Journal articles: 'University of Swaziland'

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Woodson, Dorothy C. "The J. S. M. Matsebula Collection at the University of Swaziland." History in Africa 18 (1991): 381–97. http://dx.doi.org/10.2307/3172073.

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On 24 November 1989 the Library at the University of Swaziland in Kwaluseni formally received a large portion of the papers and manuscripts of the eminent Swazi writer, historian, statesman, and current chief executive of the Swaziland National Trust, J. S. M. Matsebula. The deposit of these papers has formed the nucleus of a small, but interesting and rapidly expanding, Swaziana Collection and this contribution, it is hoped, will inspire other prominent Swazis and scholars of Swaziland similarly to deposit their materials. The preeminent anthropologist, Hilda Kuper, has recently offered her large and valuable collection of manuscripts and field notes to the University of Swaziland, and the elder statesman, J. J. Nquku, founder of the Swaziland Progressive Party (among other accomplishments), is preparing his personal papers for the Collection as well. Additionally, it has just been learned that the Swaziland Oral History Project materials will be transferred to the University of Swaziland from the University of the Witwatersrand.James Shadrack Mkhulunyelwa Matsebula was born in 1918, outside Mbabane, the capital of Swaziland, into a family which has traditionally played a significant role in ritual Swazi royal life. The King's first wife is chosen from the Matsebulas and is known as laMatsebula. He was educated in Swaziland and South Africa and has written on a wide variety of topics in several genres and languages.

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Sukati, C. W. S., Nokuthula Vilakati, and Chandraiah Esampally. "HIV/AIDS education: what works for Swaziland University students?" Educational Research 52, no. 1 (February 2010): 101–13. http://dx.doi.org/10.1080/00131881003588352.

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Devi, Thiyam Satyabati. "User Perception of Social Networking Sites in the University of Swaziland." International Journal of Virtual Communities and Social Networking 7, no. 3 (July 2015): 51–58. http://dx.doi.org/10.4018/ijvcsn.2015070103.

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Internet has experiences tremendous growth in today's world and social networking sites have become highly significant in our lives. The present comparative study between the students of Agriculture and Health Science concentrate more precisely on the students who come to the library. The research explores how the students create identity for themselves in the virtual world and how they relate to others online. It analyzes the cultural differences from the youth perspective and discusses whether social networking sites isolate youngsters from the society or help them to build relationships; the participation in these sites is also explored. The study is based on a survey. Students completed a questionnaire which assessed personal use of social media when communicating with friends and family. The findings disclosed that social networking is gaining popularity among them. Facebook is the most popular and used social networking site followed by WhatsApp and Google plus.

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Matsenjwa, Lindiwe Rose, and S’lungile Kindness Thwala. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 74–87. http://dx.doi.org/10.33225/pec/13.55.74.

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The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.

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Masuku, Micah Bheki, Raufu M. O., and Tijani A. A. "The Use of ICT for Tertiary Education in Agriculture and Research in Swaziland: The Case of University of Swaziland (UNISWA) Students." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 1. http://dx.doi.org/10.5296/jas.v4i1.8142.

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The primary goal of universities is to teach, provide community service, and conduct research. Empirical evidence has shown that innovative research can best be conducted with the aid of ICT. This study therefore, examines factors affecting the use of ICT for tertiary education and research for development among UNISWA students in the Faculty of Agriculture. Stratified random sampling technique was employed to select 113 UNISWA undergraduate and postgraduate students from whom data were obtained using structured questionnaires. Descriptive statistics and Tobit regression model were used to analyse the data.The results revealed that the radio and television, audio-graphic, email, computer file transfer and multimedia products were the main ICT facilities available. Accessing research and relevant materials online and the use of ICT in improving efficiency of communication among students and lecturers were ranked high by the respondents. Weak wireless services and unemployment were the greatest challenges to the use of ICT facilities by students. Estimated Tobit regression results revealed that availability, accessibility and necessity for ICT facilities significantly influenced their use for learning and research among the undergraduate students while family size, availability, necessity and proficiency were the main factors affecting the use of ICT facilities among the postgraduate students.In order to encourage the use of ICT among UNISWA students, the study is therefore recommending that (i) The university authorities should make ICT facilities available and accessible to all categories of students, (ii) Departments should incorporate the use of ICT facilities into their curriculum, and (iii) lecturers should give ICT based assignments and use ICT-based teaching methods.

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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol. 11, No. 3." Review of European Studies 11, no. 3 (August 30, 2019): 84. http://dx.doi.org/10.5539/res.v11n3p84.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 3 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Ali S.M. Al-Issa, Sultan Qaboos University, Oman Ani Derderian, WSU, USA Anna Grana, University of Palermo, Italy Annalisa Pavan, University of Padova, ITALY Edwards, Beverly L, Fayetteville State University Department of Social Work, United States Eugenia Panitsides, University of Macedonia, Greece Florin Ionita, The Bucharest Academy of Economic Studies, Romania Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gülce Başer, Boğaziçi University, Tukey Hiranya Lahiri, M.U.C Women’s College, Burdwan, India Ifigeneia Vamvakidou, University of Western Macedonia, Greece Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Johnnie Woodard, Independent Scholar, USA Karen Ferreira-Meyers, University of Swaziland, Swaziland Lena Arampatzidou, Aristotle University of Thessaloniki, Greece Maria Pescaru, University of Pitești, ROMANIA Meenal Tula, University of Hyderabad, India Pri Priyono, universities PGRI adi buana, Indonesia Ronald James Scott, Leading-Edge Research Institute, USA Sara Núñez Izquierdo, University of Salamanca, Spain Smita M. Patil, School of Gender and Development Studies, India Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government , Greece Vicenta Gisbert, Universidad de La Laguna, Spain

