*Toyosi O Department of Human Kinetics and Health Education, Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria

3 School of Agriculture, Lagos State Polytechnic, Ikorodu, Nigeria Land Evaluation studies were carried out on two wetland soils (Ado-Ekiti and Kabba) in Nigeria. FAO Frame work and fertility capability classification (FCC) systems were used to evaluate the sites for rice production. The influence of two management practices (Local and Improved) on rice yield were evaluated on the field. Soil samples were collected under eight rice stands in each plot for regression analysis to determine the influence of individual soil properties on rice yield. An economic analysis was carried out to assess the more profitable site for rice production. The wetland soil at Ado-Ekiti was classififed as Fluvaquept Endoaquept, while the Kabba wetland soil was classified as Typic Halaqeupt. The pedon at Kabba was classified as Lgh and that of Ado-Ekiti as Leghk using the FCC System, with cation Exchange capacity and K status accounting for differences between the two. Kabba sites was classified as presently not suitable (N1) for rice production and Ado-Ekiti as N2 because of limitations imposed by soil chemical properties. With proper soil fertility management, the potentials of these soils can increase to moderately suitable (S2), for rice production. Improved management system gave significantly higher yields than the local management (t=2.50). Stepwise regression of rice yield on soil properties revealed that Seventeen soil properties contributed to rice yield within the study areas with R 2 values of 92.81% and 93.56% at Ado-Ekiti and Kabba respectively. Economic analysis of rice production in the two sites showed that the cost benefit ratio was positive at both sites but best return on investment was obtained from Kabba with gross margin of N532,775/ha. Keywords: Wetland, Land evaluation, Management Systems, Rice,Ado-Ekiti and Kabba.

Abstract There is no clear study comparing the long-term outcome of either anterior or posterior fixation approaches for thoracolumbar fractures. To get a comparative analysis of the overall late outcome of both approaches, a total of 60 patients with unstable thoracolumbar fracture were classified into two groups; Group I (n=30) included those who were operated by posterior decompression and pedicle screw fixation, Group II (n=30) included patients who were operated by anterior neuro-decompression and fixation. After a mean of 4.9 years, patients were followed clinically according to Frankel Motor grading scale and Prolo economic / function outcome scale. Urodynamic studies and Sexual Health Inventory for Men (SHIM) scale were also undertaken. Patients underwent radiological evaluation of the sagittal alignment by measuring the kyphotic angle (KA) and regional kyphosis angle (RA). At final follow-up, significant neurological improvement was demonstrated in the anterior approach group. Functional outcome also showed statistically significant improvement (P<0.005) in anterior group with a 76.7% of patients showed excellent outcome; whereas excellent functional outcome was achieved in 50% only of posterior group. Both techniques resulted in statistically significant initial improvement in sagittal alignment (KA and RA), however, the posterior group lost this significance at follow-up whereas the anterior- group continued to demonstrate statistically significant improvement in sagittal alignment at follow-up P= 0.007. Restoring the anterior column stability to prevent future increased kyphotic deformity after obtaining initial correction has a long term significant correlation with the overall clinical and functional improvement. Keywords: Thoraco-lumbar fractures – Anterior fixation – Posterior fixation.

