Parental divorce and separation has become prevalent in Kenya, especially among young couples in metropolitan areas. Despite this fact, very few studies have been conducted to evaluate the impact of parental divorce and separation on children’s psychosocial well-being. Therefore, the study investigated the effect of parental divorce and separation on psychosocial wellbeing of adolescents in selected secondary schools in Kajiado North Sub-County, Kenya. The study adopted a descriptive survey research design. It was conducted in Kajiado North Sub-County in Kajiado County. The target population for the study was all the school counsellors and Form Two students in day secondary schools in the five wards/zones of Kajiado North Sub-County. At the time of the study, there were 1312 Form Two students in the Sub-County and 11 heads of guidance and counselling departments. School context was chosen because it creates social networks in which the powerful peer and family processes of adolescence operate. Purposive sampling was employed to select the study area and the participating schools. Random and stratified sampling methods were then used to select student participants. Using stratified proportionate sampling and Stein’s method, the study arrived at 298 student respondents and 11 school counsellors. Data was collected using students’ questionnaire and the counsellors’ interview schedule. Quantitative data was analysed using descriptive statistics and with the aid of the Statistical Package for Social Sciences (SPSS, version 23). Descriptive statistics included frequencies, means and standard deviation while Chi-square analysis was used to test for the hypotheses. From the results of the study, parental divorce and separation had impaired with children’s psychosocial well-being. It was recommended that as part of a public education programme designed to raise awareness about the hazards of divorce for children, attention should focus on the specific hazards caused by .....

The study investigated the Contribution of modern social networks in building social integration in five public Universities in Uganda with a target population of 266 students' groups. It employed multi-stage sampling technique, comprising of purposive and simple random sampling to select 57 students' groups with a total of 456 respondents. Data collection tools comprised of questionnaires and interview schedules. The findings indicate that the most interrogating issue was that a majority of the respondents revealed that social media has negative effects on social integration.The results revealed that unity among students enables them acquire a sense of belonging as a body of students, hence enhancing social cohesion within the social groups. WhatsApp was ranked at position one with a mean grade of 1.17 with the percentage of 86.1% ranking it at first position. It was closely followed by Facebook with rank two with a mean grade of 1.66 with 38.5% ranking it at second position The study therefore recommends universities' administration to formulate accommodative policies that properly regulate the use of social network platforms. The study also recommended public universities to strengthen organs and institutions that deal with proper management of social networks in their instructions Peter Nareeba, IJSRM Volume 07 Issue 07 July 2019 [www.ijsrm.in] SH-2019-502 network platforms contribute a lot to the manner in which students integrate, thereby forming their relational environment, which influences their identity and self-image.In order to establish the most employed modern technological social media platform, the researcher sampled group members. They were asked to rank the platform they frequently use with the scale of rank one to rank eight. In this study the contribution was classified into two, that is positive and negative contribution of modern social networks in building social integration.

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Background InformationThe family is the foundation of society, and the family's health determines society's well-being. World Health Organization (2010) also emphasized the importance of the family by stating that the family is an important source of support and security as it provides for a safe and stable environment that nurtures the growth and development of each member throughout different stages of life from birth to old age. The sentiments of WHO are also reinforced by Fagan and Churchil (2012), who stated that the family occupies a pivotal place in every society, forming the foundation of the state, nation, continent, and the world at large. Ham (2015) holds a precaution position by stating that if the family can be destroyed, the Christian fabric in society will ultimately unravel hence the need for the church to strongly guard the family by putting up various measures. Olanyi (2015), through his study conducted in Nigeria, indicated that for a nation and a continent or world at large to be at peace, it must first be settled as a family as the sanity in the continent will never rise above that of the family. Ng'ang'a and Wesonga (2010) support the assertion by stating that marriage is the backbone of a healthy society as it is the basic unit on which society leans for proper function.Divorce is a critical matter that affects the society today, including church membership; this contradicts the Christian and biblical teaching on marriage as stated and ordained by God (Genesis 2: 20-30). Today, families are witnessing breakages, violence, separation, and ultimately divorce, which directly contribute to lawlessness and disruption of peace and stability in society. Despite the church's pastoral stand on marital relationships in Africa, Hayedeh, Amir, and Dabagh (2014) reports that many marital challenges have been cited among Christians. Furthermore, the increased cases of divorce in Africa go even against the African people's cultures and traditions, discouraging divorce and jealously guarding the institution of marriage. Kagelo and Rakwena (2018) confirm Hayedeh's sentiment through their findings which revealed that African data on divorce rates are consistent with that of Europe and North America with respect to the negative impact of divorce on individuals.The same worry is also recapped; a study by Copen (2012) revealed that half of the children in the United States are likely to see their parents undergo divorce before their 18 th birthday. In separate studies, Kirk (2017), Hayedah, Amir, and Dabagh (2014) estimated that fifty percent of couples are likely to be divorced in the course of their marriage in the United States. In Europe, a survey by The Global Consumer Insight (2012) indicated that 50% of new marriages in most European countries end up in divorce after a short period.Unfortunately, the purpose for which marriage and family were instituted is no longer the same. Today, families are witnessing breakages, violence, separation, and ultimately divorce factors that are directly contributing to ...

This study sought to investigate the ontological paradox of computer-based technologies used in education and learning. The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.