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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol 10, No. 1." Review of European Studies 10, no. 1 (February 26, 2018): 140. http://dx.doi.org/10.5539/res.v10n1p140.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org.Reviewers for Volume 10, Number 1 Efstathios Stefos, University of the Aegean, GreeceFlorin Ionita, The Bucharest Academy of Economic Studies, RomaniaJohnnie Woodard, Independent Scholar, USAMirosław Kowalski, University of Zielona Góra, PolandTryfon Korontzis, Hellenic National School of Local Government, GreeceLena Arampatzidou, Aristotle University Of Thessaloniki, GreeceCarmen Ramos, University of Oviedo, SpainIoanna Efstathiou, University of the Aegean, GreeceMichele Capurso, Università degli Studi di Perugia, ItalyAziollah Arbabisarjou, Zahedan University of Medical Sciences, IranRickey Ray, Northeast State Community College, USAFabio Nogueira, dismiss Centro Universitário do Espírito Santo, BrazilSkaidrė Žičkienė, Šiauliai University, LithuaniaMercedes Ruiz Lozano, University Loyola Andalucía, SpainKaren Ferreira-Meyers, University of Swaziland, SwazilandIoan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, RomaniaHyunsook Kang, Stephen F. Austin State University, United States

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Tsikati, Alfred, Marietta Dlamini, and Musa Dube. "Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 64–74. http://dx.doi.org/10.5191/jiaee.2019.26205.

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From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini

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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol 11, No. 3." Review of European Studies 11, no. 3 (August 30, 2019): 94. http://dx.doi.org/10.5539/res.v11n3p94.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 3 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Ali S.M. Al-Issa, Sultan Qaboos University, Oman Ani Derderian, WSU, USA Anna Grana, University of Palermo, Italy Annalisa Pavan, University of Padova, ITALY Edwards, Beverly L, Fayetteville State University Department of Social Work, United States Eugenia Panitsides, University of Macedonia, Greece Florin Ionita, The Bucharest Academy of Economic Studies, Romania Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gülce Başer, Boğaziçi University, Tukey Hiranya Lahiri, M.U.C Women’s College, Burdwan, India Ifigeneia Vamvakidou, University of Western Macedonia, Greece Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Johnnie Woodard, Independent Scholar, USA Karen Ferreira-Meyers, University of Swaziland, Swaziland Lena Arampatzidou, Aristotle University of Thessaloniki, Greece Maria Pescaru, University of Pitești, ROMANIA Meenal Tula, University of Hyderabad, India Pri Priyono, universities PGRI adi buana, Indonesia Ronald James Scott, Leading-Edge Research Institute, USA Sara Núñez Izquierdo, University of Salamanca, Spain Smita M. Patil, School of Gender and Development Studies, India Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government , Greece Vicenta Gisbert, Universidad de La Laguna, Spain

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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).

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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol 11, No. 1." Review of European Studies 11, no. 1 (February 28, 2019): 203. http://dx.doi.org/10.5539/res.v11n1p203.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 11, Number 1 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Arthur Becker-Weidman, Center For Family Development, USA Carmen Ramos, University of Oviedo, Spain Dave Williams, Dublin Institute of Technology, Ireland Efstathios Stefos, University of the Aegean, Greece Emilia Salvanou, Hellenic Open University, Greece Gabriela Gruber, Lucian Blaga University of Sibiu, Romania George Touche, Texas A&M University, USA Hyunsook Kang, Stephen F. Austin State University, United States Ifigeneia Vamvakidou, University of Western Macedonia, Greece Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Ioanna Efstathiou, University of the Aegean, Greece Karen Ferreira-Meyers, University of Swaziland, Swaziland Macleans Mzumara, Bindura University of Science Education, Zimbabwe Maria-Eleni Syrmali, Panteion University, Greece Meenal Tula, University of Hyderabad, India Mehdi Ghasemi, University of Turku, Finland Mirosław Kowalski, University of Zielona Góra, Poland Nikos Christofis, Shaanxi Normal University, Greece Rebecca Burwell, Westfield State University, USA Rickey Ray, Northeast State Community College, USA Ronald James Scott, Leading-Edge Research Institute, USA Savanam Chandra Sekhar, St. Ann’s College of Engineering & Technology, Chirala, India Serena Kelly, University of Canterbury, New Zealand Smita M. Patil, School of Gender and Development Studies, India Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala

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Dou, Paige. "Reviewer Acknowledgements for Review of European Studies, Vol. 12, No. 1." Review of European Studies 12, no. 1 (March 2, 2020): 106. http://dx.doi.org/10.5539/res.v12n1p106.

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Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 12, Number 1 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Antonio Messeni Petruzzelli, Politecnico di Bari, Italy Arthur Becker-Weidman, Center For Family Development, USA Aziollah Arbabisarjou, Zahedan University of Medical Sciences, Iran Eugenia Panitsides, University of Macedonia, Greece Federico De Andreis, University Giustino Fortunato, Italy Florin Ionita, The Bucharest Academy of Economic Studies, Romania Frantisek Svoboda, Masaryk University, Czech republic Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gevisa La Rocca, University of Enna “Kore”, Italy Ghaiath M. A. Hussein, University of Birmingham, UK Gülce Başer, Boğaziçi University, Tukey Ifigeneia Vamvakidou, University of Western Macedonia, Greece Indrajit Goswami, N. L. Dalmia Institute of Management Studies and Research, India Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Julia Stefanova, Economic Research Institute – The Bulgarian Academy of Sciences, Bulgaria Karen Ferreira-Meyers, University of Swaziland, Swaziland Maria Pescaru, University of Pitești, ROMANIA Montserrat Crespi Vallbona, University of Barcelona, Spain Muhammad Saud, Universitas Airlangga, Indonesia Natalija Vrecer, independent researcher, Slovenia Nunzia Di Cristo Bertali, Liverpool John Moores University, United Kingdom Serdar Yilmaz, World Bank, USA Skaidrė Žičkienė, &Scaron;iauliai University, Lithuania Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government, Greece Valeria Vannoni, University of Perugia, Italy Vicenta Gisbert, Universidad de La Laguna, Spain

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Tsikati, Alfred, and Khomb’sile Dlamini. "Experiences of Cooperating Teachers on Teaching Practice Supervision in Eswatini, Swaziland." Journal of International Agricultural and Extension Education 26, no. 2 (August 19, 2019): 138–49. http://dx.doi.org/10.5191/jiaee.2019.26210.

