Design of a Link Road to Connect the Beitbridge-Chirundu Highway to Harare Drive in Harare, Zimbabwe

Shumba, Joan; Vassileva, L. D.; Shumba, Samson; Cheure, Namatirai

doi:10.4108/eai.20-6-2017.2270749

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…To help in idea explanation, the instructor may use a strategy that considers the student's developmental stage. Moreover, in the event that the initial pedagogy fails, a teacher may try a second one (Shumba, 1988).…”

Section: The Value Of Pedagogy In Instructionmentioning

confidence: 99%

Exploring the Art of Pedagogy in Teaching Linear Programming to Support Novice Performance at Munkuye Secondary School in Nkeyema District: A Hermeneutics Phenomenological Perspective

Mwambazi Chrispine,

Simui

2024

Am. J. Life Sci. Innov.

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The study aimed to explore the art of pedagogy in teaching linear programming to support novice performance. The study was qualitative in nature and hermeneutic phenomenological design guided the study. The study had 16 participants who were selected through homogenous purposive sampling. Data was produced through semi-structured interviews and focus group discussion schedules. Then generated data was thematically analysed. Findings of the study were that Comprehensive Pedagogy has been essential to secondary school students’ academic achievement and advancement. Comprehensive pedagogy is typically demonstrated by the teaching strategies used to improve learning and the resources used in the teaching/learning process. However, most teachers were not employing appropriate methods in teaching linear programming hence poor pupils performance. Freeman et al. (2014) supports the use of group work in the teaching/learning process since it encourages students’ social inclusion. Make use of interactive techniques such as problem-solving workshops, case studies, and group discussions. Participation is encouraged and newcomers can apply LP ideas realistically with the aid of interactive learning. On approaches to problem-solving, offer constructive criticism. Beginners should apply LP techniques with plenty of possibilities to practice on a regular basis.

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Section: The Value Of Pedagogy In Instructionmentioning

confidence: 99%

Exploring the Art of Pedagogy in Teaching Linear Programming to Support Novice Performance at Munkuye Secondary School in Nkeyema District: A Hermeneutics Phenomenological Perspective

Mwambazi Chrispine,

Simui

2024

Am. J. Life Sci. Innov.

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“…Cyclone Eline, which hit Zimbabwe in 2000, exemplifies a cyclone’s distructive power. Over 250,000 people were impacted, approximately 120 fatalities occurred, and 59,187 houses were damaged, in addition to economic losses estimated at USD 7.5 million (Shumba 2005 ). By impacting human capital, cyclones can retard progress towards achieving development, since able-bodied and skilled people can be numbered among the killed or injured.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Building-Back-Better in Post-Disaster Recovery: Lessons Learnt from Cyclone Idai-Induced Floods in Zimbabwe

Dube

Wedawatta

Ginige

2021

Int J Disaster Risk Sci

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This study evaluated the build-back-better considerations in post-disaster recovery, following the devastation of Chipinge and Chimanimani communities by Cyclone Idai-induced floods in 2019. Conducted in 2020, the study assessed the impact of Cyclone Idai-induced floods on communities in Chipinge and Chimanimani Districts of Zimbabwe; evaluated the build-back-better considerations; and analyzed the lessons learned. Based on a qualitative approach and case study design, the study depended on focus group discussions, interviews, and researcher observations to gather data from 85 participants. The findings indicate that Cyclone Idai-induced floods seriously impacted human lives, infrastructure, and livelihoods of communities that had been living with flood risk and vulnerability. Build-back-better considerations were absent in much of the post-disaster recovery effort to address the cyclone disaster impact. There are important early lessons for both practitioners and community members to learn from the Cyclone Idai event. These lessons still can inform policy and disaster risk reduction practice in the medium and long term. Build-back-better should be a mandatory objective in the recovery from any disaster impact. Continuous training is also recommended to improve the disaster knowledge of stakeholders and increase local ability to cope with future disaster events.

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Design of a Link Road to Connect the Beitbridge-Chirundu Highway to Harare Drive in Harare, Zimbabwe

Cited by 2 publications

References 2 publications

Exploring the Art of Pedagogy in Teaching Linear Programming to Support Novice Performance at Munkuye Secondary School in Nkeyema District: A Hermeneutics Phenomenological Perspective

Exploring the Art of Pedagogy in Teaching Linear Programming to Support Novice Performance at Munkuye Secondary School in Nkeyema District: A Hermeneutics Phenomenological Perspective

Building-Back-Better in Post-Disaster Recovery: Lessons Learnt from Cyclone Idai-Induced Floods in Zimbabwe

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