Vol 13 Issue 2 April 2025-June 2025

Abstract: Disaster response teams increasingly rely on trained dogs in Urban Search and Rescue (USAR) operations, particularly in South Africa, where disasters are frequent and diverse. This study examines the roles, training, deployment, and effectiveness of disaster dogs within South African search and rescue operations, aiming to address existing knowledge gaps and identify areas for further research.

Key findings emphasize the critical role of canine units in enhancing South Africa’s disaster response capabilities. They demonstrate the potential for international deployment through standardized training and classification but highlight the current lack of legislative mandates and national protocols for integrating canine units into disaster response frameworks. The study recommends that the National Disaster Management Centre (NDMC) and the South African Police Service (SAPS) lead efforts to establish and manage dedicated canine units at both provincial and national levels.

Despite the proven effectiveness of K9 Search and Rescue teams, challenges such as inadequate funding and training persist. Comparisons with international best practices reveal opportunities for improvement in South Africa’s programs. The study concludes that K9 Search and Rescue is a vital asset to disaster response in South Africa, capable of improving search outcomes and response times. Recommendations include the development of enhanced training programs, increased funding, and further research into their long-term impact. Future studies should focus on creating standardized training protocols and bolstering governmental support to optimize the role of K9 units in disaster management.

Keywords: K9 search and rescue, South Africa, disaster response, canine training.

Title: An exploration of K9-assisted approaches as a component of Disaster Response

Author: Morne Mommsen

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 13, Issue 2, April 2025 - June 2025

Page No: 25-39

Research Publish Journals

Website: www.researchpublish.com

Published Date: 05-April-2025

Abstract: English language is an essential subject in the Kenya school syllabus as it is the standard language of instruction in most subjects in the school curriculum. This study was driven by the issue of insignificant performances among students. Its aim was to investigate students' success motivation as correlates of English language performance. The focus was specifically on form three students in Embu County, Kenya. The objective was to find out the relationship between students’ achievement motivation and English language performance. This research was anchored in the achievement motivation theory by McClelland and Atkinson (1958) and a correlational research design was used. The study targeted form three students who were to sit for their KCSE examination in 2021, from a total of 50,675 students in 189 public schools within the county. In the first stage, the study employed simple random and stratified sampling to select 17 schools out of the 189 public secondary schools in Embu County and the study used Sadven’s SP Profile (1975) in data collection. A preliminary pilot study was conducted on 26 students, a sample similar to the study's sample to determine the viability and reliability of the study instruments. The study found that students with high achievement motivation studied regularly and had good language skills, resulting in good performance in English. The findings also showed that male and female students differed significantly in achievement motivation. The main recommendation was that students with high achievement motivation should study regularly and productively, taking every opportunity to perfect their language skills to enhance good performance in English.

Keywords: Students’ Achievement Motivation, English language, Performance.

Title: STUDENTS’ ACHIEVEMENT MOTIVATION AS A CORRELATE OF ENGLISH LANGUAGE PERFORMANCE AMONG FORM THREE STUDENTS IN EMBU COUNTY, KENYA

Author: Mary Calmen Mugane, Dr. Tabitha Wang’eri, Dr. Samuel Mutweleli

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 13, Issue 2, April 2025 - June 2025

Page No: 17-24

Research Publish Journals

Website: www.researchpublish.com

Published Date: 05-April-2025

Abstract: The integration of the four skills of the English language—listening, speaking, reading, and writing—has long been a cornerstone of effective language teaching. With the advent of Artificial Intelligence (AI) in education, there is a growing interest in how these skills can be taught and enhanced through AI-driven platforms. This research paper explores the integration of the four skills of English language learning within AI teaching environments. It examines the theoretical underpinnings, current practices, challenges, and future directions of AI in language education. The paper concludes that while AI offers significant potential for personalized and adaptive learning, the integration of the four skills requires careful consideration of pedagogical principles, technological capabilities, and learner needs.

Keywords: Artificial Intelligence (AI), AI-driven platforms, pedagogical principles, technological capabilities.

Title: The Integration of the Four Skills of English Language in AI Teaching

Author: Ibrahim Alajmi

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 13, Issue 2, April 2025 - June 2025

Page No: 12-16

Research Publish Journals

Website: www.researchpublish.com

Published Date: 03-April-2025

Abstract: This article reports an exploration of the use of video-based learning platforms in flipped classrooms for teaching the English language. The flipped classroom model has emerged as an innovative model where learners are exposed to video-based instruction before attending classes to optimize the learning time dedicated to active and interactive work. Based on reviewing existing strategies for designing successful video-based flipped environments, this study identifies the points involving more engagement of students, personalization of learning, and better understanding. Embedded within the current state-of-the-art pedagogy, the paper debates how instructional video helps the development of deeper understanding and engagement, according to communicative and action-oriented teaching. Significant findings highlight the instructional video design, embedded with questions, is assumed to support learning and link out-of-class and in-class activities. The paper thus concludes that flipped classrooms, within video-based pedagogies, present significant potential for learners but raise various challenges in their application, including equity of access and motivation. Implications are drawn from the literature available, providing a platform for developing a framework for a new approach to teaching English, technology-enhanced and flipped pedagogies.

Keywords: video-based learning platforms, classroom model, English language, innovative model.

Title: Flipping the English Language Classroom with Video-Based Learning Platforms

Author: Badour Nasser Al-Muqaiseeb, Manal Hassan Ibrahim

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 13, Issue 2, April 2025 - June 2025

Page No: 1-11

Research Publish Journals

Website: www.researchpublish.com

Published Date: 03-April-2025