The Role of Indigenous Knowledge on the Development of Iron Industry among the Tugen of Baringo County in 1895-1963 in Kenya.

The study examined the approaches that were employed by the Tugen in their knowledge, skills and attitudes acquisition before and during the colonial period of Kenya. The study examined two distinctive epochs from which the understanding of how leatherwork in Tugen land was conducted. The work relied on oral traditions as a primary source. Secondary sources were utilised, such as unpublished works like articles, books, and thesis. Archival sources from Kenya National Archives were extensively used to supplement the sources from primary and secondary. The study described the distribution, methods, techniques, and procedures used in leatherwork. It further assessed the types and uses of leather products. This study established the forces that led to the dismantling of the industry during the early periods of colonial rules, such as taxation, forced labour, settler farming, and western education. Leatherwork in the 1930s underwent re-organisations in the form of labour innovativeness, cultural transformation, marketing strategies etc. These were analysed to ascertain the forces behind the persistence of the industry. The Tugen devised ways of survival to compete favourably with the British colonisers, which led to the Tugen transformation of the leather industry from 1945. The main problem that this study advanced is that Tugenland, like other African societies, is regarded by some people as having not had any form of industry or organisation before the arrival of the colonialists. This paper raised an argument against this position. The study has recorded the Tugen leather industry for posterity purposes.

Concentration of French iron industry delayed by use of charcoal and inadequate means of transportation, 318. — Construction of railroads stimulates iron industry, 320. — Regions where iron industry developed most: Lorraine; Nord and Pas de Calais; Centre; Upper Marne — its transportation and fuel problems, 321. — Comments of Inspector General of Mines on cutlery industry of Upper Marne, 327. — His comments on iron tariff for Upper Marne, 328. — Development of iron industry of Upper Marne after 1860, 330. — Its resources in 1912, 332. — Duties in tariff of 1860 on iron, 333. — French imports of iron 1827–75, 334. — Chevalier-Cobden Treaty of 1860 was not chief cause of reorganization of French iron industry, 335. — Objects Chevalier hoped to achieve through this treaty, 337. — His success, 337.

Editor's evaluation: Dopaminergic challenge dissociates learning from primary versus secondary sources of information

Generally speaking pastoral areas are full of conflicts due to lack of natural resources such as grazing land, water and others. This article, therefore, aims at assessing the extent of conflict among the Afars and Karrayyu Oromo agro-pastoralists at the upper Awash and to explore the role of indigenous knowledge in resolving conflict between the two. The study employed both qualitative and quantitative data which was generated from primary and secondary sources. Then convenience sampling used to select the required number of subjects (150). The method of data analysis was both qualitative and quantitative. The SPSS software version 17 was also used. The overwhelming majority of the Karayyu and Afar agro- pastoralists are in conflict with each other over the use of land and water resources. As a result of conflict many pastoralists were killed, the number of livestock decreased. Finally, the article recommends in ensuring community participation in natural resources management and utilization. Keywords:- Pastoralists, Conflict, Indigenous knowledge DOI : 10.7176/JCSD/46-04 Publication date :March 31 st 2019

The minimum power output of free field point sources and the active control of sound

Constraints on primary and secondary particulate carbon sources using chemical tracer and 14C methods during CalNex-Bakersfield

The Present Situation and Future Prospect of Online Fitness in the Post-Epidemic Era

The purpose of this article is to analyse the main trends in the development of cultural and creative industries in Ukraine in the first quarter of the 21st century. It examines the influence of cultural, social, and economic changes on the formation and transformation of cultural and creative industries, including artistic projects, national brands, and cultural initiatives. The research methodology is based on general scientific principles of systematisation and generalisation, which enabled the author to identify and scientific prove the key trends of the development of cultural and creative industries in Ukraine. The implementation of the systematic approach provided an analysis of cultural and creative industries as a complex and dynamic system that interacts with socio-cultural and economic processes. The comparative method allowed for the analyse of the development of cultural and creative industries in European countries and the identify their specificity in Ukraine. The analytical method facilitated the identification of conceptual foundations and characteristics of cultural and creative industries as a tool for cultural transformation. The historical approach ensured an understanding of the evolution of cultural and creative industries in the context of global trends and transformations of the Ukrainian cultural space. Using the descriptive method, the current state of the development of cultural and creative industries, their impact on Ukraine's artistic environment, and the international cultural brand of the country were analysed. The scientific novelty of the article lies in conducting a cultural analysis of the main trends in the development of cultural and creative industries in Ukraine in the first quarter of the 21st century, particularly through studying their interaction with European and global practices. For the first time, conceptual approaches to the formation of Ukraine's cultural brand based on artistic projects in the context of globalisation challenges and contemporary cultural transformations are examined. Conclusions: The development of cultural and creative industries in Ukraine in the first quarter of the 21st century occurs amidst dynamic changes in the socio-cultural environment, driven by globalisation, digitalisation, and the activation of artistic initiatives. An analysis of international experience confirms that cultural and creative industries play a key role in shaping the national cultural brand and enhancing Ukraine's international competitiveness. It has been established that artistic projects are an effective tool for developing cultural and creative industries, contributing to creative self-expression, creating new opportunities for artists, and strengthening cultural ties at both national and international levels. Integrating global practices and adapting them to Ukrainian realities opens up prospects for the further development of cultural and creative industries as an important element of the country's cultural transformation.

