DOCSLIB.ORG

Table of Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Table of Contents Table of Contents Foreword.............................................................................................................................................xvi Preface.................................................................................................................................................xix Acknowledgment.............................................................................................................................xxvii Section 1 Media, Democracy and Political Transitions Chapter 1 Media,Democracy,andPoliticalChangeinDevelopingCountries....................................................... 1 Lynete Lusike Mukhongo, Moi University, Kenya Juliet Wambui Macharia, Moi University, Kenya Chapter 2 Kenya’sDifficultPoliticalTransitionsEthnicityandtheRoleofMedia.............................................. 12 Wilson Ugangu, Multimedia University of Kenya Chapter 3 MediaasPoliticalActorsinTimesofPoliticalCrisis.......................................................................... 25 Phillip Santos, National University of Science and Technology, Zimbabwe Mthokozisi P Ndhlovu, National University of Science and Technology, Zimbabwe Chapter 4 ThePressandtheEmergentPoliticalClassinNigeria:Media,Elections,andDemocracy................ 45 Ibitayo Samuel Popoola, University of Lagos, Nigeria Chapter 5 FreeSpeech,PressFreedom,andDemocracyinGhanaAConceptualandHistoricalOverview....... 59 Murtada Busair Ahmad, Kwara State University, Nigeria Chudey Pride, Kwara State University, Nigeria Anthony Komlatse Corsy, Kwara State University, Nigeria    Section 2 Media, Participation and Political Debates in Developing Countries Chapter 6 ThePoliticalSignificanceandInfluenceofTalkRadioDebatesinKenya.......................................... 75 Joyce Omwoha, The Technical University of Kenya, Kenya Chapter 7 CommunicatingDemocracythroughParticipatoryRadioinNigeria:TheQuestionofPolitical Economy............................................................................................................................................... 97 Murtada Busair Ahmad, Kwara State University, Nigeria Kamaldin Abdulsalam Babatunde, Kwara State University, Nigeria Chapter 8 Mousa-AboulfotouhtheFirstArabPresidentialDebateinHistory.................................................... 113 Mai Samir El-Falaky, Arab Academy for Science and Technology, College of Language and Communication, Egypt Chapter 9 InterviewingforTelevision:AForgeryofPracticeandInfluence..................................................... 132 Evans Matu Nguri, Moi University, Kenya Section 3 New Media Technologies and Politics Chapter 10 BeyondWeb2.0.SocialMediaandUrbanEducatedYouthsParticipationinKenyanPolitics......... 156 Julius Mwashimba M. Kirigha, National Museums of Kenya, Kenya Lynete Lusike Mukhongo, Moi University, Kenya Robert Masinde, Moi University, Kenya Chapter 11 LocalGovernanceandInformationCommunicationTechnologies(ICTs)inRuralKenya............... 175 Alfred Akwala, Moi University, Kenya Chapter 12 HateSpeechandCompetitivePolitics:YouthGangsandElectoralViolenceinKenya’sMultiparty Era....................................................................................................................................................... 184 Sophie Muluka, Moi University, Kenya  Section 4 Gender, Media, and Politics Chapter 13 MediaEthicsandElectionsCoverageinNigeria:UnderstandingtheContextandImperatives fromaGenderPerspective.................................................................................................................. 200 Abigail Ogwezzy-Ndisika, University of Lagos, Nigeria Ismail Adegboyega Ibraheem, University of Lagos, Nigeria Babatunde Adesina Faustino, University of Lagos, Nigeria Chapter 14 GenderedMediaandPoliticalCommunicationinAfrica:TheKenyanExperience.......................... 216 Juliet Wambui Macharia, Moi University, Kenya Chapter 15 GenderResponsiveElectionCoverageinNigeria:AScoreCardof2011GeneralElections........... 234 Abigail Odozi Ogwezzy-Ndisika, University of Lagos, Nigeria Babatunde Adeshina Faustino, University of Lagos, Nigeria Chapter 16 TheRoleofMassMediainWomen’sParticipationin2013KenyaGeneralElection....................... 250 Thomas Ibrahim Okinda, Moi University, Kenya Compilation of References............................................................................................................... 271 About the Contributors.................................................................................................................... 297 Index................................................................................................................................................... 301 .
