BC-School of Applied Human Science

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Analysis of Contamination Points of Milk through the Whole Value Chain Process and the Quality of Milk Products in the Dairy Industry
(Avid Science, 2016) Chege, P.; Ndungu, Z.
Basic principles in Home science
(Kenya Literature Bureau, 1988) Mugenda, Olive M.; Marangu, Leah T.; Ethangatta, Linda K.
Contribution of bananas and plantains to the diet and nutrition of Musa-dependent households with preschoolers in Beni and Bukavu territories, eastern Democratic Republic of Congo.
(2013) Kimiywe, Judith; Ekesa, B.N.; Davey, M.; Dhuique-Mayer, C.; Bergh, I.; Blomme, G.
Bananas and plantains serve as important food crops in much of Africa. In the Democratic Republic of Congo (DR Congo), production of bananas is concentrated in the eastern region and ranges between 75,000 and 80,000 t/year. Bananas rank second in importance after cassava in eastern DR Congo and are good sources of carbohydrates, though recent research has confirmed that they also have substantial levels of provitamin A carotenoids. This study was undertaken to establish the contribution of bananas and plantains to the diet and nutrition of Musa-dependent households within eastern DR Congo. The study sites included Beni Territory (North Kivu) and Bukavu Territory (South Kivu). The localities, villages and specific households were established through multistage sampling. Sample size was calculated using Fisher's formula, and mothers/caregivers from 371 households with preschool children were interviewed using a structured questionnaire. Regression analysis with an r2 threshold of 0.045 was carried out to establish the relationship between dietary diversity and banana consumption. Findings showed that the food group consisting of roots, tubers and bananas was the most popular in both Beni and Bukavu territories, with more than 90% of the households having consumed a food item from this group. Although cassava root is the most popular starchy staple, bananas, especially East African Highland bananas (EAHB), had been consumed by more than 60% of the households in the 24 h preceding the survey. In addition, >50% of households indicated that they had consumed these bananas twice to four times a week and that they were mostly simply boiled. Bananas have a significant role in the diets of preschool children and potentially meet their energy needs and needs for nutrients such as potassium and vitamin A. It is therefore important that interventions or research activities geared towards alleviation of hunger and malnutrition should use bananas and plantains as a vehicle for addressing these problems, especially amongMusa-dependent populations.
The delegation of responsibility and empowerment of student sport leaders in kenyan universities the case of sport captains
(Kenya Association for Health, Physical Education, recreation, Sport and Dance, 1998) Mwisukha, Andanje; Kiganjo, George
Delegation of responsibility and power within the realm of sport management has long been recognised as one of the most effective ways of ensuring efficient delivery of sport services. Arising from colonial legacy, the use of students as sport captains has been a long established procedure within Kenyan universities. The present and future need of this sport delivery system will continue to increase given the prevailing small ratio of sport administrators against the huge population of students. This paper analyses the general role of student sport leaders at the universities, the system used in their appointment, orientation, inservicing and evaluation. Focus is also directed at delegation of responsibilities and empowerment of sport captains as depicted within democratic style of leadership. Given the arising shortcomings in the use of student sport leadership delivery system, the paper makes recommendations related to improving the appointment, inservicing and evaluation procedures of sport captains within Kenyan universities.