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Cooperating teachers (CTs) are key participants in ensuring a valuable experience for the student teacher (ST) during teaching practice. Surprisingly, their voices largely remain absent in the extant literature. Thus, the purpose of the study was to investigate the experiences of CTs during teaching practice supervision in Eswatini. A descriptive research design using a census of 46 CTs for student teachers (STs) who did teaching practice in the 2015/16 academic year of the University of Eswatini in the Department of Agricultural Education was used. A self-administered questionnaire was used for collecting data. A five-point numerical scale and six-point Likert-type rating scale were used to measure the variables. Three lecturers from the Department of Agricultural Education and Extension and two agriculture teachers established content and face validity for the questionnaire. Inter-item reliability from a pilot study was .78. Findings of the study revealed that CTs were supported by the University through the supervisors and Teaching Practice Handbook. The CTs noted that establishing rapport with the STs was essential and head teachers needed to visit the STs in the respective classes they teach. STs were good in developing, organizing and using instructional materials but had challenges in disciplining learners. The study recommended that CTs should be provided with trainings and incentives so that they can effectively discharge their duties during teaching practice. Keywords: cooperating teachers; in-service teachers; student teachers; teaching practice; teaching practicum

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Coetzee, SA, and CV Mbanze. "Merging into a Private University: Law Regulating the Transfer of Academic Employees in Swaziland." Journal of Asian and African Studies 49, no. 5 (November 17, 2013): 584–96. http://dx.doi.org/10.1177/0021909613507043.

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KARUNARATNE, A. S., S. N. AZAM-ALI, G. IZZI, and P. STEDUTO. "CALIBRATION AND VALIDATION OF FAO-AQUACROP MODEL FOR IRRIGATED AND WATER DEFICIENT BAMBARA GROUNDNUT." Experimental Agriculture 47, no. 3 (May 6, 2011): 509–27. http://dx.doi.org/10.1017/s0014479711000111.

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SUMMARYSimulation of yield response to water plays an increasingly important role in optimization of crop water productivity (WP) especially in prevalent drought in Africa. The present study is focused on a representative crop: bambara groundnut (Vigna subterranea), an ancient grain legume grown, cooked, processed and traded mainly by subsistence women farmers in sub-Saharan Africa. Over four years (2002, 2006–2008), glasshouse experiments were conducted at the Tropical Crops Research Unit, University of Nottingham, UK under controlled environments with different landraces, temperatures (23 ± 5 °C, 28 ± 5 °C, 33 ± 5 °C) and soil moisture regimes (irrigated, early drought, late drought). Parallel to this, field experiments were conducted in Swaziland (2002/2003) and Botswana (2007/2008). Crop measurements of canopy cover (CC), biomass (B) and pod yield (Y) of selected experiments from glasshouse (2006 and 2007) and field (Botswana) were used to calibrate the FAO AquaCrop model. Subsequently, the model was validated against independent data sets from glasshouse (2002 and 2008) and field (Swaziland) for different landraces. AquaCrop simulations for CC, B and Y of different bambara groundnut landraces are in good agreement with observed data with R2 (CC-0.88; B-0.78; Y-0.72), but with significant underestimation for some landraces.

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Mokopakgosi, Brian T. "Why the University of Botswana, Lesotho and Swaziland Failed: Lessons from the Brief History of a Regional University in Southern Africa." Journal of Southern African Studies 39, no. 2 (June 2013): 465–80. http://dx.doi.org/10.1080/03057070.2013.796737.

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Dlamini, Nosisi P., and Gregory H. Kamwendo. "Code-switching as a Strategy for the Decolonisation of Learning: A Case of One University in Swaziland." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 13, no. 1 (January 2, 2018): 39–55. http://dx.doi.org/10.1080/18186874.2018.1479873.

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CRUSH, JONATHAN. "TWENTIETH-CENTURY SWAZILAND When the Sleeping Grass Awakens: Land and Power in Swaziland. By RICHARD LEVIN. Johannesburg: University of Witwatersrand Press, 1997. Pp. 290. SA Rand 98.94 (ISBN 1-86814-301-5)." Journal of African History 42, no. 2 (July 2001): 307–52. http://dx.doi.org/10.1017/s0021853701457896.

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CRUSH, JONATHAN. "TWENTIETH-CENTURY SWAZILAND When the Sleeping Grass Awakens: Land and Power in Swaziland. By RICHARD LEVIN. Johannesburg: University of Witwatersrand Press, 1997. Pp. 290. SA Rand 98.94 (ISBN 1-86814-301-5)." Journal of African History 42, no. 2 (July 2001): 307–52. http://dx.doi.org/10.1017/s0021853701457938.

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Kamwendo, Gregory Hankoni, and Nosisi Percis Dlamini. "Language planning at a cross-border university in Swaziland: the case of teaching and learning, research and institutional administration." Current Issues in Language Planning 17, no. 3-4 (August 2, 2016): 298–310. http://dx.doi.org/10.1080/14664208.2016.1213150.

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RUGG, REBECCA ANN. "Collaboration as Research. Yale University, Siwela Sonke Dance Theatre, Clowns Without Borders South Africa, and People’s Educational Theatre Swaziland." Matatu 43, no. 1 (2013): 83–108. http://dx.doi.org/10.1163/9789401210539_006.

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Sibanda, Jabulani. "The Nexus Between Direct Reading Instruction, Reading Theoretical Perspectives, and Pedagogical Practices of University of Swaziland Bachelor of Education Students." RELC Journal 41, no. 2 (August 2010): 149–64. http://dx.doi.org/10.1177/0033688210373121.

