ABSTRACT
This study examined the impact of parental financial commitment to undergraduates’ welfare. The research adopted a descriptive research design. The study took place in a rural-based state university. Participants in the study included three hundred undergraduates who were selected through a purposive random sampling technique from the eight departments in the faculty of education. Interview and a self-designed questionnaire were used for data collection. This was designed to gather information on undergraduates’ parental financial commitment to their welfare and how the parental commitment informs their through-put-rate. Data were analysed using frequency counts and percentage, and Chi-square statistics. The results indicated that parents are not committed financially to the welfare of their undergraduate children; parental financial commitment informed the through-put-rate of undergraduates. The study revealed there is a significant relationship between parental financial commitment and through-put-rate of undergraduates. This study has contributed to academic literature on the difficulties undergraduates encounter when their tuition-fees could not be paid at the appropriate time. Based on the results, it is suggested students, guardians and parents take prompt payment of tuition-fees serious, while provision of other welfare needs make live convenient for undergraduates. Social welfare intervention programmes from the institution and the society in general are advised to be arranged and provided for serious students that could not afford paying their tuition-fees.

ABSTRACT
Extensive use of nominalization and passive voice are two prominent features of energy discourse texts. The article analyzes and proves by means of examples, and shows the phenomenon of nominalization and passive voice in the process of Chinese-English translation of energy articles in China. Based on this, this paper makes summaries of the C-E translation strategies of energy discourse in these two aspects. In terms of nominalization, attention should be paid to the ordering of multiple modifiers. In the passive voice, attention should be paid to grammar and marker words.

ABSTRACT
Wanafunzi wengi nchini Uganda wanachukulia utanzu wa ushairi wa Kiswahili kuwa mgumu na wanapata ugumu katika kujifunza ushairi wa Kiswahili. Ushairi wa Kiganda umekuwa unatendwa vizuri katika mtihani wa kitaifa. Upande wa Kiswahili, kuna ugumu katika ujifunzaji wa ushairi wa Kiswahili na ugumu huu umesababisha matokeo mabaya katika mtihani wa kitaifa katika somo la ushairi wa Kiswahili nchini Uganda. Wanafunzi hawa husomea katika mandhari sawa. Hili linazua swali: kwa nini wanafunzi wanaofanya mtihani wa ushairi wa Kiganda watende vizuri kuliko wanafunzi wa ushairi wa Kiswahili? Makala hii itaweka wazi mambo ambayo ushairi wa Kiswahili waweza kukopa kutoka ushairi wa Kiganda na kujiendeleza. Madhumuni ya makala hii yatakuwa: Kudadavua jinsi ushairi wa Kiganda unaweza kusahilisha mtindo katika ushairi wa Kiswahili kupitia ufunzaji na ujifunzaji na kutathimini jinsi ushairi wa Kiganda unaweza kukuza maudhui katika ushairi wa Kiswahili kupitia ufunzaji na ujifunzaji. Mashairi yalikusanywa kutoka diwani mbili za Kiswahili na mbili za Kiganda. Mashairi 60 yalikusanywa yaani 30 ya Kiganda na 30 ya Kiswahili na 15 yalichaguliwa kutoka kila lugha kwa kutumia uteuzi nasibu. Mashairi yalitolewa kwenye diwani za Kiswahili; “Malenga wa ziwa kuu” na “Malenga wa karne moja” na za Kiganda; “Ab’Oluganda ab’Enda emu” na “Balya n’ensekeezi”. Makala hii unafafanua jinsi mwalimu wa ushairi wa Kiswahili anavyoweza kuhamisha maarifa kutoka ushairi wa Kiganda hadi wa Kiswahili. Utamsaidia kuendeleza ushairi wa Kiswahili kuhamisha maarifa ya ujifunzaji na ufunzaji kutokana na ushairi wa Kiganda ili kusahilisha ujifunzaji wa ushairi wa Kiswahili.