Effects of Eight-Week Walking Programme on Health- Related Fitness and Perceived Body Image of Premenopausal Teachers in Mombasa County, Kenya
(Kenyatta University, 2024-06) Odero, Violet Auma
The combined optimum health status attained from Health-Related Physical Fitness through participation in exercise and a positive mental picture a person has of one’s own physical body and one's attitude towards the physical self are all vital for the enhancement of overall health and contentment. This study sought to determine the relationship between health-related fitness (HRF) and perceived body image; and to assess the effects of an 8-week walk programme (with in-built conditioning sessions) on these two factors. The study used a quasi-experimental design. The target population was premenopausal female teachers aged between 30-45 years in Mvita Sub-county, Mombasa. Purposive sampling technique was used to select the sample of 50 premenopausal teachers. Health-Related Fitness tests and a Perceived Body Image questionnaire was used to capture data before and after the Eight-week walk programme. The Health-Related Fitness tests comprised (i) the 20 metre bleep test to estimate cardiovascular endurance, (ii) the one-minute sit-up test to determine abdominal muscle strength endurance, (iii) the sit-and-reach test to assess low back flexibility, (iv) the modified push-up test to establish upper body strength; and finally, (v) measured heights and weights to calculate Body Mass Index (BMI). The experimental group (n=23) received the intervention of a walking programme, while the control group (n=26) was excluded from the walking programme. Data collected was analysed using Statistical Package for the Social Sciences (SPSS) Version 22. One Way ANOVA was used for analysis. Hypotheses were tested at 5% significance level. The ANOVA results indicated significant mean differences (pre-test and post-test) between the experimental and control groups (p<0.05) indicating a positive effect of the 8-week walk programme to Abdominal muscular endurance (F(1, 48) = 56.72. P< 0.001), upper body strength-endurance (F (1, 48) = 55.86. P<0.001), cardiovascular endurance (F (1, 48) = 39.96. P< 0.001), low back flexibility (F (1, 48) = 37.75. P< 0.001) and Body Mass Index (F (1, 48) = 29.05. P< 0.001). Based on the statistically significant differences between pre-test and post-test means (t (48) = 2.07. P=.044), the perceived body image results suggest that participants consciously monitored their body weight. On whether participants wanted perfect bodies, the difference in pre-test and post-test means were statistically significant (t (48) = 3.15. P=.003) suggesting that they had preference for a perfect body. On whether the participants felt that their bodies did not represent them, the difference in pre-test and post-test means were statistically significant (t (48) = 3.26. P=.002) suggesting that the Eight-Week Walk Programme had a positive impact on perception of their body image. In addition, on whether the participants followed exercise regimes to the letter to maintain a good figure, the difference in means were statistically significant (t (48) = 4.28. P<.001) implying participants were more strict on exercise regime to maintain a good figure post the exercise. On whether the participants felt physically attractive, the difference in means were also statistically significant (t (48) = 2.72. P=.009) indicating that they felt more attractive after the exercise. On whether the participants were concerned about their body weight all the time, the difference in means were statistically significant (t (48) = 3.15. P=.003), an indication that the participants were keen to maintain a healthy body. Given the positive significant effects of the Eight –Week Walk Programme the study recommends this Walk Programme for female pre-menopausal teachers to improve their Health-Related Physical Fitness Components as well as body image. It concludes that further research should determine the best ways of integrating walking into daily life routine to enhance HRF components and perceived body image.
Financing sports in Kenya’s national universities an overview of practicable policy options
(1998) Shehu, J.
A consistent criticism of campus sports programmes in sub-Sahara Africa is that they tend to depend too much on university budget allocations, rather than put more emphasis on innovative fund raising and enterprising sports marketing activities. Recent events in Africa, however, in terms of structural adjustment programmes and market economy point to the need for African higher institutions and their sports departments to move away from the perspective of budget appropriation, to pay greater attention to the political economy of . sports growth, to consistently problematize the issue of fund raising and to critically articulate viable sports sponsorship strategies. This paper is aimed at addressing some workable policy options for fmancing sports in Kenya's National Universities.
Food intake and iron status of lactating and non lactating mothers in Kenya
(Arise publishers & distributors, 2008) Gitau, Gladys; Kimiywe, Judith; Waudo, Judith N.
The indigenous games of the people of the coastal region of Kenya
(2007) Wanderi, P. M.
OSSREA, 2011. Paperback. New Book. Paperback. Wanderi (Kenyatta U.) seeks to record and hopes to revive traditional games in the coastal region of Kenya through interviews and documentary evidence. He includes details of the execution of each game, respective participants in terms of gender and age, and the significance of each activity to the individual and the community. Among the games are children's circle and chanting games, running and climbing, organized sports, wrestling, archery, and board games. There is no index. Distributed in North America by The African Books Collective. (2011 Ringgold, Inc., Portland, OR)
Management of sports in Kenyan public universities: a recreational perspective
(Kenya Association for Health, Physical Education, recreation, Sport and Dance, 1998) Akpata, D. O.
Recreational Sports in a university setting refer to intramural, extramural and sport club programmes. As oPl?osed to highly organised sports programmes like interscholastic and intercollegiate, recreational sports are for everyone in the university community. There is therefore likely to be a high correlation between a properly managed recreational sports programme and the development of university Sports as more people are involved. This paper discusses some policies that, if followed, will enable university sports administrators properly organise and manage recreational sports, thereby leading to the eventual development of sports at university level in Kenya.