Load more

Recommended publications
  • About the Contributors
    ABOUT THE CONTRIBUTORS Michael Cross began his career as lecturer at the Faculty of Education, University of the Witwatersrand in 1986. He has been awarded teaching and research fellowships in several institutions including the Johns Hopkins University and North- western University. He was a visiting scholar at Stanford University, Stockholm University and Jules-Vernes University in Amiens. Winner of the 1911–12 award as most Outstanding Mentor of Educational Researchers in Africa from the Association for Educational Development in Africa (ADEA), Professor Cross is author and co- author of several books, book chapters and numerous articles in leading scholarly journals. He has served as an education specialist in several major national education policy initiatives in South Africa, such as the National Commission on Higher Education and the Technical Committee on Norms and Standards for Educators. He is currently the Director of the Ali Mazrui Centre for Higher Education Studies at the University of Johannesburg. James Otieno Jowi is the founding Executive Director/Secretary General of the African Network for Internationalization of Education (ANIE), an African network focused on the international dimension of higher education in Africa. He heads the ANIE Secretariat based at Moi University, Kenya, and is responsible for the implementation of ANIE activities. He also teaches Comparative and International Education at the School of Education, Moi University. He has published on internationalization of higher education, governance, management and leadership in higher education. He was member of the IAU Task Force on the 3rd and 4th Global Surveys on Internationalization of Higher Education. He is also a member of the IAU Ad-hoc Expert Group on Rethinking Internationalization.
    [Show full text]
  • Gender Center and Gender Mainstreaming
    Gender Center and Gender Mainstreaming Educational level: University | Beneficiaries: Students, faculty, and staff Background Assessments of universities such as Jimma University1 and the University of Dar es Salaam (UDSM)2 that found sexual harassment and violence and high attrition of female students played a role in developing gender centers.1 At the University of Western Cape, campus activism on issues including gender imbalances in salary and career development, sexual harassment, and maternity leave and child care contributed to the creation of a gender center.3 In other institutions, national and institutional commitment was key. For example, one of the objectives of the Presidential Working Party to establish Moi University was to develop a gender center, and the university’s 2005-2014 strategic plan committed to incorporating gender issues in policy decision-making processes.4 Makerere University also enjoyed a supportive national legislative environment in Uganda.5 Description Many institutions, including Jimma University, Moi University, UDSM, and Makerere University, note the role of the gender centers in promoting gender mainstreaming. The gender centers, offices, and committees at the institutions included in this review shared some common functions, including gender equality-related policy development, provision of training, skills-building, mentoring, counseling services, networking, information sharing, and research. Some institutions also provide scholarships to female students (Jimma University,6 Makerere University,5 University of Toronto7); facilitate housing for female faculty (Jimma University,6 University of Western Cape3); develop curricula on gender-related issues (the University of Ghana8); and develop proposals for “gender sensitive infrastructure within the University”9 (Sokoine University of Agriculture). The University of Toronto has multiple offices that work on diversity and equity issues.
    [Show full text]
  • Recognized University Campuses in Kenya – July 2016
    RECOGNIZED UNIVERSITY CAMPUSES IN KENYA – JULY 2016 NO. UNIVERSITY CAMPUS/CONSTITUTE ACCREDITATION NT COLLEGE STATUS A. BARINGO COUNTY 1. Kisii University Eldama Ravine Campus Under Review 2. Kisii University Kabarnet Campus Under Review B. BOMET COUNTY 3. University of Kabianga Sotik Campus Under Review C. BUNGOMA COUNTY 4. Kibabii University Main Campus Accredited in 2015 5. Masinde Muliro University of Bungoma Campus Under Review Science and Technology 6. Masinde Muliro University of Webuye Campus Under Review Science and Technology D. BUSIA COUNTY 7. Moi University Alupe University College Accredited in 2015 E. EMBU COUNTY 8. University of Nairobi Embu University College Accredited in 2011 9. Kenyatta University Embu Campus Under Review 10. Laikipia University Embu Campus Under Review F. GARISSA COUNTY 11. Moi University Garissa University College Accredited in 2011 G. HOMA BAY COUNTY 12. Maseno University Tom Mboya University Adopted as accredited in 2016 College 13. Maseno University Homa Bay Campus Under Review H. KAJIADO COUNTY 14. Adventist University of Africa Main Campus Accredited in 2013 15. Africa Nazarene University Main Campus Accredited in 2002 16. KAG EAST University Main Campus Adopted as accredited in 2014 17. The East African University Main Campus Accredited in 2010 18. KCA University Kitengela Campus Under Review I. KAKAMEGA COUNTY 19. Masinde Muliro University of Main Campus Accredited in 2013 Science and Technology 20. Mount Kenya University Kakamega Campus Accredited in 2016 J. KERICHO COUNTY 21. Kenya Highlands Evangelical Main Campus Accredited in 2011 University 22. Kenyatta University Kericho Campus Accredited in 2016 23. University of Kabianga Main Campus Accredited in 2013 24.
