This study established whether advanced degrees and years of teaching experience are associated with student science achievement gains in Public Secondary schools in Kenya. In particular, the study differentiated education level into advanced degrees in Science and advanced degrees in any major, and experience into general years of teaching experience and years teaching Science in general and at grade 12. Teaching quality factors drawn from dynamic model of teacher effectiveness were utilized in the model to establish if they mediated the effect of teacher's education level and experience on student achievement. A sample of 610 respondents was sampled consisting of 570 respondents consisting of 450 students and 120 grade 12 Science teachers was selected from 40 public secondary schools in the county.2-Level Hierarchical linear modelling was used to disentangle variance associated with students nested within classes and teachers nested within four categories of high rank and low rank schools in the County. The study found no variation in teacher qualification ,between high and low ranking secondary schools with respect to education level(X2=0.324; df =2, P=0.065, and experience (X2=0.824, df=3, P=0.066), but only with a small difference in grade 12 experience between low ranked and high ranked schools(X2=0.824, df=3, P=0.046). With regards to proportion of variance due to nested data, 20.8% of variance in student achievement was amongst student while the rest was within classrooms (teachers). With regards to teacher experience, teachers with more than two years of grade 12 experience will improve student scores by 1.15 units while those teachers without such experience will improve scores by 0.83. With regards to education level, a teacher with advanced degree chemistry or education will improve student achievement gains by 0.085 units, while that with no advanced degree in any major will result to only 0.067 unit increase in student chemistry achievement. The study, recommends that the teacher service commission of Kenya acknowledges that advanced degrees currently acquired by teachers have significant effect to student and as such, teachers with such degrees and experience should adequately be remunerated. Duke D Obonyo, AJERR, 2018; 3:21 http://escipub.com/american-journal-of-educational-research-and-reviews/ 0002

An important objective of business research is to understand how organizational practices can influence consumer attitude and behaviors in order to help achieve organizational goals via consumer purchase intention. It was proposed and found in this study that consumers’ perceptions of certain Corporate Social Irresponsible (CSI) practices serves as antecedents of consumer purchase intention (PI) via corporate reputation (CR) and consumer attitude (CA). On the one hand, this finding may help understand the “black box” between CSI practices and PI. On the other hand, while CR refers to customers’ evaluations of the reputation of the organization and CSI represent a significant channel the organization uses to channel its irresponsible behavior to the community, CR and CA literatures have not comprehensively examined the effect of CSI practices on consumers CA and CR beliefs.  The findings in the hierarchical regression from a sample of 455 consumers of products in a large corporate organization in Kenya as a study documenting a negative association between CSI practices and CR and CA with PI suggests that consumers draw inferences from the CSI-related treatment they receive in assessing the supportiveness of the organization. By implementing CSI practices that demonstrate the organization does not care about the community and values their contribution, organizations are likely to be perceived as engaging in a high level of irresponsible behaviour. The results of this study add to our knowledge about the antecedents of CR and CA. Moreover, this study bridges the gap in the literature, by combining CSI, CR, CA and PI.