Outdoor recreation in urban forests
(LAP LAMBERT Academic Publishing, 2011) Hayker, Sylvester; Mwisukha, A.; Kayi, Calvine
Physical Education and Sport 4 Skills Lower Primary Movement Activities Handbook
(Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, 2024) Kamau, Jane Wanjiku; Mwangi, Jane Wairimu; Waiganjo, Lukas Boro; Ndambiri, Richard; Oloo, Micky Olutende
Foreword: Physical Education and Sport is internationally recognized as enabler of Sustainable Development. It is considered as “one of the most effective means of providing all children and youth with skills, positive attitudes, values, knowledge and understanding for lifelong participation in society” (MINEPS V, 2013) and contributes to the aspirations of African Union Agenda 2063 “The Africa We Want”. Research indicates that active participation in quality physical education and sport, instils a positive attitude towards physical activity, hence decreasing the chances of young people engaging in risky behaviour. Physical Education and Sport also impacts positively on academic performance, while providing a platform for wider social inclusion. The Kenya Competency-Based Curriculum (CBC) provides for essential career pathways and thus enables pursuance of individual interest and holistic development of talent. Through Physical Education and Sport, learners are able to acquire core competencies in basic education such as communication and collaboration; critical thinking and problem solving; creativity and imagination; citizenship; learning to learn; digital literacy and self-efficacy. CBC identifies Physical Education and Sport as one of the learning areas, provides for a career pathway and makes it compulsory for all learners across the levels of early learning and basic education while taking cognizance of special needs. To achieve this goal, varied resource materials are required to guide implementation of Physical Education at all levels as prescribed in CBC. This handbook has been developed by a team of experts from Kenya Academy of Sports (KAS) and other practitioners from the education and sporting sector in consultation with faculty members at Kenyatta University in the Department of Physical Education, Exercise and Sport Science to provide guidance to facilitators in conducting quality Physical Education lessons for lower primary school learners. The handbook contains guidelines and interactive resources on fundamental movement skills for grade 1-3 in the lower primary school and how the facilitator should use play-based and learner-centred activities in movement contexts for optimal acquisition of skills by the learners. This has been designed to accompany acquisition of creative, cognitive and social skills for holistic development of the learner, while taking care of the levels of ability of the learners and making necessary accommodations for inclusivity. The CBC has one main goal of nurturing every learner’s potential. It emphasises that learners have equal opportunities regardless of their gender or abilities, of rising to do what they have interest in while ensuring lifelong participation in physical activity to form healthy and resilient societies. Prof. Waceke Wanjohi, Ph.D., FRSB, FKNAS Ag. Vice-Chancellor Kenyatta University Physical Education and Sport 4 Skills Lower Primary Movement Activities Handboo
Recreation as the basis of competitive sports in Kenyan universities
(Kenya Association for Health, Physical Education, recreation, Sport and Dance, 1998) Kiganjo, G. M.; Wasonga, T. A.
This paper emphasizes the vital role played by recreation as a foundation of enhancing mass participation and competitive engagement in sports in Kenyan universities. The tendency of Kenyan universities has been to put more emphasis on competitive sports at the expense' of recreation. A related approach suggests a need for a change. Based on the spillover, and philosophical model of sporting programmes, the paper examines recreational sport as the basis of competitive sports. This is done against the existing background of various types of competitive and recreation sports in Kenyan public universities. Sport involvement requires an understanding of constraints related to provision and availability of facilities, equipment, funding, programmes, time, manpower, and sport policy. The paper outlines various suggestions to increasing levels of recreative participation by first emphasizing recreation followed by instructional physical education and competitive sports while diminishing constraints affecting sport involvement. Key
Research methods dictionary
(Applied Research & Training Services (Nairobi), 2012) Mugenda, Olive M.; Mugenda, Abel G.
Research Methods: Quantitative and Qualitative Approaches
(African Centre for Technology Studies, 1999) Mugenda, Olive M.
Shaping the future of Physical Education in Kenya: A reflection on Priorities.
(Sagamore Publishers., 2014) Mwisukha, A.; Rintaugu, E.G.; Kamenju, J.W.; Wanderi, P. M.
The development of physical education (PE) and sports in Kenya can be traced from the historical phases of precolonial, colonial, and postcolonial rule. The indigenous sports and games of the precolonial period were informal and were interwoven within the African culture. Formalized PE in the form of militaristic physical training was introduced by the British Colonialists. This laid the foundation for the current PE programs that have evolved over the years. Currently, the PE curriculum for schools is developed centrally by the Kenya Institute of Education. The teaching of PE in all schools is mandatory but not examinable. The general objectives of teaching of the subject include enhancing fitness, health, recreation habits, and total wellness of children and youth. However the teaching of the subject faces challenges including negative attitudes toward it, insufficient number of teachers, and inadequate modem facilities and equipment. However, in addition to PE bools,a number of community-based physical activity programs exist. To further promote the teaching of PE in the country, suitable strategies need to be continually devised and implemented.
