In the Flipped Classroom model, work that is normally done in class and works that is normally done as
homework is flipped or switched. Before coming to class, students read materials and view videos on the
topic assigned and then engage in class in active learning using games, simulations, discussions or
experiments with the assistance of the educator. In short, listening to lectures or watching videos is
accomplished at home and homework is done in class, hence the term flipped or inverted classroom. This
review paper discusses the concept and characteristics of Flipped Classroom as it can be beneficial to
newcomers for this method.

Utafiti huu ulishughulikia uchunguzi wa matumizi ya vifaa vya ufundishaji wa msamiati wa kiswahili katika
shule za msingi za umma, Kaunti Ndogo ya Kisumu Mashariki, Kenya. Malengo aliyozingatia mtafiti katika
utafiti huu yalikuwa pamoja na kutambua changamoto zilizopo wakati wa kutumia vinyago, video na chati
katika somo la msamiati, kudadisi sera zilizopo za ukaguzi ili kudhibiti utumizi wa video, chati na vinyago ili
kusaidia uelewekaji wa msamiati na kuchunguza udhaifu na ufaafu uliopo katika ufundishaji msamiati kwa
kutumia video, chati na vinyago katika somo la Kiswahili. Utafiti ulilenga idadi ya walimu kumi wa
Kiswahili katika Shule za msingi katika Kaunti Ndogo ya Kisumu Mashariki. Baadhi ya hizi mtafiti aliteuwa
kwa bahati nasibu walengwa walioteuliwa kama hivi walimu wakuu kumi, walimu wa Kiswahili kumi na
wanafunzi kumi. Walengwa wote walikuwa mia nane ishirini ambao waliimbua asilimia kumi, basi idadi ilio
hojiwa ikawa themanini na wawili. Hojaji zilikuwa tatu za walimu wakuu, walimu wa Kiswahili. Utafiti
ulichanganuliwa kwa kutumia SPSS kuonyesha idadi katika alama za asilimia na uradidi. Baada ya kutafiti
na kuchanganua data, mtafiti alipendekeza haja ya walimu wa Kiswahili kuwa na vikao katika majopo.
Mtafiti pia aona kuwa kuna haja washika dau wote wa elimu kufufua taasisi za Kaunti ili kukuza hitaji la
uundaji visaidizi ili walimu wapate kuendeleze ueledi wao wa kuunda visaidizi ili kuboresha uelewekaji wa
dhana za Kiswahili. Kadhalika,washika dau wana changamoto kubwa ya kuleta mashuleni rasilimali ya
kutosha kutengeneza visaidizi vinavyohitajika. Jambo lingine ni kuwa shule zingetenga sehemu mahususi ya
kuhifadhi visaidizi ili vitumike bila uwoga wa kuharibika ama kupotea. Mwisho, walimu watie misingi thabiti
ya ufunzaji msamiati kuanzia madarasa ya chini ili wanafunzi wasielewe dhana hizi kimakosa kisha
wahitajike kurekebishwa baadaye. Jambo hili ndilo lililokita mizizi sehemu nyingi za Kaunti ya Kisumu
Mashariki, Kenya

Solanum xanthocarpum (Solananceae) is traditionally used as pungent, bitter, digestive, diuretic,
alternative, astringent and anthelmintic . It was also used in fever, cough, flatulence and heart diseases.
Phytochemistry screening of the aqueous extract of fruits of Solanum Xanthocarpum revealed the presence
of steroids, terkenes, phenolic compound, saponins, fatty acids, alkaloids. Isolation of two white crystalline
powder which were subjected to physical, chemical and spectral identification using IR,1H-NMR,13C-NMR.

Water samples were taken at twenty different locations along Hanumangarh District and were subjected to
physicochemical analysis. The result of pH was found to range between 7.05-7.50, Electrical conductivity was
found to be between 0.31-0.52 mmho/cm. The lowest value of Chloride, 32.5mg/l was recorded at location
C19. Sulfate, Calcium and Magnesium, DO & BOD were found to range between 10-13 mg/l, 1.70-4.97 meq/l,
1.19-3.19 meq/l, 5.15-9.79 mg/l & 4.12-4.86 mg/l

Let be a simple graph with vertices and edges. In [6], we introduced the notion of
valued graph
where stands for the semiring. In this paper, we study the concept of homomorphism
and isomorphism between two valued graphs and discuss some simple properties

The purpose of the study was to compare mathematics teacher education programmes of South Africa and
Zimbabwe in an endeavour to improve the teacher training programmes. Data for the study was obtained from
the University of South Africa (UNISA) and Bindura University of Science Education (BUSE) and a
comparison was made. These two universities are the main ones offering teacher education programmes in the
respective countries. UNISA is said to produce 55% of South African teachers due to its open and distance
education programmes that enrolment numbers are not restricted by physical space and resources whilst
BUSE is the official state university in Zimbabwe responsible for the national mathematics and science
education in the country.