Gedeb district is known for its crop production in Gedeo zone of SNNPRS. The widely cultivated crop types, such as cereals, pulses, coffee and tea spice, among others were manifestations of crop potential of this district although various biological, socio-economic and institutional factors were retaining back development of the sector. Therefore, this study was conducted to identify and document the recurrent production potential and constraints of crop production so as to base research and development works on the output. To achieve these objectives, checklists were prepared; sample Kebeles, focus group discussion (FGD) participants and key informants were purposively selected, interviewed and discussions were made. Secondary data were collected from districts and selected Kebeles. The data collected were analyzed using descriptive statistics and the result indicated that potentiality for production of crops such as maize, food barley, wheat, faba-bean, field-pea, Enset, cabbage, and coffee; increasing trend of production of crops such as coffee and cabbage; increasing trend of using organic and inorganic fertilizers; use of lime to treat acid soils as an amelioration strategy, trend of using improved varieties of various crops and the likes were identified as opportunities in crop production in the district, whereas high price of inputs; disease and pests; Soil acidity; inaccurate use of seed rate and plant spacing and the likes were identified as constraints in crop production. Based on these results, research, demonstrations and trainings related to crop disease and pest management; soil acidity management; agronomic practices; trainings and demonstration of improved crop technologies; and the likes were some of the way forward recommended to be undertaken to enhance crop production and productivity in the study district.

The delivery of science education seems to be rapidly shifting toward pedagogy rich in experiential learning and strongly embedded in educational technology. This study investigates and extends previous research efforts on the effects of Innovative instructional approaches (5E Model, Group Discussion, Small Group Class Experiments, Teacher demonstration) and self efficacy on learning outcomes (Academic Achievement, Science Process Skills, Scientific Literacy and Science Motivation) in chemistry among high school students in Kenya. A quasi-experimental non-equivalent control group research design was adopted and this paper presents findings of a study conducted in Vihiga county in Kenya where 11 schools were selected through stratified random sampling and a sample of  550 form four students randomly selected. Quantitative data were collected using six research instruments (1) Achievement test (a pre-test (PrT), and a post-test (PoT)), (2) a 22-item self-report science self-efficacy scale (SSES), 3) a10-item scientific literacy assessment test (SLAT), (4) a 20-minute practical science process skills Achievement test (SPSAT), (5) a science Motivation Questionnaire (SMQ). Data were analyzed using Factorial MANOVA at α = .05. Results suggest that the use of innovative instructional approaches leads to favourable learning outcomes with 5E learning cycle yielding highest scores on the learning outcomes. These findings have implications for science educators, specifically teachers of chemistry and for policy.

In any conflict situation, timely information dissemination withapt programme content is very influential in enhancing conflict management and the effectiveness ofbroadcast media is therefore very vital to communal conflicts management. The study is premised on Social responsibility theory and Reception theory. The study adopted descriptive design with survey method, 958 community representatives in Oyo and Lagos states were interviewed using self-administered questionnaire complemented with Focus Group Discussion (FGD). The study revealed that Timing of the Programmes, Programme Content and Audience Reach have significant relative contributions to management of communal conflict while Coverage Area, Reception, Language and Frequency of Programing have no significant contributions to management of communal conflict. The study revealed  the joint contribution of the seven broadcast media organizational effectiveness factors which  accounted for 26.8% of the variance which is shown to be significant (F_{(7, 950)} = 49.745; P<0.05) to the management of communal conflict. It was therefore recommended that adequate steps should be taken by management of the broadcast stations to frequently air timely news and programmes that have appropriate contents in languages the community members understand in relation to crisis situation, that can help the community members to have better understanding of situation of things around them thereby promoting dialogue and peace among conflicting parties.