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Niyongere Denis
Master's Degree, Department Of Business Administration, Burundi Shining Star University, Ruyigi
Navigating Economic Challenges: Coping Strategies Of Middle-class Workers In The Face Of Low Income, Bujumbura, Burundi
Using a descriptive quantitative research design, this study explored coping strategies adopted by middle-class workers in at least two privately owned firms (PACOBU & Musumba Steel) located in Bujumbura, Burundi, who suffer from low-income levels. Although the middle-class workforce is a growing and important consumer segment, research on consumption-based coping strategies within this group has been scarce. A quantitative approach

Benard Omondi Samba
Department Of Community Health And Development, Great Lakes University Of Kisumu (gluk), Kisumu, Kenya
Baseline Assessment Of Sanitation Conditions And Implications For Integrated Bio-sanitation Technology In Secondary Schools Of The Lake Victoria Basin, Kenya
Poor sanitation and inadequate wastewater management contribute significantly to water pollution and environmental health risks in educational institutions across sub-Saharan Africa. This study assessed baseline sanitation conditions in ten secondary schools within the Lake Victoria Basin, Kenya, to inform the design and implementation of an Integrated Bio-Sanitation Technology (IBST) intervention. A cross-sectional assessment using structured sanitation observation checklists evaluated sanitation

Prof. Rosebella Onyango
Department Of Public Health, Great Lakes University Of Kisumu (gluk), Kisumu, Kenya
Beyond The Deficit: A Mixed-methods Study Of Educational Disparities And Practical Interventions For Primary School Learners With Attention Deficit Hyperactive Disorder Symptoms In Uganda
Purpose: This study investigated the academic landscape for primary school children exhibiting Attention Deficit Hyperactivity Disorder (ADHD) symptoms in Wakiso District, Uganda. Moving beyond a reductive deficit model, the research compares the performance of these learners against their neuro-typical peers while identifying classroom-based strategies capable of bridging the achievement gap within resource-constrained environments. Methodology: Adopting a pragmatic mixed-methods framework, the

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