Learners with visual impairment (VI) depend on Braille as a medium of instruction and communication. According to a report by the Ministry of Education, only 45 (30.6%) out of 147(100%) of learners with VI enrolled in upper primary classes in Kisumu and Siaya counties could read and write English Braille grade II competently. Despite this discrepancy, there was no documented explanation for this low percentage of learners with English Braille grade II competencies, particularly in Kisumu and Siaya Counties. The purpose of this study was to establish environmental challenges faced by learners with visual impairment in reading and writing of English Braille grade II, in selected Special Primary Schools in Kisumu and Siaya counties Kenya. The purpose of this study was to establish environmental challenges faced by learners with visual impairment in reading and writing of English Braille grade II, in selected Special Primary Schools in Kisumu and Siaya counties Kenya. Objective of the study was to; Establish Learner based challenges in acquiring and using English Braille grade II. Descriptive survey research design was adopted. The target population was 162 visually impaired learners and 54 teachers. Saturated sampling technique was used to select 147 visually impaired learners and 49 teachers. Data was collected by use of questionnaires and interview schedules. Test re-test method was used to determine the reliability coefficient of instruments at a score of 0.75. Face and content validity of the research instruments was ascertained by experts from the department of Special Needs Education. Descriptive statistics such as frequency counts and percentages were used to analyze quantitative data. Qualitative data was transcribed, categorized into themes and sub-themes as they emerged. The findings revealed that these learners had negative attitude towards communication in English Braille Grade II. Only 26 (19.2%) out of 147 of the learners were able to read and write English Braille Grade II. This study recommended early stimulation and introduction to Braille code for learners with VI; enforcement of functional educational inclusion to accommodate learners with VI and adoption of Individualized Educational Program (IEP). These findings will be of use to the Kenya Institute of Curriculum Development, Kenya National Examination Council, and Teacher Training Colleges for adapting the curriculum, on setting Examinations, and on how to train Teachers for Learners with visual impairment. Keyword: Learning environment, Reading and Writing, Braille, Visually Impaired. Background to the Study According to Quigly (2000) a rich environment has a significant role to play in the reading and writing of English Braille grade II. Psychology of teaching and learning has shown that for any meaningful learning to take place, the learner must be supplied with all that can support learning including technology. There is little doubt that technology has changed the education of students with various impairments, as seen in many developed countries. Two decades ago, the author’s tools of the trade were Braillers and a tape recorder. Learners in schools also had this equipment and in a few instances; a typewriter and a Dictaphone (a phone with Braille buttons). Currently, the range of electronic equipment for learners with Visual Impairment appears to be almost limitless, and their explosion in their availability increases exponentially. The smorgasbord of potential offered to learners with visual impairments is of enormous benefits. There currently exists in both developed and developing countries a perception from both scholars and caretakers that the invention of technology in the reading and writing of Braille is likely to curtail the level and speed at which learners with visual impairment read and write Braille. On the contrary, teachers counter this view by arguing that technology or environment enrichment with new technology is likely to increase the level of literacy and rate of reading and writing English Braille grade II. Therefore, the researcher concurs with the teachers that invention of new technology is likely to increase the level of Braille literacy among learners with VI rather than decreasing it. For instance, the invention of the Braille phone called the Own phone, the World’s first Braille phone. The London-based company employed 3D printing techniques to design the customizable phone. Both sides of the phone have a Braille keypad with two and four buttons that are preprogrammed to call specific individuals. For those not able to read Braille, the company can print raised text on the keypads which, through tactile feedback, can allow the user to interact with the devicehence, a clear indicator that the introduction of technology in education for the Blind (in the reading and writing of Braille) is a Braille booster in schools for learners with visual impairment. The classroom has to have labels with words and embossed maps, diagrams and pictures everywhere, so that learners constantly connect written English with the things they represent. Teachers have to display these labels based on learners’ needs and interests to provide children with disabilities support (Pressley, 2005). Once learners reach Braille grade II, most of the information they need is given to them in a textual format where they focus changes from learning to read to and reading to learn. Therefore, those poor readers may have difficulty in interacting with the curriculum content freely. There is a shortage of Braille materials and the methods of distributing the same are lacking. It has to be noted that scarcity of teachers who are supposed to instruct learners with visual impairment is also a setback to speed and fluency of reading and writing of Braille respectively. To counter this problem of inability to read and write Braille, the United States of America (USA) federal government decided to form the National Federation for the Blind (NFB) to enroll all those well- wishers who have interest of the American visually impaired. These NFB members were to ensure that all the visually impaired learners who depend on Braille as a medium of communication, have an equal opportunity to access, and learn it effectively (Spungin, 2003). Many Scholars and other concerned personnel on Braille standards look at teacher’s caseload as a big influence to have the learners learn Braille. Many of such teachers attend to more than 6 learners per day which does not allow them to have adequate time to carry out individual instruction. Teachers have always attributed the inability to instruct Braille, to heavy caseload of them, therefore, argue that too much case load lower