dictionary (MED), the Longman Dictionary of Contemporary English (LDOCE), the Cambridge International Dictionary of English (CIDE), the World Book Dictionary (WBD) and the New Shorter Oxford English Dictionary (NSOED). Discrepancies in the contextual usage labelling in the dictionaries were established and are discussed.
The representation of gender in English textbooks in Uganda
(Taylor and Francis, 2012-06-29) Namatende-Sakwa, Lydia; Barton, Amanda
The central role played by textbooks in children’s education in developing countries has been highlighted previously in this journal. This paper reports on how an English-language textbook used commonly in Ugandan secondary schools reinforces gender stereotypes which are prevalent in society. The paper is based on a mixed-methods investigation of gender representation in English in Use, Book 2 by Grant and Wang’ombe, a textbook recommended by the Ministry of Education for teaching English to students aged 14–15 in Ugandan schools. Documentary analysis elicited the data which were analysed quantitatively using Porecca’s framework for the analysis of English as a Second Language textbooks and then qualitatively using critical discourse analysis. This revealed that positive female role models are under-represented and that the language of the text is not inclusive of females. Lesson observations of two teachers using the textbook, along with follow-up interviews, revealed that they mostly ignored gender issues by dealing with them uncritically, purely as a means of enhancing linguistic skills. We argue that the content of such textbooks, and the way in which they are mediated in the classroom, undermine the Ugandan government’s commitment to equity and inclusion.
Government policy on science education in Uganda: A glass-ceiling for women’s access to higher education
(2013) Namatende-Sakwa, Lydia; Longman, Chia
The paper assesses the Ugandan policy on science education and its implications for girls‟ access to higher education. The rationale behind this policy was to build capacity in the field of science in Uganda. Consequently, science subjects were made compulsory in schools, and 75% of the Government scholarships to public universities made science based. We demonstrate that this has created a “glass ceiling”: it has put girls at a disadvantage by reinstating the former status quo, where access to higher education favoured boys. This is because Ugandan society (at home and in school) discourages girls‟ pursuit of the sciences. In addition, the policy was prematurely implemented with no adequate preparation for girls to take science based courses. Using content analysis, this study found that the policy was not guided by inclusion and/or equity principles to which Uganda committed as a signatory more than two decades ago, to the World Conference of Education for All (EFA) held in Jomtein, Thailand. These principles advocate removing obstacles to learning, and embracing diversity in education so that every learner is included.
‘Madam, are you one of them?’ ‘Reflexivities of discomfort’ in researching an ‘illicit’ subject
(Taylor and Francis, 2018) Namatende-Sakwa, Lydia
Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also suggesting the limits of reflexivity. The paper begins with an autobiographical narrative about school in relation to (homo)sexuality. This is followed by an exposition of Uganda’s Anti-homosexuality Bill; my use of reflexivity and affect to inform my affective struggles; my background as it relates to sexuality, providing insights into my researcher positionality. I then engage with moments imbued with high affective/emotive intensity in my preparation to undertake the study.
The construction of gender in Ugandan English textbooks: a focus on gendered discourses
(Taylor and Francis, 2018) Namatende-Sakwa, Lydia
Informed by a feminist post-structural framework, this study departs from the overriding emphasis on explicit constructions of women in textbooks. It focuses on culturally implicit knowledge and/or gendered discourses that have informed the construction of gender in Ugandan secondary school textbooks. Findings illuminate the construction of women using discourses networked to produce them as emotional, invested in physical appearances, vulnerable, and in need of men. Intertwined within these are mutually supporting discourses that construct them as irrational, passive, nurturing, trivial, empty-headed, and jealous. Women were constructed oppositionally to men, produced as rational, physically fit breadwinners. This configuration of discourses draw on an underlying ‘common-sense’ gender-differences discourse, which secures female/male border maintenance, sustaining unequal power relations. In exceeding the dominant focus on visibility therefore, this study illuminates how women are constructed, illuminating the workings of power through discourse to re-inscribe hierarchical gender-power relations, tackling deeper gender inequalities and hierarchies.
Networked texts: discourse, power and gender neutrality in Ugandan physics textbooks
(Taylor and Francis, 2018-11-15) Namatende-Sakwa, Lydia
Research within science textbooks has dominantly focused on examining explicit representations of women and men using quantitative methodology. The assumption that gendered arrangements are necessarily explicit and therefore visible and countable, overlooks how power works explicitly and implicitly through discourse to produce specific gendered subjectivities. In taking up feminist post-structuralisms, this study contributes to textbook studies within sciences by illuminating both explicit and implicit representations of gender. Using discourse analysis, ‘gender-neutral’ and/or disembodied subjects and objects were ‘unmasked,’ revealing a generic male and/or masculine subject. Gender-neutrality, which is pervasive within the physics textbooks, was thus exposed as a mask for generic maleness/masculinity. I argue that this objectivist science, which remains compatible with a narrow range of student gendered identities, forecloses possibilities for a wide range of scientist subjectivities, to produce a more inclusive physics curriculum, with a greater possibility of developing physics using diverse subjectivities.
‘Gendering’ the text through implicit citations of gendered discourses: the construction of gender and teacher talk around children’s fiction
(Equinox Publishing Ltd, 2019-04-08) Namatende-Sakwa, Lydia
This study departs from the overriding focus on textbooks, which disregards how readers take them up. Informed by feminist post-structural theory, I analyse the construction of gender in children's fiction texts used in a New York City elementary school. First, I demonstrate that while the children's fiction texts were explicitly female dominated and/or progressive in their construction of gender, a feminist post-structural discourse reading illuminated that they in fact, implicitly cited discourses, which maintained gendered binary constructions and male dominance. Second, in going beyond the text, the study demonstrates that far from ignoring gender to focus on the 'official' curriculum as explicitly affirmed by the teachers, they had in fact implicitly and inadvertently cited, invoked and deployed discourses and discursive practices that inscribed gender differential and hierarchical relations in the use of the texts in the classroom. Third, I provide insights into teachers' lack of awareness regarding how gender is cited in their texts, and enacted in their teaching practices. I argue therefore that this 'talk around the text', which illuminated gendered discourses and practices, is, as well articulated by Jane Sunderland, 'an excellent epistemological site' for the deconstruction of traditionally gendered positions in the classroom.

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