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Fajana, Sola. "The Politics of Harmony: land dispute strategies in Swaziland by Laurel L. Rose Cambridge University Press, 1992. Pp. xviii + 234. £35.00. $59.50." Journal of Modern African Studies 32, no. 1 (March 1994): 179–81. http://dx.doi.org/10.1017/s0022278x00012672.

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Nhlengethwa, Khanyisile Brenda, Nadaraj Govender, and Doras Sibanda. "FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 454–66. http://dx.doi.org/10.33225/jbse/20.19.454.

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Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.

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Mboowa, Gerald, Savannah Mwesigwa, Eric Katagirya, Gaone Retshabile, Busisiwe C. Mlotshwa, Lesedi Williams, Adeodata Kekitiinwa, et al. "The Collaborative African Genomics Network (CAfGEN): Applying Genomic technologies to probe host factors important to the progression of HIV and HIV-tuberculosis infection in sub-Saharan Africa." AAS Open Research 1 (April 18, 2018): 3. http://dx.doi.org/10.12688/aasopenres.12832.1.

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Background: The Human Heredity and Health in Africa consortium (H3Africa) was conceived to facilitate the application of genomics technologies to improve health across Africa. Here, we describe how the Collaborative African Genomics Network (CAfGEN) of the H3Africa consortium is using genomics to probe host genetic factors important to the progression of HIV and HIV-tuberculosis (TB) coinfection in sub-Saharan Africa. Methods: CAfGEN is an H3Africa collaborative centre comprising expertise from the University of Botswana; Makerere University; Baylor College of Medicine Children’s Clinical Centers of Excellence (COEs) in Botswana, Uganda, and Swaziland; as well as Baylor College of Medicine, Texas. The COEs provide clinical expertise for community engagement, participant recruitment and sample collection while the three University settings facilitate processing and management of genomic samples and provide infrastructure and training opportunities to sustain genomics research. Results: The project has focused on utilizing whole-exome sequencing to identify genetic variants contributing to extreme HIV disease progression phenotypes in children, as well as RNA sequencing and integrated genomics to identify host genetic factors associated with TB disease progression among HIV-positive children. These cohorts, developed using the COEs’ electronic medical records, are exceptionally well-phenotyped and present an unprecedented opportunity to assess genetic factors in individuals whose HIV was acquired by a different route than their adult counterparts in the context of a unique clinical course and disease pathophysiology. Conclusions: Our approach offers the prospect of developing a critical mass of well-trained, highly-skilled, continent-based African genomic scientists. To ensure long term genomics research sustainability in Africa, CAfGEN contributes to a wide range of genomics capacity and infrastructure development on the continent, has laid a foundation for genomics graduate programs at its institutions, and continues to actively promote genomics research through innovative forms of community engagement brokered by partnerships with governments and academia to support genomics policy formulation.

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Mboowa, Gerald, Savannah Mwesigwa, Eric Katagirya, Gaone Retshabile, Busisiwe C. Mlotshwa, Lesedi Williams, Adeodata Kekitiinwa, et al. "The Collaborative African Genomics Network (CAfGEN): Applying Genomic technologies to probe host factors important to the progression of HIV and HIV-tuberculosis infection in sub-Saharan Africa." AAS Open Research 1 (June 21, 2018): 3. http://dx.doi.org/10.12688/aasopenres.12832.2.

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Background: Here, we describe how the Collaborative African Genomics Network (CAfGEN) of the Human Heredity and Health in Africa (H3Africa) consortium is using genomics to probe host genetic factors important to the progression of HIV and HIV-tuberculosis (TB) coinfection in sub-Saharan Africa. The H3Africa was conceived to facilitate the application of genomics technologies to improve health across Africa.. Methods: CAfGEN is an H3Africa collaborative centre comprising expertise from the University of Botswana; Makerere University; Baylor College of Medicine Children’s Clinical Centers of Excellence (COEs) in Botswana, Uganda, and Swaziland; as well as Baylor College of Medicine, Texas. The COEs provide clinical expertise for community engagement, participant recruitment and sample collection while the three University settings facilitate processing and management of genomic samples and provide infrastructure and training opportunities to sustain genomics research. Results: The project has focused on utilizing whole-exome sequencing to identify genetic variants contributing to extreme HIV disease progression phenotypes in children, as well as RNA sequencing and integrated genomics to identify host genetic factors associated with TB disease progression among HIV-positive children. These cohorts, developed using the COEs’ electronic medical records, are exceptionally well-phenotyped and present an unprecedented opportunity to assess genetic factors in individuals whose HIV was acquired by a different route than their adult counterparts in the context of a unique clinical course and disease pathophysiology. Conclusions: Our approach offers the prospect of developing a critical mass of well-trained, highly-skilled, continent-based African genomic scientists. To ensure long term genomics research sustainability in Africa, CAfGEN contributes to a wide range of genomics capacity and infrastructure development on the continent, has laid a foundation for genomics graduate programs at its institutions, and continues to actively promote genomics research through innovative forms of community engagement brokered by partnerships with governments and academia to support genomics policy formulation.

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Brody, Alan. "Development Support Communication in Practice: Towards Realizing Child Rights Through UNICEF." Asia Pacific Media Educator 29, no. 2 (August 27, 2019): 89–105. http://dx.doi.org/10.1177/1326365x19865388.