    [Show full text]
  • African Studies Association 59Th Annual Meeting
    AFRICAN STUDIES ASSOCIATION 59TH ANNUAL MEETING IMAGINING AFRICA AT THE CENTER: BRIDGING SCHOLARSHIP, POLICY, AND REPRESENTATION IN AFRICAN STUDIES December 1 - 3, 2016 Marriott Wardman Park Hotel, Washington, D.C. PROGRAM COMMITTEE CHAIRS: Benjamin N. Lawrance, Rochester Institute of Technology William G. Moseley, Macalester College LOCAL ARRANGEMENTS COMMITTEE CHAIRS: Eve Ferguson, Library of Congress Alem Hailu, Howard University Carl LeVan, American University 1 ASA OFFICERS President: Dorothy Hodgson, Rutgers University Vice President: Anne Pitcher, University of Michigan Past President: Toyin Falola, University of Texas-Austin Treasurer: Kathleen Sheldon, University of California, Los Angeles BOARD OF DIRECTORS Aderonke Adesola Adesanya, James Madison University Ousseina Alidou, Rutgers University Souleymane Bachir Diagne, Columbia University Brenda Chalfin, University of Florida Mary Jane Deeb, Library of Congress Peter Lewis, Johns Hopkins University Peter Little, Emory University Timothy Longman, Boston University Jennifer Yanco, Boston University ASA SECRETARIAT Suzanne Baazet, Executive Director Kathryn Salucka, Program Manager Renée DeLancey, Program Manager Mark Fiala, Financial Manager Sonja Madison, Executive Assistant EDITORS OF ASA PUBLICATIONS African Studies Review: Elliot Fratkin, Smith College Sean Redding, Amherst College John Lemly, Mount Holyoke College Richard Waller, Bucknell University Kenneth Harrow, Michigan State University Cajetan Iheka, University of Alabama History in Africa: Jan Jansen, Institute of Cultural
    [Show full text]
  • Challenges of Kwara State University Malete, Nigeria Towards the Attainment of a World-Class University Status
    Asian Education Studies; Vol. 3, No. 4; 2018 ISSN 2424-8487 E-ISSN 2424-9033 Published by July Press Challenges of Kwara State University Malete, Nigeria Towards the Attainment of a World-Class University Status T. A. Umoru1 & J. S. Mamman1 1 Department of Business & Entrepreneurship Education, Kwara State University, Malete, Nigeria Correspondence: T. A. Umoru, Department of Business & Entrepreneurship Education, Kwara State University, Malete, Nigeria. Received: September 2, 2018 Accepted: September 18, 2018 Online Published: September 28, 2018 doi:10.20849/aes.v3i4.478 URL: https://doi.org/10.20849/aes.v3i4.478 Abstract The study examined the challenges of the realisation of a world-class university at Kwara State University, Malete, Nigeria. Two research questions and two null hypotheses were formulated for the study. Descriptive survey research design was adopted for the study. The population of the study was 1,078 lecturers out of which 245 lecturers were sampled. Challenges of the Realization of World-class University Questionnaire (CRSWUQ) constructed by the researchers were used for data collection for the study. Percentage was used to answer the research questions while Mann Whitney U-test was used to test the hypotheses at 0.05 level of significance. The findings revealed among others that: world class status of a university is simply about the international recognition of the university. A world class university has world class departments, diversified sources of income, sound financial base and always benchmarked with top universities world-wide. Lack of physical infrastructure which is obviously the most visible part of the university, the pressure of publish or perish culture which undermines the quality of research and absence of public financial support are some of the challenges that could hinder the world-class status of Kwara State University.