Sport for peace: Opportunities and challenges
(ISCPES, 2013) Gitau, Florence; Kochomay, Samuel
Sport has gained prominence in peace building practice worldwide. From ancient Greece to contemporary societies, experience has shown that sport has power and potential as a tool for facilitating peace processes. In recent times, with UN promotion of the Olympic Truce, governmental and nongovernmental organizations in East Africa have picked up and used sport to promote peace and development. This chapter reviews the practice of sport for peace in the East African Region. The chapter highlights sport for peace practices, examines the successes and challenges, and suggests ways for increasing the net gain of sport in assisting peace building processes.
Sports and Games in Kenya and their Role in Society
(African Books Collective,, 2007) Wanderi, P. M.; Gateru F. M.
Art, Culture and Society Vol 1 is the first in a series of books to be published by Twaweza Communications on the relationship between art and society, with special reference to Kenya. It is part of a cultural leadership initiative being undertaken by the organization through a reexamination of the arts as they are produced and studied. This volume brings together important reflections on the arts and is a major step in encouraging dialogue on the relationship between creativity and the human condition in the region. Significantly, it creates a space for university-based academics to engage in dialogue with artists and writers based outside institutions of higher learning. The conversations will bridge the gap between the two domains for knowledge production and enrich creative enterprise in Kenya, in theory and practice. As the essays in this collection show, the present global situation demands a way to conceptualise and theorise an ever growing cultural interconnectedness, sometimes manifested in art; and interconnectedness that draws from a myriad of cultures and experiences. Through the bridges of contact and cultural exchange distant images are mediated and brought closer to us. They are reinterpreted and modified. In the final analysis, culture is shown to be an important aspect of human creativity but separateness and boundedness is contested. Instead, culture is shown to be malleable and fluid. The essays bring in a new freshness to our reading of the creative arts coming out of Kenya.
Sports: On the right track
(Institute of Economic Affairs, 2011) Rintaugu, E.G.; Mwisukha, A.; Munayi, S.
This paper is written on the premise that Kenyan youth participation in sports and recreation is not well documented. The paper therefore tracks sports in Kenya from pre-colonial, colonial and post colonial periods with a particular emphasis on All Africa Games, Common Wealth Games and the Olympic Games. It highlights personal and external factors that have influenced youth participation in sports and recreation in Kenya. The various policies for youth sports in Kenya are weighted against other policies in Nigeria, England and USA to demonstrate mechanisms instituted elsewhere that makes youth participation in sports more efficient. The emerging trends of youth in sports and recreation in Kenya are highlighted and various fundamental issues are raised with a view to strengthen youth participation in sports and recreation in Kenya.
Sports: on the Right Track
(Institute of Economic Affairs, 2011) Rintaugu, E.G.; Mwisukha, A.; Munayi, Simon
This paper is written on the premise that Kenyan youth participation in sports and recreation is not well documented. The paper therefore tracks sports in Kenya from pre-colonial, colonial and post colonial periods with a particular emphasis on All Africa Games, Common Wealth Games and the Olympic Games. It highlights personal and external factors that have influenced youth participation in sports and recreation in Kenya. The various policies for youth sports in Kenya are weighted against other policies in Nigeria, England and USA to demonstrate mechanisms instituted elsewhere that makes youth participation in sports more efficient. The emerging trends of youth in sports and recreation in Kenya are highlighted and various fundamental issues are raised with a view to strengthen youth participation in sports and recreation in Kenya.
Sustainable Community Development: Dilemma of Options in Kenya
(Palgrave Macmillan, 2014) Waswa, F.; Kilalo, Christine Ruth Saru; Mwasaru, Dominic Mwambi
Although the theme of community development has quickly gained prominence in development studies, the emphasis has tended to be on the economic and social welfare of communities, with minimal reflection on the environmental sphere. This explains why the quality of ecosystems has generally deteriorated through the development process-thereby undermining the intended development, when viewed from a long-term perspective. By focusing on 'sustainable' community development in the Kenyan case, this book highlights the importance of integrating ecological concerns in socio-economic and cultural development processes. Although the value of communities in the development process stems from the democratic principle of 'government of the people, for the people and by the people,' this volume introduces another overlooked component in this democratic philosophy: government 'with the people.' This underlies the authors' thesis that national development is hinged on community development, and not the other way around. This calls for a people and environment centred governance system. Further, communities should increasingly take responsibility for their destiny by holding the political leadership of the day to account on all matters development

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