their competence. They suggest that the numbers of learners they attend to be reduced to four per day, an idea the administrators have rejected saying that this will transform many instructors into idlers (Frieman, 2004). In this case, the researcher disagrees with the administrator’s view that reducing the teacher’s caseload will transform them into idlers because it is a plain lie by the administrators due to their ignorance of the diverse needs of learners with visual impairment. Availability of print materials for learners with low vision as compared to the totally blind learners is also seen as hampering the reading and writing of English Braille grade II. Learners with VI who have total visual loss in some cases rely on those with Partial sight to read to them questions or notes from the chalkboard or reference material. Most educators insist that a choice must be made between print and Braille and that only one reading medium must be used. This disagreement translates in the field of disputes among professionals in planning meetings resulting in new deals to address individual learners. There are others who believe that inclusion is the main problem with reading and writing of English Braille. They argue that print materials in schools for learners with visual impairment are necessitated by the presence of learners with partial sight. Inclusion, as argued by many, is meant to reduce discrimination against those learners with VI and including them in the community of the sighted in order to enhance equal playing ground for all. Parents are not left out in this battle; they are often concerned about the best cause of action that they and their children become real victims in the academic battles especially when the parents of the sighted learners threaten to withdraw their children from learning centers (Fredeman, 2005). Despite the fact that different studies have been carried out on how environmental challenges influence learners with VI in reading and writing of English Braille grade II, no such study has ever been conducted in the lake region. Learners lacking previous know-how skills such as pre-Braille activities, alphabetic principles,and phonemic awareness need supplementary instruction to ensure they do not lag behind their sighted peers. Therefore, elementary school teachers must provide an element that allows learners with (VI) to access experiences they may have missed in their pre- school period time (The National Reading Panel, 2001).With this in mind, the current study therefore sought to fill the gap by finding out the effect of environment on reading and writing English Braille grade II in the two special primary schools in Kisumu and Siaya counties, Kenya. Statement of the Problem Learners with visual impairment depended on Braille as a medium of instruction and communication. According to the report by the ministry of education, Kisumu and Siaya counties combined had the highest number (1232) of learners with visual Impairment (VI) in Kenya. Information from Kisumu and Siaya counties indicated that only 30.6% out of 147 learners enrolled in upper primary classes could read and write English Braille grade II competently. The low percentage could be attributed to certain challenges faced by learners with VI in reading and writing English Braille grade II in Kisumu and Siaya counties. Despite wide difference, there was no explanation for the low percentage of learners who could read and write English Braille grade II in Kisumu and Siaya counties.It was therefore for this reason that the researcher in this study sought to establish learning e nvironment effect on r eading and writing English Braille Grade II for the visually impaired child in special primary schools in Kisumu and Siaya counties. Purpose of the Study In consideration to the foregoing problem statement, the purpose of this study was to establish environmental challenges faced by learners with visual impairment in reading and writing of English Braille grade II, in selected Special Primary Schools in Kisumu and Siaya counties Kenya. Objective of the Study This study was guided by the following objective: i to examine environment based challenges faced by learners with visual impairment in reading and writing of English grade II. Assumptions of the Study The study was based on the assumption that all teachers in special schools for learners with visual impairment were competent in Braille reading and writing, there was a structured program on the development of Braille reading and writing, and finally, all learners with visual impairment have a chance to undertake Braille reading and writing. Scope of the Study The study focused on challenges faced by learners with visual impairments in Braille reading and writing particularly in selected special primary schools for learners with VI, in Kisumu and Siaya counties. The study was carried out in two special primary schools in Kisumu and Siaya counties namely: St. OdaAluor and Kibos School for the blind. It involved a total sample size of 198 people comprising 2 head teachers, 49 teachers, and 147 learners with total visual loss, thus relied entirely on Braille as medium of instruction and communication. Limitation of the Study Eight (16%) teachers and twelve (8%) learners did not return questionnaires. This margin is however rather too small to significantly affect the generalizability of the results obtained, considering that a large sample was drawn from a population with even greater diversity. The assumption of the study that, all teachers in VI schools were Braille competent, turned out a fallacy, but also posing minimal impact; it fairly slowed down the data collection process hence prompting an extra day to finish up the task. Limitations arising from time and financial resources were well put under check by sourcing for a research assistant and finances upfront, plus burning mid-night oil. Significance of the Study Overcoming the aforementioned research limitations was critical considering the tremendous benefits this study brings in the education for Learners with VI. The study findings could be significant to among others: Kenya Institute of Curriculum Development (KICD) would receive critical information that would help in adapting the curriculum for learners with visually impairment.The Kenya National Examination Council could get information vital in adaptation of examination questions for learners with visual impairment. RESEARCH METHODOLOGY Research Design This study employed descriptive survey research design to find out challenges faced by learners with visual impairment in reading and writing English Braille grade II in special Primary Schools in Kisumu and Siaya countries