    [Show full text]
  • Molecular Epidemiology of Plasmodium Falciparum Chloroquine Resistance Transporter Genes Among School Children in Kwara State, Southwestern Nigeria
    International Journal of TROPICAL DISEASE & Health 41(2): 1-12, 2020; Article no.IJTDH.54375 ISSN: 2278–1005, NLM ID: 101632866 Molecular Epidemiology of Plasmodium falciparum Chloroquine Resistance Transporter Genes among School Children in Kwara State, Southwestern Nigeria A. O. Oluwasogo1,2*, H. O. Ismail3 and D. A. Pelumi2,4 1Department of Public Health, Kwara State University, Malete, Nigeria. 2Infectious Diseases Surveillance and Malaria Cluster Research Group, Kwara State University, Malete, Nigeria. 3Zoology Unit, Department of Biosciences and Biotechnology, Kwara State University, Malete, Nigeria. 4Department of Medical Laboratory Sciences, Kwara State University, Malete, Nigeria. Authors’ contributions This work was carried out in collaboration among all authors. Author AOO conceived the idea, designed the study, researched the literature and reviewed the final draft of the manuscript. Author HOI wrote the protocol, performed the experiment and wrote the first draft of the manuscript. Author DAP performed the statistical analysis, contributed to review the literature and provided further technical inputs. All authors read and approved the final manuscript. Article Information DOI: 10.9734/IJTDH/2020/v41i230249 Editor(s): (1) Dr. Arthur V. M. Kwena, Ag. Dean School of Medicine, College of Health Sciences, Moi University, Kenya. Reviewers: (1) Benjamin Gideon Yakusak, Ahmadu Bello University, Nigeria. (2) Taratisio Ndwiga, Moi University, Kenya. Complete Peer review History: http://www.sdiarticle4.com/review-history/54375 Received 15 December 2019 Accepted 20 February 2020 Original Research Article Published 17 March 2020 ABSTRACT Background: Plasmodium falciparum existence continues to develop resistance to conventional antimalaria drugs in malaria endemic areas. Plasmodia often prevent drugs from interacting with the target site, hence, developing resistance to antimalaria drugs.
    [Show full text]
  • Registered Participant List
    AORTIC 2019 Registered Participant List ~As of 1 November 2019~ First Name Last Name Organisation Country Kunuz Abdella American Cancer Society Ethiopia Fatimah Abdulkareem College of Medicine University of Lagos Nigeria Habiba Ibrahim Abdullahi University of Abuja Teaching Hospital Nigeria Christian Abnet National Cancer Institute United States Natasha Abraham National Cancer Registry South Africa Mustapha Abubakar National Cancer Institute United States Dafalla Omer Elmustafa Abuidris Gezira University Sudan Emmah Achieng AMPATH Kenya Esther Serwaa Ackah Roche Products Ghana Ghana Briony Ackroyd Malawi College of Medicine United Kingdom Abdullahi Adamu Ahmadu Bello University Teaching Hospital Nigeria Danladi Adamu Gombe State University | University of Edinburgh United Kingdom Adebola Adedimeji Albert Einstein College of Medicine United States Babatunde Adedokun University of Chicago United States Ayodeji Adefemi Lagos State University Teaching Hospital Nigeria Bolanle Comfort Adegboyega Lagos University Teaching Hospital Nigeria Prisca Adejumo University of Ibadan Nigeria Taiwo Adegbola Adejuyigbe Dynamicgoogleintr Nigeria Adenike Adeniji-Sofoluwe University of Ibadan Nigeria Henry Adeola University of Cape Town South Africa Adekunle Adesina Baylor College of Medicine United States Margaret Adhiambo AIC Kijabe Hospital Kenya Amalia Adler-Waxman Teva Pharmaceuticals Israel Kasimu Adoke Government Nigeria Ben Adusei 37 Military Hospital Ghana Melhaoui Adyl Centre National de Réhabilitation Morocco Ilir Agalliu Albert Einstein College
    [Show full text]
  • Internal Quality Management Strategies of Universities in Kwara State, Nigeria: a Comparative Approach
