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A humble teacher
(2022) Jusu, John
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Cultivating Institutional Identity and Mission Within a Shared Governance Structure in Theological Schools: An Exploration of the Governing Board’s Role and Processes
(School of Business and Public Leadership of Johnson University, 2024-08) Herring, Megan E.
Acting within a complex authority structure marked by shared governance, the governing boards of higher education institutions serve as the legal body holding ultimate responsibility for the institution’s identity, mission, and institutional health. The past and current experience of Protestant theological schools has revealed institutional leaders, particularly the governing board, must pay attention to their identity and mission to continue to meet the needs of their religious communities. This study focused on the reality that governing boards of theological schools must cultivate the school’s identity and mission despite various pressures. This research conducted a multiple instrumental case study to explore how the governing boards of seven Evangelical Protestant theological schools cultivate institutional identity and mission within the school’s governance structure amid current challenges. Using data collected from in-depth interviews and document analysis, the research findings are presented in seven individual cases and a thematic cross-case comparison to reveal how governing boards sought to fulfill their responsibility to cultivate the institution’s mission. The research uncovered governing boards that reflected a deep commitment to the mission and a willingness to adapt structure, processes, programs, wording, culture, roles, and networks as they addressed challenges through the lens of identity and mission within a shared governance structure. The ability of governing boards to adapt their structure,processes, and practices and encourage mission-appropriate flexibility and adaptation within the institution is a crucial way to help cultivate institutional mission and identity. Keywords: theological schools, governing boards, organizational identity, organizational mission, faith-based higher education institutions, shared governance
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The Kikuyu Conceptualization of Adoption: A Cognitive Grammar Approach
(Africa International University, 2018-04-01) Mbua, Abigael Wangari
The process of Bible translation entails interpretation of concepts in the original text. Such interpretation calls upon translators/exegetes not to just reconstruct and analyze the conceptualization evoked by a biblical concept with regard to the conceptual universe of the author and his original recipients but also to analyze the conceptualization evoked with regard to the speakers of a receptor language. The underlying idea is to aid the translator/exegete, in a complementary way, to gain an understanding of the meaning of the original text. The aim of this approach to the translation task is to come up with a translation that is clear to the speakers of a receptor language. This paper concentrates on the concept of ‘adoption’ represented by the Greek term, huiothesia in Gal. 4:5; Rom. 8:15, 23; 9:4; and Eph. 1:5 Which is variously rendered in the English translation versions. Focusing on Kikuyu as a receptor language, the concept of adoption is represented by gũciarwo na mbũri ‘to be procreated by means of (slaughtering) a goat’ the Kikuyu label for adoption. The evoked conceptualization is analyzed using a Cognitive Grammar approach. Cognitive Grammar enables first the semantic characterization of the expression gũciarwo na mbũri and its components as grammatical constructions, second the analysis of the conventional conceptual content evoked by gũciarwo na mbũri and its components in the conceptual universe of the Kikuyu speakers. The evoked conceptual content is incorporated in the emergence of the meaning of the expression.
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Ambient Air Quality and the Incidence of Selected Diseases: Some Urban Health Observations in Lagos, Nigeria
(Africa International University, 2018-04-01) Laro, K. O.; Raheem, U. A.
The quality of air is determined by the extent of atmospheric pollution. The USEPA identifies six criteria pollutants namely particulate matter (PM), ground level ozone, carbon monoxide, sulphur oxides, nitrogen oxides and lead exposure as toxic and injurious to human health. Thus, there is a need to examine ambient air quality and incidence of selected diseases in Lagos, Nigeria. The data for the study include a five-year sampling on criteria pollutants and data on selected airborne diseases that were collected for the same period of time. Data analysis adopted the use of multiple regression for examining the relationship between ambient criteria pollutants and the occurrence of diseases. GIS procedure was also employed to produce a map showing the spatial pattern of criteria pollutants. The findings reveal an R2 of 19.8, 13.9, 8.9, 8.4 and 16.8 percent respectively for asthma, bronchitis, heart failure, lung cancer and tuberculosis. The results show a low level of association and this was attributed to other causal factors responsible for the occurrence of the selected diseases. However, this study provides evidence of an association between outdoor air pollution and increased risk from these diseases. Therefore, the study recommends that governments, and other stakeholders in health sectors should harmonize efforts, resources and ideas towards effective planning, monitoring, policy implementation and provision of facilities that could control and ameliorate the presence of pollutants to which urban residents are exposed thereby reducing the health effects from such exposures.
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Factors Influencing Students’ Discipline in the Process of Classroom Management: A Case Study of Mixed Day Public Secondary Schools in Kisau Zone, Mbooni Sub-county, Makueni County, Kenya
(Africa International University, 2018-04-01) Tshibangu, Godfrey Mwamba
This study was a descriptive research that sought to investigate the influence of sociocultural factors on the discipline of students in the process of classroom management among mixed day public secondary schools in Kisau Zone of Mbooni Sub-county, Makueni County. Specifically, the study was guided by four theories of school discipline: The non-interventionist Interventionist, interactionalist and developmental approach to classroom management and discipline. The target population included all the 793 students in the five mixed day public secondary schools in Kisau Zone from which a stratified random sample informed by Krejcie and Morgan Table comprising 260 students (125 boys and 135 girls) from Forms 1 to 4 was selected. Quantitative data was obtained using closed and open ended self-administered questionnaires. Other data collection tools included students’ discipline cases checklist and the students’ behaviour observation checklists. A pilot test was conducted in a school in the neighbouring zone to test the reliability of the questionnaire. Data was analysed using Statistical Package for Social Scientists (SPSS) Ver. 20 and presented in form of tables and graphs. The study concluded that, socio-economic status (SES), moral values, attitudes, perceptions, and Christian faith had a positive influence on the discipline of students during the process of classroom management in mixed day public secondary schools within Kisau Zone, particularly where the discipline of girls, as opposed to boys, is concerned. The study recommends in terms of socio-economic status, schools and parents should embrace valuebased education (VBE) and concentrate on students from high SES. Since, it imparts social, moral, integrity, character, spirituality and many more in terms of moral values, churches and schools intensify teaching on good moral values including the national values as espoused in the Kenyan Constitution 2010, Article 10(2) while at the same time setting good examples as role models. In terms of attitudes and perceptions, teachers should use a developmental approach to classroom management and discipline as it places more emphasis on building relationships than on controlling students. Further research could be done regarding how sociocultural factors influence the discipline of students in the following categories of schools; mixed boarding public secondary schools, girls only or boys only boarding public secondary schools and private secondary schools.