Integration of legume trees as hedgerows in cassava (Manihot utilisima Crantz) farming is one possibility to reduce the negative effect of cassava farming on soil productivity. The experiment was conducted in the Tamanbogo Experimental Farm in East Lampung from November 2006 to November 2008, located at 05 0 00’ 20” S and 105 0 29’ 23” E. The field experiment had three factors of legumes hedgerow, and three factors of P fertilizer rates that were arranged in a split plot experimental design. The results showed that the total biomass of legumes tree pruning in 2007 and 2008 were not affected by P fertilization on cassava but it was affected significantly by the variety of legumes tree planted as hedgerows. The rates of P fertilization on cassava did not effect significantly on soil chemical characteristic in 2007 but it’s tend to increase in 2008. Flemingia congesta hedgerows gave a significant lower soil bulk density and highest total soil pores space in 2008. The highest yield of fresh cassava (19.98 t ha -1) was gained on Flemingia congesta hedgerows. Increasing the rates of P fertilizer from 36 to 72 kg P 2 O 5 ha -1 increased the yield of cassava significantly in 2008. Keywords: Manihot utilisima Crantz, Flemingia congesta, Glyricidia sepium, biomass INTRODUCTION

1 Debre Zeit Agricultural Research Center, P.O.Box 32, Debre zeit, Ethiopia 2 Department of School of Plant Sciences, Wollo University, P.O.Box 1145 Dessie, Ethiopia In order to design more appropriate research and development programs geared to improving integrated nutrient management practices, understanding farmer’s knowledge is indispensable. However, little effort has been made to capture and characterize the indigenous knowledge of farmers in Ethiopia. This paper discusses the local perception of soil fertility and management practices of farmers in southeastern Ethiopia covered both high and lowland representatives. Twenty farmers who are knowledgeable about soils of the area were randomly selected from each of the three districts to gain insight into different soil fertility management practices, local methods used to identify different soils and to assess the fertility status. Farmers used soil color, texture, water holding capacity, fertilizer requirement (inherent fertility) and workability as a criteria to identify different soil types. However, soil color and texture were commonly used by farmers to describe soil quality. Farmers preferred black and clay soils to white and sandy soils due to their high water holding capacity and inherent fertility. On the other hand, 98% of the respondent perceived the benefit of crop rotation, crop residue management and fertilizer application to improve crop yields though it was impractical owing the escalating price of inorganic fertilizers and crop residues were used as construction material, fuel and source of animal feed. Hence, there is a need to relate farmers’ soil management and classification to the soil classification used in research and extension for efficient dissemination of technologies. Key words: fertilizer requirement; indigenous knowledge; soil classification; soil color; texture

Imaginative writers capture the vicissitudes, vagaries, failures and successes of the society in which they are produced faster than historians do. A great deal of fictional works have been produced that analyse the causes, manifestations and effects of the Zimbabwean crisis on their politics. One side effect of the crisis which some artists have grappled with is the” look East Policy’ promulgated by Robert Mugabe in 2005.This was a policy shift necessitated by the break down in relations between Zimbabwe and most of the Western countries because of deficits in governance, human rights democracy and the inauguration of the politics of coercion. Due to the fact that the policy was foisted on Zimbabwe by circumstances leadership did not foresee, it was replete with abuses of labour laws, extraction of mineral resources, the flooding of cheap goods to the detriment of local industries and its people. In this research paper we argue that though there could have been positive spinoffs to the policy, writers who have so far analysed this policy see it as skewed in the sense that China seems to be benefiting more than Zimbabwe is. We argue that friendship with China is a form of latter day colonialism and was motivated less by national interests but more by the fact that Zimbabwe found herself in a cul de sac. To the extent that Zimbabwe was forced to look in one direction for political and economic succour, she was forced to look least among the community of nations that used to respect her. This is why there is talk in the country about reengaging the West. The research limits itself to the analysis of fictional works, which are still few, that narratives the reality of Chinese investment in Zimbabwe. We use No Violet Bulawayo’s We Need new Names, Gappah’s An Elegy for Easterly, Eppel’s White man Crawling and his poem “Ghostly Galleon”. We conclude that modern day foreign policy is never to look south, east, west or north but everywhere seeing that there are no permanent friends but interests. We argue that looking to China as the only giant international friend for Zimbabwe has economically diminished the country’s options and this has become an albatross around the neck. There is need to revisit the so-called policy so that it is in the national interests. 1 Great Zimbabwe University Department of English and Performing arts P.O Box 1235 Masvingo 2 Great Zimbabwe University Department of Curriculum Studies P.O Box 1235 Masvingo Zimbabwe Abstract

1 P.O.Box 160334, Addis Ababa, Ethiopia, 2 P.O.Box 15805, Addis Ababa, Ethiopia, 3 Haramaya University, P.O. Box 48, Haramaya, Ethiopia Abstract

Black and green both have diverse types of antioxidants than fruits and vegetables. Thearubigins, epicatechins, and catechins are among them. All are measured flavonoids, a type of antioxidant. Brewed green and black teas have loads of those. Green tea is further than just a hydrating drink. The green tea plant comprises a range of healthy complexes that make it into the final drink. Tea is ironic in polyphenols, which are natural mixtures that have health aids, such as dropping inflammation and helps to fight cancer. Green tea does additional than just keep you aware, it may also help increase brain job. The key active component is caffeine, which is a known intoxicant. It doesn’t comprise as much as coffee, but enough to yield a response without producing the jittery things related with taking in too much caffeine. If you look at the elements list for any fat scorching supplement, chances are, green tea will be on there. This is as, according to study, green tea can growth fat burning and boost metabolic actions. Cancer is caused by abandoned growth of cells. It’s one of the world’s top causes of death. Study has shown that oxidative impairment can lead to chronic redness, which can lead to chronic diseases, counting cancers. Antioxidants can help defend against oxidative damage. L-theanine, which can effort synergistically with caffeine to progress brain function.