    International Journal of Innovation and Business Strategy (IJIBS)/ Vol. 14, No. 2, June 2020 Internal Quality Management Strategies of Universities in Kwara State, Nigeria: A Comparative Approach Awodiji, Omotayo A.* Department of Educational Management and Counseling, Al-Hikmah University, Ilorin, Nigeria Ijaiya, Nike Y. S. Department of Educational Management, University of Ilorin, Ilorin, Nigeria. Akinnubi, Olaolu P. Department of Educational Management and Counseling, Al-Hikmah University, Ilorin, Nigeria * [email protected] Received 26 April 2020 Revised 15 May 2020 Accepted 20 May 2020 Abstract: Internal Quality Management (IQM) is a process of enhancing and ensuring quality teaching- learning, research, and community service in the university system to attain quality graduates and satisfied consumers. This study, therefore, compared the IQM strategies practised by the universities (private, state and federal) in Kwara State, Nigeria. A descriptive survey design of comparative type was used. The proportional stratified sampling technique was used to select 261 lecturers out of 2,306 academic staff. The research question was answered with the adoption of frequency, percentage, and mean ratings. Analysis of Variance (ANOVA) and t-test was adopted to test the research hypotheses at 0.05 significant level. Findings revealed that IQM strategies were moderate at 61.9 %. Also, a significant difference at the p < .05 was found in the IQM strategies among universities F (2, 223) = 27.62, p = .000. The study concluded that Universities are different in IQM strategies. It was recommended that the implementation of IQM strategies should be improved upon by the management of both private and public Universities in Kwara State in order to enhance the attainment of vision and mission statements.
    [Show full text]
  • Research Article the Challenges of Student Affairs at Kenyan Public Universities
    Journal of Student Affairs in Africa | Volume 1 (1&2) 2013, 33–48 | ISSN 2307-6267 | DOI: 10.14426/jsaa.v1i1-2.34 research article The challenges of student affairs at Kenyan public universities Tamara Yakaboski* and Matthew Birnbaum** Abstract Kenya is increasingly turning to the promise of mass higher education to help solve a range of economic and social issues. These efforts have had profound effects on university students, faculty and professionals who provide the vital student support services necessary for academic success. This case study explores the challenges that face Kenyan student services professionals within the context of the country’s history and cultures. Kenya’s student service professionals face four major challenges: the increasing costs of attendance, the resulting impact on student behaviours and actions, lack of training and senior leadership, and regular campus closures. Keywords student affairs, accommodation, student housing, student services, university environment, higher education. The challenges of student affairs at Kenyan public universities Kenya is increasingly turning to the promise of mass higher education, meaning a shift from an elite to an open system of access, to help solve a range of economic and social problems (Jowi, 2009; Kenya Vision 2030, 2007). The national government has made its commitment to post-secondary education evident through the addition of over 25 public universities and constituent colleges since 1994 and its adoption of policies encouraging rapid enrolment growth in nearly all post-secondary institutions. Between 2010 and 2013, Kenya made nearly 20 constituent colleges and branch campuses into stand-alone universities. Even with this growing capacity, Kenya’s demand for access to affordable higher education far exceeds the system’s ability to deliver quality instruction and student support (Ngolovoi, 2010; Owuor, 2012).