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The author studied 6 years with Professor Joe Ascroft at the University of Iowa on a team defining principles of Development Support Communication (DSC, now widely called C4D). In 1984, he returned to the world of development practice and a 22-year career with UNICEF. The article describes his first assignment in Nigeria using an innovative communication strategy to speed the adoption of oral rehydration therapy for treatment of diarrhoea and dehydration. It also summarizes subsequent work that applied perspectives and expertise in communication to UNICEF’s challenges to further child rights: involving pharmacists as promoters of oral rehydration, and helping to launch the global ‘Baby Friendly Hospital Initiative’ in Turkey; formulating a strategy to apply national mass campaign approaches pioneered in global vaccination initiatives to reduce pneumonia deaths in Central Asia; working on emergency programmes in the ‘failed state’ of Afghanistan; building support and understanding of child rights in China, along with strengthening decentralized capacities to monitor progress towards World Summit for Children goals and targets; and as UNICEF Representative in Swaziland tackling challenges of one of the world’s worst HIV and AIDS crises. He provides seven key ideas and principles—drawn from ‘DSC Iowa Style’—that guided his development work over those years.

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Sanders, A. J. G. M. "Towards a People's Philosophy of Law!" Journal of African Law 31, no. 1-2 (1987): 37–43. http://dx.doi.org/10.1017/s0021855300009220.

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It was in August 1980 that Professor Allott visited Southern Africa for the first time, and I am proud that it was the Institute to which I am attached which arranged the visit. In October 1981 we had the pleasure of welcoming Professor Allott to our region again. This time the happy occasion had been arranged by the University of Swaziland. All of us took an instant liking to Professor Allott. (As for our visitor, I got the distinct impression that he, too, enjoyed the encounter!) The way in which he was able to keep our discussions on track and lend perspective to them made a great impression. Hitherto, we had known him as a learned author on African law and the “internal conflict of laws”. “In the flesh”, he proved to be a man of the people and a teacher par excellence—concerned but never patronising, incisive in his criticisms but never disparaging. This impression is confirmed in his publication, The Limits of Law, which has become a source of constant reference in the Southern African region, and which inspired this essay.For reasons Professor Allott will understand, my contribution to his Festschrift has taken the form of a cri de coeur from a troubled part of the world which, only too aware of the limits and the excesses of law, continues to put its faith in law as a social directive.

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Nyeko, Balam. "National Biography? - A Biographical Register of Swaziland to 1902. By Huw M. Jones. Pietermaritzburg: University of Natal Press, 1993. Pp. xxxvi + 691. No price given (ISBN 0-80980-880-x)." Journal of African History 37, no. 1 (March 1996): 146–47. http://dx.doi.org/10.1017/s0021853700034988.

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Nkonde, Edmond S., Oloyede O.I., and Peter G. "EXPLORING ESWATINI SENIOR SECONDARY SCHOOL GEOGRAPHY TEACHERS’ UNDERSTANDING OF AND ATTITUDES TO EDUCATION FOR SUSTAINABLE DEVELOPMENT." International Journal of Research -GRANTHAALAYAH 7, no. 10 (June 16, 2020): 407–17. http://dx.doi.org/10.29121/granthaalayah.v7.i10.2019.415.

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Due to the close affinity that Geography shares with the theoretical constructs and methodologies of Education for sustainable development (ESD), Geography is expected to play a major role in the implementation of ESD. However, for this to take place, Geography teachers ought to have a deep and clear understanding of both sustainable development and ESD and should have positive attitudes towards what these concepts entail. In Swaziland, information about understanding of what both sustainable development and ESD among Geography teachers and what their attitudes are towards these domains of today’s world debate is very little. This study is therefore an attempt to fill this gap of information. The study, which was a mixed methods design answered four research questions, had a sample of 92 senior secondary school Geography teachers from 40 systematically sampled schools in the four regions of Eswatini. A self-developed questionnaire which was validated by two experts at the University of Eswatini, with a reliability value of 0.72 was used. Results obtained were analysed using Qualitative content analysis (QCA) method and Statistical Package for Social Scientists Version 10 (SPSS_10) and Excel. The results indicated that Geography teachers lacked a deep and clear understanding of the theoretical constructs of both sustainable development and ESD. More so, very few teachers had any clear, supported understanding of what ESD is all about. Despite this lack of knowledge, teachers showed a high level of positive attitudes towards sustainable development and ESD. The study concluded that a majority of the geography teachers did not understand the concept of ESD and recommended that sustained in service training programmes be put in place urgently and teacher training institutions should fully incorporate ESD in education training programmes to empower trainee teachers who would be the implementers of ESD.

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Cobbe, James. "Book ReviewCulture and Education: The Social Consequences of Western Schooling in Contemporary Swaziland by Margaret Zoller Booth. Lanham, MD: University Press of America, 2004. 275 pp. $41.00 (paper). ISBN 0‐7618‐2717‐X." Comparative Education Review 50, no. 1 (February 2006): 169–71. http://dx.doi.org/10.1086/501151.

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ADISU, M. "Margaret Zoller Booth, Culture and Education: The Social Consequences of Western Schooling in Contemporary Swaziland, Lanham, md.: University Press of America, ISBN 0-7618-2717-X, 2004 (308pp., including index, map, and illustrations, $41.00 pbk).#Adisu#2005#91#92#M." International Journal of Educational Development 25, no. 1 (January 2005): 91–92. http://dx.doi.org/10.1016/s0738-0593(04)00110-5.

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Tsai, W. S., I. K. Abdourhamane, D. Knierim, J. T. Wang, and L. Kenyon. "First Report of Zucchini yellow mosaic virus Associated with Leaf Crinkle and Yellow Mosaic Diseases of Cucurbit Plants in Mali." Plant Disease 94, no. 7 (July 2010): 923. http://dx.doi.org/10.1094/pdis-94-7-0923b.

