艺术与社会科学杂志

Objective: Drawing on a comparative analysis from central and northern regions of Uganda, we identified the factors that are associated with educational inequality and quality of life in secondary schools in both regions.
Methods: Our sample comprised of 358 students and 72 key informants, primary data were mainly collected through interviews and structured questionnaires. Thematic analysis of qualitative data was done by identifying common themes based on the objectives of the study, while quantitative data were analyzed using Statistical Package for Social Sciences (SPSS).
Results: Most of the factors that were identified applied to both regions as the central region has a significant number or people from other parts of the country including the northern region. However, some factors were more prevalent in the northern region. Among the factors that were found to bring about inequality in both regions included gender-based inequality, family economic status and policy related factors.
Conclusion: Overall, the study concluded that the central region is better equipped to offer quality education due to availability of a better infrastructure and staff remuneration, however, efforts are being made to improve the quality of education in the northern region as well.

The study is about traditional interpersonal conflict resolution methods in the case of land in Arga and Asherakebele 16 in Simada Worda in the local community conflict resolution system was seen in this research study. Simadaworda Arga and Asherakebele the respondents of this research activity, from the total household 75 was selected, from those household 45 males and 30 females was selected based on sampling point. From sampling fighter 25 was selected, from those male 17 female 8, official experts was 24, from those 16 male and 8 female. From total respondent were selected 124, from those 78 males and 46 female. Most of the respondents result indicated that conflict arising by using inheritance problems from males 24.3% (19) and females 19.56% % (9), then problem related to boundary conflicts 34.6% (27 male and 16 female).

The objective of the present study was to assess the predictive power of SAT, Sex and Department in AAU College of Science and Social Science. To analyse and interpret the collected data, both descriptive and inferential statistics were used. Pearson Product-Moment Correlation was employed to see the magnitude and direction of the relationship between the predictor variables and the criterion measure. To see the percentage of variance in students first year CGPA that can be explained by predictor variables multiple regression was used. Lastly, to identify relative contribution of predictor variables (or to identify the best predictor variable step-wise regression was employed. Predictor variables are statistically significant predictors of college academic performance for all participants 17.6% (R2=0.176, F (3, 296) =21.068, P<0.05). Regarding the gender, there is a significant difference between male and female students college academic performance. A large amount of variance accounted for was found for female students 22% (R2=0.220, F (2, 95) =13.362, P<0.05) than for males 13.2% (R2=0.132, F (2,199) =15.095, P<0.05). When the disciplines are considered, College of Science was found to be a more significantly predicted field of studies 17.5%(R2=0.175, F(3, 151)=10.697, P<0.05) than Social Science 8.4% (R2=0.084, F(3, 141)=4.317, P<0.05). Regarding the relative contribution of each predictor variables, the study result showed that department was the best predictor followed by SAT. Sex was a non-significant predictor of college CGPA. Hence, further investigation is required to conduct a study on the predictive power of sex.

Background: Today, nursing leaders face unprecedented challenges as healthcare organizations struggle to adapt to ever-accelerating rates of change both internally with the external environment in which they are embedded. The connection between leadership self-efficacy and leadership effectiveness may be critical to find new ways of selecting and developing leadership in healthcare organizations. Greater understanding is needed regarding how leaders' efficacy beliefs interact with their broader self-concept and effectiveness to increase the adaptability across numerous challenges, roles, and performance contexts.
Purpose: This study aimed to investigate the relationship between leadership self-efficacy of first-line nurse managers and their leadership effectiveness.
Methods: Design and setting: A descriptive co-relational research design was conducted at all inpatient medical and surgical care units at Alexandria Main University Hospital. Subjects included; all first-line nurse managers (N=37); all staff nurses (N=400) and all nursing supervisors (N=14) working in the previously mentioned units. Leadership Self-Efficacy Inventory was used by first-line nurse managers to assess their leadership self-efficacy, and Leadership Effectiveness Scale, a 360° feedback instrument was used to assess leadership effectiveness of first-line nurse managers from different sources.
Results: The findings of this study revealed a significant positive correlation between overall leadership selfefficacy of first-line nurse managers and their leadership effectiveness (r=0.190, p=0.000). However, a significant difference was found among first-line nurse managers, staff nurses and nursing supervisors regarding their overall perception of leadership effectiveness of first-line nurse managers (F=19.69, p=0.000).
Conclusion and recommendation: Leadership self-efficacy is considered a useful and important strategy for improving leadership effectiveness, staff improvement and empowerment. Continuous educational programs that focus on advancement and challenging situations in leadership, strategic issues, change management, work unit management, should be provided for first-line nurse managers in order to enhance and support their self-efficacy and effectiveness in their leadership role and meeting different work expectations.