Several plants in Tanzania are known to be of potential therapeutic value and are used in traditional medicine system of the country. In this paper, two medicinal plants Moringa oleifera (leaves and roots), and Hibiscus sabsdariffa (rosella calyces) were analysed for elemental concentration. Essential and non-essential heavy metals like Mg, K, Mn, Fe, Ni, Cu, Zn, Cd and Pb were quantified in selected medicinal plants by EDXRF technique. The main purpose of this study is to document the presence and the levels of heavy metals in these herbs. High Potassium contents were observed to

Of the assessed units, 13 (93 %) had tube leakage < 1000 µGy/hr at 1m. For shielding tests, 47 % of units had radiation levels above 0.5 µSv/hr at the main door leading to the X-ray rooms and the registration area. The dose rates > 10 µSv/hr were recorded at viewing windows, walls and doors of control cubicles and behind the doors of changing cubicles. These dose rates indicating higher health risk to workers and member of public.

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The study determined the school climate in eight public secondary schools and its relationship to students’ academic achievement. The study employed quantitative approach within ex-post facto research design using three climate questionnaires for secondary schools and a sample of 160 teachers. The study revealed that the general climates of all schools were non-conducive or negative. In determining the relationship, the subtest of intimate teachers’ behaviour indicated a strong positive significant correlation (r = 0.821) with division II and (r = 0.868) with division III. However, the frustrated teachers’ behaviour subtest was significantly negatively correlated (r = - 0.779) with division IV. The subtest of institutional integrity indicated a strong correlation (r = 0.887) with division IV, while initiating structure showed a strong positive correlation (r = 0.824) with division I, lastly, the subtests of headmaster/mistress influence and academic emphasis both indicated a strong significant (r = 0.848 and r = 0.860) correlations with division I and II, respectively. This study confirmed that, students’ academic achievement is influenced by school climate. Therefore, school climates need to be conducive or positive for the survival and well-being of schools.