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The aphid-transmitted Zucchini yellow mosaic virus (ZYMV; genus Potyvirus, family Potyviridae) has been reported to cause severe epidemics and yield losses in cucurbit crops worldwide (1). In Africa, ZYMV has been detected in Algeria, Egypt, Madagascar, Mauritius, Mayotte, Morocco, Nigeria, Reunion, South Africa, Sudan, Swaziland, and Tunisia (1). In April 2009, leaf yellowing, mosaic, crinkling, and curling were common on cucurbit plants in fields in Mali. Symptomatic leaf samples were collected from five cucumber (Cucumis sativus) plants in Kati, two watermelon (Citrullus lanatus) plants in Samanko, and one weedy melon (Cucumis sp.) plant in Baguineda. All samples tested positive for ZYMV and were negative for Cucumber mosaic virus (CMV), Cucumber green mottle mosaic virus (CGMMV), Papaya ringspot virus type W (PRSV-W), Watermelon mosaic virus (WMV), and Watermelon silver mottle virus (WSMoV) by double-antibody sandwich (DAS)-ELISA. They also tested negative for Melon yellow spot virus (MYSV) by indirect ELISA. Antibodies against ZYMV and WMV were obtained from DSMZ, Braunschweig, Germany, and those against CGMMV, MYSV, PRSV-W, and WSMoV were provided by Shyi-Dong Yeh, National Chung Hsing University, Taichung, Taiwan. Six ZYMV ELISA-positive samples (three cucumber, two watermelon, and the weedy melon sample) were also tested by reverse transcription (RT)-PCR using the potyvirus universal primer pair Sprimer1/Oligo(dT) (2). The expected 1.6-kb viral cDNA was amplified from all six samples and each was sequenced. All sequences obtained from cucumber (GenBank Accession Nos. HM005307, HM005308, and HM005309), watermelon (GenBank Accession Nos. HM005311 and HM005312), and weedy melon (GenBank Accession No. HM005310) isolates were 1,684 nucleotides (nt) long excluding the 3′ poly-A tails. They comprised the 3′-terminal of the NIb region (1 to 633 nt), the coat protein region (634 to 1473 nt), and the 3′-untranslated region (1,474 to 1,684 nt). Because the sequences shared high nucleotide identity (98.3 to 99.7%), these isolates were considered to be the same virus species. When the sequences were compared by BLASTn searching in GenBank and analyzed by DNAMAN Sequence Analysis Software (Lynnon Corporation, St-Louis, Pointe-Claire, Quebec, Canada), they were found to have the greatest nucleotide identity (97.4 to 98.0%) with the Connecticut strain of ZYMV (ZYMV-Connecticut; GenBank Accession No. D00692), within a clade of isolates from China, Italy, Japan, and the United States. When assessed separately, their coat protein (97.7 to 98.3% nucleotide and 98.9 to 99.6% amino acid identity) and 3′-untranslated regions (96.7 to 97.2% identity) also had greatest homology with ZYMV-Connecticut. To our knowledge, this is the first report of ZYMV infecting cucurbit plants in Mali. ZYMV should be taken into consideration when breeding cucurbit crops for this region, and managing viral diseases. References: (1) C. Desbiez et al. Plant Pathol. 46:809, 1997. (2) W. S. Tsai et al. Plant Dis. 94:378, 2010.

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Panda, Sudhanshu S., Thomas H. Terrill, Ajit K. Mahapatra, Brian Kelly, Eric R. Morgan, and Jan A. van Wyk. "Site-Specific Forage Management of Sericea Lespedeza: Geospatial Technology-Based Forage Quality and Yield Enhancement Model Development." Agriculture 10, no. 9 (September 22, 2020): 419. http://dx.doi.org/10.3390/agriculture10090419.

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Site-specific forage management (SSFM), comprising growth observation, impact assessment, and timely strategic response to small variations in sericea lespedeza (SL; Lespedeza cuneata (Dum-Cours.) G. Don) production, has been envisioned as a life-changing approach for resource-poor (R-P) farmers in developing countries, assisting in the effective rearing of their small ruminants. The application of geospatial technologies, including geographic information systems (GIS), remote sensing, global navigation satellite system, and information technology, can support SSFM but has not been widely used for site-specific forage management. From our previous studies, it appears that the entire range of condensed tannins of lespedeza, namely extractable condensed tannin (ECT), fiber-bound condensed tannin (FBCT), and protein-bound condensed tannin (PBCT), as well as crude protein (CP), are excellent for promoting small ruminant digestion and overall health. The goal of this study was to develop an SSFM strategy for SL to enhance animal production in areas of drought-prone, low pH, marginally infertile soils. To achieve this goal, study objectives were to: (i) develop statistical and artificial neural networks-based (ANN) models to identify if a sound correlation exists among forage growth environmental features and SL-ECT content; (ii) determine suitability criteria, including climate, soil, and land use/land cover (LULC), for mass scale production of SL and collect supporting environmental geospatial data; and (iii) develop an automated geospatial model for SL growth suitability analysis in relation to optimal areas for its production in a case-study location. Telemetric data and individual climatologic parameters (including minimum, maximum, and average temperature, humidity, dewpoint, soil temperatures at three depths, soil moisture, evapotranspiration, total solar radiation, and precipitation) were found to correlate well (>75%) with the forage production parameters, including values of SL-ECT from the Fort Valley State University (FVSU) research station in Georgia in the southern United States. A backpropagation neural network (BPNN) model was developed using similar climatic input parameters, along with elevation (topography) and a normalized difference vegetation index (NDVI) to estimate the forage’s ECT with a testing root mean square error (RMSE) of 1.18%. With good correlation obtained between the climatic, soil, slope, and land cover input parameters, and SL-ECT as the output parameter, an SSFM model was developed with potential application to R-P farmers in areas suitable for SL establishment and growth. Eswatini (previously Swaziland), a landlocked country in southern Africa, in which numerous R-P small ruminant (sheep and goat) farmers reside, was used as the case study location to develop the SL production suitability model. Geospatial data were used for automated model development in an ArcGIS Pro ModelBuilder platform to provide information on where to grow SL efficiently to economically feed small ruminants. Land use/land cover, soil, topography, and climate based geospatial data of the region helped in the development of the automated SSFM geospatial model for spatial growth suitability location determination to assist farmers of Eswatini with their SL production decision making. This automated model can easily be replicated for farmers in other countries in Africa, as well as in other parts of the world having similar climatic conditions.

