Sediment yield poses significant challenges to agricultural productivity, water availability, and watershed sustainability in the Ethiopian highlands. However, spatially explicit assessments of how alternative land management trajectories influence sediment dynamics at the sub watershed scale remain limited. This study provides the integrated evaluation of sediment yield responses to four contrasting land management scenarios including baseline, agricultural expansion, urbanization and reforestation in the Gateno watershed Tekeze River Basin Ethiopia using the InVEST sediment delivery ratio model coupled with RUSLE and GIS techniques. Spatial analysis revealed significant variability in sediment yield across scenarios. Under the baseline scenarios 91.6
Impatiens rothii is traditionally used in Ethiopia for the treatment of stomach upsets, burns, inflammation, cellulitis, and wounds. Based on this traditional use of Impatiens rothii, this study aimed to evaluate the phytochemical screening and potential antinociceptive and anti-inflammatory activities of solvent fractions of Impatiens rothii roots. Crude hydromethanolic extract was prepared by using a cold maceration method and fractionation by using a separatory funnel. To assess antinociceptive activity, acetic acid-induced writhing and hot plate tests were conducted, whereas carrageenan-induced paw edema was used to assess anti-inflammatory activity. The glycosides, saponins, and terpenoids were found to be present in all the extracts. In the hot plate test, all three fractions showed significant central antinociceptive activity by significantly increasing the time of latencies at all time points except the first compared to the control (2
This study aimed to assess the psychological challenges faced by students with hearing impairments within integrated classrooms. To achieve this, a concurrent mixed-methods research design was used, incorporating data from students, parents, and teachers. Data collection involved a questionnaire, interview, and focus group discussion, which enabling a comprehensive analysis through both quantitative and qualitative methods. According to the findings, challenges related to self-esteem and feelings of social isolation affected both pre-lingual and post-lingual students, with post-lingual students facing greater psychological challenges. Besides, psychological challenges such as low self-esteem and social isolation predominantly influenced students with deafness and hard of hearing in Dessie town, with deaf students facing problems. Overall, the study revealed differences between groups: students with hard of hearing generally exhibited higher self-esteem and lower levels of social isolation, whereas deaf students showed lower self-esteem and more intense feelings of social isolation. Additionally, post-lingual deaf students tended to have lower self-esteem compared to pre-lingual deaf students, who typically maintained higher self-esteem levels. Accordingly, the research underlines the importance of addressing psychological challenges in integrated educational settings to enhance students’ well-being and social integration. It highlights the necessity for targeted interventions that consider the distinct experiences of various subgroups within the students with hearing-impairements. The findings offer valuable insights for educators, policymakers, and support services dedicated to creating a more inclusive and psychologically supportive learning environment for students with hearing impairments.
This paper explores the integration of Indigenous Knowledge (IK) into Inclusive Education (IE) models to improve the pedagogical process for persons with disabilities in North Wollo, Ethiopia. Unlike previous studies, this paper conceptualizes IK not as a marginal addition but as a unique pedagogy embedded in culture. Through a qualitative case study approach with 54 participants from a purposeful sampling frame, the paper uses a combination of interviews and focus group discussions to synthesize data. It affirms that IK-based approaches to teaching persons with disabilities are highly effective and optimize learning for visually, hearing-, and intellectually-impaired persons. Such approaches promote student empowerment and socio-cultural integration. Nevertheless, the paper also identifies some of the barriers to the effective implementation of IK-based approaches to teaching persons with disabilities. These barriers include the rigidity of the national curriculum, inadequate teacher training, and the general disdain for IK-based approaches. To address these barriers, the paper argues that there is a need for a paradigm shift from a teacher-centered approach to a community-centered approach. In essence, this paper provides a roadmap for integrating IK into IE models.
This article examines the political and organizational trajectory of the Ethiopian People's Revolutionary Party (EPRP) in the aftermath of the Red Terror. Following substantial losses by the Red Terror, the Party in 1979 convened its 4th Plenum to reorganize and strengthen its structure. However, the devastating impact of the terror and strong pressure from lower-level cadre structure had severely compromised the EPRP's organizational capacity. The Party, then, tore apart into four divergent paths. After a brief period of dispersion and regrouping, a faction of the EPRP convened the Congress of Quara in 1984. This group survived until it was defeated by the EPRDF forces in northwest Ethiopia in 1991. The research employs a qualitative approach using a historical research method, with primary emphasis on sources such as Derg-era security reports, archival documents, and in-depth interviews with former EPRP fighters.