The pursuit to control the villages of Upper Bakweri Land (UBL) by the villages of Soppo Mokongo (Great Soppo) and Gbea (Buea Town) led to a series of wars which erupted in the area between 1880 and 1939. The desire for domination resulted to the formation of two main groups which aligned the other villages of UBL under the leadership of either Soppo Mokongo or Gbea. The creation of competing blocs culminated to the upsurge of indigenous wars among the villages of UBL that dragged the two lead villages to support one side or the other. This paper examines the reasons for, the manifestation and the nature of indigenous wars in UBL between 1880 and 1939. To attain the goals of the paper, the chronological and thematic methods were employed in analyzing and synthesizing data obtained from primary and secondary sources. Information from primary sources came from the National Archives Buea (NAB) and oral interviews. Material gotten from secondary sources was from both published and unpublished works. The findings show that political, economic and socio-cultural factors were the driving force behind indigenous wars in the area. That ritualized combat, the cutting of the head of the leader illustrated the nature of warfare. That the weapons of war used were dane guns, cutlasses and clubs. Although, the wars were classified as either “just” or “unjust’; they never succeeded in establishing a lead village in UBL.

Steel Research Institutions in China

In this paper, global free-field cancellation in the region exterior to a single compact primary source is discussed. The nature of the secondary source or sources required to achieve such cancellation, either globally or in particular regions, is a subject of current interest. In particular, results are presented that relate to global cancellation of a primary monopole’s sound field by the use of a single, multipole secondary source. The secondary multipole component source strengths required to achieve global cancellation can be found in a number of ways. For example, they may be obtained directly from a multipole expansion of the primary monopole sound field, as originally suggested by Kempton. However, improved attenuation can be achieved by choosing the secondary multipole component source strengths to minimize the total sound power radiated by the combination of primary and secondary sources. Closed form solutions for secondary multipole component strengths have been derived for both the latter case and for Kempton’s approach and are presented here along with formulae for the corresponding reductions of sound power and sound pressure. It will also be shown that it is more efficient in some instances to use a secondary multipole than an array of secondary monopoles for global cancellation. However, the primary conclusion of the present work is that useful levels of global far-field cancellation may be obtained by using secondary sources of higher than monopole order placed at a relatively large fraction of a wavelength from the primary source.

Iruekpen community stands among other communities in Esan society. Before the coming of the Christian missionaries and colonial officials, Iruekpens had their own workable education, which was indigenized and productive in meeting all round needs of the community. The educational system prevalent at the time was it that every member of the community placed high value and emphasis. Thus, patriotism, communalism, respect, honesty, communalism, industriousness, creativity, innovation, inventiveness and spirit of neighborliness and so forth become the characteristic hallmarks of every member of the community. This paper, therefore, examines the social relevance of Iruekpen indigenous education as a panacea to her development and transformation in the period. Again, it examines how the aim of indigenous Iruekpen education is to produce an individual who is skilled, supportive, respectable, and honest and conforms to the social norms of the community. The education structure taught the Iruekpen child to have a sense of belongingness, which thus patterns a child toward an effective and desirable life in the community. It depicts the peace and harmony prevalent at the time whereby unemployment, laziness and corruption were never visible all because every child was educationally equipped in his/her career and vocation. It concluded by recommending that value developments education should be included in all curriculum of education at all levels. Likewise, parents should be role models for their children. The methodology adopted in the writing of this paper is the historical method. The main sources for this study will be primary and secondary sources. The primary sources constitute documents, oral traditions, and field notes. The secondary source is a work of historical reconstruction based on the interpretation of primary sources. Examples of secondary sources include scholarly journal article, encyclopedia, dictionaries, interpretation of a diary, biogr

PurposeThis paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.Design/methodology/approachThis paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.FindingsThis paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.Practical implicationsThis paper is designed for teachers to utilize and replicate in their own social studies classrooms.Originality/valueThis paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.

The mechanisms of active noise control in a duct are examined. Acoustical measurements are used to determine directly the acoustic power flow associated with both primary and secondary sources as a function of secondary to primary source strength ratio and volume velocity relative phase angles. A complete analytical model is also developed which allows calculation of individual source power flows and total downstream power flow as a function of source strengths and relative phase angles for finite size sources. It is evaluated for monopole and dual secondary source arrangements, but can be extended easily to any number of secondary sources. The model considers a finite size primary source in the plane of the duct cross section and evaluates the effect that the secondary sources have on the primary source power output. Measurements of individual source output powers and total downstream acoustic powers agree well with theoretical predictions. It is demonstrated that, for the monopole system, sound attenuation is achieved primarily by suppression of the primary source acoustic power output, with a little remaining power being absorbed by the secondary source. For the dual secondary source system, it is shown that the power is primarily absorbed by the secondary sources, but that, at phase and amplitude values slightly different to optimum, noise reduction is achieved by a combination of energy absorption and primary source power suppression. The analysis also demonstrates the dependence of the achievable noise reduction on secondary source size and location with respect to the primary source.

HISTORY TEACHERS have long had their students work with documents and taught them the difference between primary and secondary sources as well as other skills needed to interpret these correctly. At first there were problems books and printed collections of documents, nonwritten sources were added, and now there is a plethora of sources both verbal and non-verbal available on the internet. This paper will argue, however, that there is a special value to having students do handson work with original primary sources of all kinds in an archival collection. The use of archival material takes them into an environment differ-