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Hlophe, Phumzile, and Justus Wamukoya. "Utilization of Archival Information at Swaziland National Archives by Researchers at University of Swaziland." ESARBICA Journal: Journal of the Eastern and Southern Africa Regional Branch of the International Council on Archives 26, no. 1 (May 7, 2007). http://dx.doi.org/10.4314/esarjo.v26i1.31016.

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Dlamini, Barnabas, and Hean Teoh. "Partnership Experiences by the University of Swaziland: Implications for Globalization Efforts." Journal of International Agricultural and Extension Education 8, no. 3 (2001). http://dx.doi.org/10.5191/jiaee.2001.08301.

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Dube, Musa MA, and Nomsa Zwane. "Analysis of Students Dissertations in Agricultural Education at the University of Swaziland." UNISWA Research Journal of Agriculture, Science and Technology 6, no. 1 (January 1, 2002). http://dx.doi.org/10.4314/uniswa-rjast.v6i1.4642.

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Miller, Larry, and Barnabas Dlamini. "COLLABORATIVE EFFORTS BETWEEN OHIO STATE UNIVERSITY AND THE FACULTY OF AGRICULTURE AT THE UNIVERSITY OF SWAZILAND." Journal of International Agricultural and Extension Education 5, no. 3 (1998). http://dx.doi.org/10.5191/jiaee.1998.05304.

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Keregero, K. J. B. "REACHING SWAZI NATION LAND FARMERS: CHALLENGES TO THE CREDIBILITY OF AGRICULTURAL EXTENSION IN SWAZILAND K.J.B. Keregero Department of Agriculture Education and Extension, Faculty of Agriculture UNIVERSITY OF SWAZILAND, LUYENGO M205, SWAZILAND." UNISWA Journal of Agriculture 9, no. 1 (January 1, 2000). http://dx.doi.org/10.4314/uniswa.v9i1.4598.

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Dube, MMA, and BB Masuku. "University students' level of agreement regarding public knowledge of environmental education in Swaziland." UNISWA Research Journal of Agriculture, Science and Technology 9, no. 1 (September 26, 2007). http://dx.doi.org/10.4314/uniswa-rjast.v9i1.4759.

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Murye, Alfred Francis, and Musa Gcina Sibandze. "Towards Energy Efficiency and Sustainability in Academic Institutions: The Case of the University of Swaziland (UNISWA), Mbabane Campus." Innovative Energy & Research 01, S1 (2017). http://dx.doi.org/10.4172/2576-1463.s1-003.

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Ferreira-Meyers, K. "Autofictional themes, Practices and Strategies in View of the Construction of Intercultural Values at the University of Swaziland." Lwati: A Journal of Contemporary Research 6, no. 2 (October 8, 2009). http://dx.doi.org/10.4314/lwati.v6i2.46572.

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Dlamini, Barnabas. "Self-reported Levels of Competence and Training Needs in Statistical Procedures by University Academic Staff in Botswana and Swaziland." Journal of International Agricultural and Extension Education 11, no. 3 (2004). http://dx.doi.org/10.5191/jiaee.2004.11303.

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Keregero, MM, and HN Mdluli. "Competencies of Graduating Students Before and After Enrolment in the Home Economics Degree Programme at the University of Swaziland." UNISWA Research Journal of Agriculture, Science and Technology 6, no. 2 (June 28, 2004). http://dx.doi.org/10.4314/uniswa-rjast.v6i2.4732.

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Mabuza, Tandzisile Z., Michael T. Masarirambi, Kwanele A. Nxumalo, and Paul K. Wahome. "Effects of Different Rates of Cattle Manure on Growth, Yield and Quality of Pepper (Capsicum annuum L.) in a Sub-tropical Environment of Eswatini (Swaziland)." Asian Journal of Advances in Agricultural Research, November 29, 2019, 1–7. http://dx.doi.org/10.9734/ajaar/2019/v11i430061.

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Green pepper (Capsicum annuum L.) is an important vegetable in the Kingdom of Eswatini. However, there is rare information on pepper production using cattle manure. The experiment was conducted at the University of Swaziland, Luyengo Campus, in the Horticulture Department Lath-house to determine the effects of different rates of cattle manure on the growth and yield of green pepper in order to come up with a suitable application rate for green pepper. Cattle manure was applied at different rates of 20, 40, 60 and 80 tons/ha in a Randomized Complete Block Design, while 2:3:2 which was used as a control was applied at 150 kg/ha. For every increase in the application level/rate of the cattle manure, there was a considerable increase in the growth parameters that were measured. Results obtained from this experiment indicate that applying cattle manure at 80 tons/ha gave relatively higher yields. This cattle manure rate can be used by farmers in green pepper production.

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Alexander, Josephine Olufunmilayo. "Unleashing the Latent Potential of Young People in Africa: The Example of Dalumuzi Happy Mhlanga and Salathiel Ntakirutimana." Commonwealth Youth and Development 16, no. 2 (January 22, 2020). http://dx.doi.org/10.25159/2663-6549/3038.

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This paper tells the story of two young people, Dalumuzi Happy Mhlanga from Zimbabwe and SalathielÂ NtakirutimanaÂ from Burundi, to show how they have defied the lack of structured opportunities to impact on the development of their home countries and to make a mark globally. The intention is to highlight the potential of young people and to show how this might be unleashed when they are allowed to innovate and flourish. The paper begins by providing a contextual definition of youth from global and African perspectives, followed by an insight into youth participation. Their stories are then told, based on my personal interaction with them during their two years at Waterford Kamhlaba, United World College of Southern Africa in Swaziland, their activities in school, university and in their home communities, their postings on social media and interviews. The discussion identifies Dalumuzi and Salathiel as social entrepreneurs and servant leaders with an enlightened vision of community development and the empowerment of young people. They demonstrate the interrelationship between youth empowerment and sustainable national development. The paper concludes with a message for African leaders and institutions around the world that it is essential to invest creatively in young people as they can be powerful catalysts for African development.