    [Show full text]
  • Session-1-Crispus-Kiamba-Trends
    Mapping and Assessment of Innovative Initiatives in Higher Education in Africa Crispus Kiamba University of Nairobi Consultation on Higher Education in Africa Hosted jointly by AAU & the MasterCard Foundation Dakar, Senegal 21st – 22nd November 2016 Task objectives • To identify major initiatives at both country, sub- regional and regional levels that aim at or have created notable impact on quality and relevance of higher education. • To do an in-depth assessment of the initiatives as regards to design, financing arrangements, ownership, governance, and implementation arrangements and potential for scaling up. • To report key gaps the initiatives were designed to address and challenges in the implementation. • To identify levers for success and/or failure, emerging trends in higher education that these initiatives represent and lessons of experience. • To assess opportunities (potential and value add) for the MasterCard Foundation’s engagement in the initiative and/or more broadly in the innovations in higher education space. Approach/Limitations • Source of information: largely literature review • The language question – Many initiatives (e.g., Francophone, Lusophone and Arab-phone) that the author could not access • Limited time – New initiatives not in the circulated document • The assessment question – Project ongoing; This presentation begins the assessment question/discussion. Principal indications of higher education in Africa • Access and equity • Quality, quality assurance and enhancement • Relevance – Relevance to the socioeconomic
    [Show full text]
  • Toward an Online Master of Public Health Degree in Kenya: Moi University’S Path
    International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018, Vol. 14, Issue 1, pp. 17-32 Toward an online Master of Public Health degree in Kenya: Moi University’s path Peter Koskei and Rose Ruto-Korir Moi University, Kenya Carol Carrier and Gregory Sales University of Minnesota, USA ABSTRACT As higher education institutions around the world strive to ensure they remain relevant By meeting the needs of today’s digitally-focused students, the numBer of online courses and degree programs is increasing dramatically. Not surprisingly, given this trend, in recent years the School of Public Health at Moi University, in Eldoret, Kenya, has received inquiries from students across Kenya and the neighboring countries of Rwanda, Zambia, and Malawi about the availability of online courses. Recognizing the Benefits to Both potential students and the institution, SPH set a goal to join the trend to offer online courses. This article details SPH’s path toward that end. It discusses the rationale for this decision, examines the state of ICT in Africa in general and Kenya more specifically, the activities undertaken by SPH, resources that have Been devoted to the effort, progress made, challenges faced, and the status of the work to date. Keywords: Online Learning; Online MPH; Kenya; One Health; e-learning INTRODUCTION Officially inaugurated on DecemBer 6, 1985, Moi University has its main campuses in Eldoret, Kenya, was. Growing from a school of agriculture a little over 30 years ago, Moi University now has a total of 15 Schools, 9 Directorates and 2 Institutes. It currently serves more than 52,000 students (Moi University 2017).
    [Show full text]
  • Unai Members List August 2021
    UNAI MEMBER LIST Updated 27 August 2021 COUNTRY NAME OF SCHOOL REGION Afghanistan Kateb University Asia and the Pacific Afghanistan Spinghar University Asia and the Pacific Albania Academy of Arts Europe and CIS Albania Epoka University Europe and CIS Albania Polytechnic University of Tirana Europe and CIS Algeria Centre Universitaire d'El Tarf Arab States Algeria Université 8 Mai 1945 Guelma Arab States Algeria Université Ferhat Abbas Arab States Algeria University of Mohamed Boudiaf M’Sila Arab States Antigua and Barbuda American University of Antigua College of Medicine Americas Argentina Facultad de Ciencias Económicas de la Universidad de Buenos Aires Americas Argentina Facultad Regional Buenos Aires Americas Argentina Universidad Abierta Interamericana Americas Argentina Universidad Argentina de la Empresa Americas Argentina Universidad Católica de Salta Americas Argentina Universidad de Congreso Americas Argentina Universidad de La Punta Americas Argentina Universidad del CEMA Americas Argentina Universidad del Salvador Americas Argentina Universidad Nacional de Avellaneda Americas Argentina Universidad Nacional de Cordoba Americas Argentina Universidad Nacional de Cuyo Americas Argentina Universidad Nacional de Jujuy Americas Argentina Universidad Nacional de la Pampa Americas Argentina Universidad Nacional de Mar del Plata Americas Argentina Universidad Nacional de Quilmes Americas Argentina Universidad Nacional de Rosario Americas Argentina Universidad Nacional de Santiago del Estero Americas Argentina Universidad Nacional de
    [Show full text]