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Campbell, Sandy. "The Swazi People by R. Van der Wiel." Deakin Review of Children's Literature 3, no. 3 (January 23, 2014). http://dx.doi.org/10.20361/g2qp5z.

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Van der Wiel, Renée. The Swazi People. Gallo Manor, South Africa: Awareness Publishing Group, 2012. Print.South Africa describes itself as “one rainbow nation going forward”, but within that rainbow there are eleven indigenous South African peoples. The Swazi People is one of eleven volumes in the African Cultures of South Africa series, which presents the cultures for readers at the upper elementary level. The other volumes include the cultures of The Khoikhoi, The Ndebele, The North Sotho, The San, The South Sotho, The Tsonga-Shangaan, The Tswana, The Venda, The Xhosa, and The Zulu.In The Swazi People, Renée Van der Wiel describes their arts and crafts, beliefs, clothes, history, houses, language, leaders, marriage, music and dance, recipes, and way of life. The book incorporates many Swazi words, which are listed in the glossary at the back of the book. For example, mahiya (cotton cloth), gogo (grandmother) and lobola (marriage gift, usually cattle) are all listed in the glossary.This volume is attractively produced and brightly coloured. It opens with a full-page map of South Africa that shows the historical movements of the Swazi people and highlights their homelands. Text and images are presented on alternate pages. The professional quality images are usually full-page and are either historical black and white photos or modern colour photos of Swazi people engaged in traditional activities. There is also an index, which improves the book's usefulness as an elementary research text.The text is written in age-appropriate language and deals with the subjects in sufficient detail that as an adult, I was able to learn from it. In general, the tone is objective and non-judgemental. For example, "[i]n 1973, King Sobhuzall and the Imbokoduo National Movement stopped all other political parties from taking part in elections in Swaziland. (…) After only five years of being a democracy, Swaziland became a country ruled by a king." Where there is bias present, it is more in the form of presenting the Swazi point of view: "But the Boers did not care about looking after the Swazi people – all they wanted was to get through to the sea without having to travel through British territory.".This sturdily bound volume is an excellent work and is highly recommended for public and elementary school libraries. Highly recommended: 4 stars out of 4Reviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

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Saulus, Nokuphila, and Stephen Mutula. "Faculty’s and Postgraduate Students’ Awareness of and Attitudes to Using the Institutional Repository." Mousaion: South African Journal of Information Studies 37, no. 3 (December 31, 2019). http://dx.doi.org/10.25159/2663-659x/6523.

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Institutional repositories (IRs) play an essential role in preserving universities’ intellectual output, enhancing access to research, and increasing the visibility of scholars and their institutions. IRs are therefore expected to be accepted and optimally utilised by scholars. However, the literature reveals that IRs are growing at a slower pace than anticipated, and that it has not been easy to convince faculty members to contribute their work to IRs. Therefore, this study examined the awareness of the faculty and postgraduate students at the University of Swaziland (UNISWA) of their IR, and also assessed their attitudes to using their IR. The study was underpinned by the post-positivist paradigm, and the quantitative research approach was used. The study adopted a survey design with questionnaires administered to the faculty and postgraduate students. The results of the study revealed that most of UNISWA’s faculty knew about the existence of the IR, whereas the majority of the postgraduate students were not aware of it. It was established that the most popular sources of hearing about the IR were colleagues, institutional emails, and seminars and/or workshops. The results further revealed that even though the majority of the faculty was aware of the IR, very few contributed their research. The reasons cited for the poor uptake of the university’s IR included lack of awareness, few or no publications to contribute, and no time to access the IR due to heavy workloads. The faculty and postgraduate students also preferred to be assisted by librarians in archiving content in the IR. The issues discussed in this article have implications for the enhancement of research, practice, and policy in the context of developing countries.

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Dlamini, Chawe, Michael T. Masarirambi, Paul K. Wahome, and Tajudden O. Oseni. "The Effects of Chicken Manure Application Rates on Growth and Yield of Swiss Chard (Beta vulgaris var. cicla L.)." Asian Journal of Advances in Agricultural Research, March 31, 2020, 12–19. http://dx.doi.org/10.9734/ajaar/2020/v12i430088.

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Swiss chard (Beta vulgaris var. cicla) is a leafy vegetable that belongs to the Chenopodiaceae family. The leaves are cooked, if still tender they are used in salads. Over the years, Emawati have adopted the use of inorganic fertilizers as they are easy to apply and come with recommended application rates. However, their main drawback is that they are environmentally unfriendly especially when washed into rivers, streams and other water bodies. For this cause, the use of animal manures has been promoted. Four-week-old Swiss chard seedlings were transplanted on the 4th of February, 2016 in 1.5 x1.5 m plots with an inter and intra row spacing of 45 cm and they were irrigated twice a day during the first week and every second day from the second week until the end of the experiment. The experiment was conducted at the Horticulture Department Farm, Faculty of Agriculture and Consumer Sciences, Luyengo Campus of the University of Swaziland to determine the effects of chicken manure application rates on growth, yield and quality of Swiss chard. Four chicken manure application rates (10, 20, 40 and 80 t/ha) and a recommended 900 kg/ha, inorganic basal fertilizer with a 125 kg/ha LAN top dressing fertilizer used as a control. A Randomised Complete Block Design (RCBD) with four replicates was used. The study showed that the application of 80 t/ha of chicken manure improved the growth and yield of Swiss chard. It is recommended that farmers may use 80 t/ha of chicken manure because it gave the best results compared to the other treatments. The highest fresh shoot mass (237.5 g) was obtained in plants treated with 80 t/ha of chicken manure while the lowest fresh shoot mass (100.0 g) was obtained in plants fertilized with inorganic fertilizers. It was concluded that 80 t/ha was the best under the conditions of this study and it was found that fresh mass at the end was the most important parameter to consider.

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Journal articles on the topic 'University of Swaziland'

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