Human papillomavirus prevalence among unvaccinated young female college students in Botswana: A cross-sectional study

Background. Human papillomavirus (HPV) is a sexually transmitted infection and a causative agent of cervical cancer. It is common in adolescent girls and young women, and the majority of infections are transient and asymptomatic. In Botswana, there are currently no data on the HPV prevalence against which the impact of prophylactic HPV vaccines can be measured.Objectives. To establish a baseline HPV prevalence in an unvaccinated cohort of young women.Methods. Women aged ≥18 years were recruited from the University of Botswana between September 2016 and May 2020. Demographic and behavioural characteristics of participants were collected. Subsequently, cervicovaginal swabs were obtained and tested for HPV using polymerase chain reaction-restriction fragment length polymorphism. We determined the prevalent HPV types, and evaluated the risk factors associated with HPV positivity.Results. A total of 978 young women were recruited. Overall, there were 589 (60.2%) participants with HPV infection and 12 (1.2%) with HIV. The median (interquartile range) age of the study participants was 19 (18 - 20) years. Multivariate logistic regression analysis showed that significant factors associated with HPV positivity were sexual activity (adjusted odds ratio (aOR) 2.06; 95% confidence interval (CI) 1.49 - 2.63; p<0.001), number of sex partners ≥3 (aOR 2.10; 95% CI 1.39 - 3.18; p<0.001), and smoking (aOR 2.00; 95% CI 1.26 - 3.20; p=0.004).Conclusion. Our results demonstrate for the first time the prevalence of HPV in unvaccinated young women in Botswana. We found a high prevalence of HPV infection, with statistical differences with different risk factors. This finding supports the need for HPV vaccination strategies for females prior to sexual debut to reduce the future burden of cervical cancer in Botswana

Yarning as an Interview Method for Non-Indigenous Clinicians and Health Researchers

In this article, we discuss the origins, epistemology, and forms of Yarning as derived from the literature, and its use in research and clinical contexts. Drawing on three Yarns, the article addresses the extent to which non-Indigenous researchers and clinicians rightfully use and adapt this information-gathering method, or alternatively, may engage in yet another form of what can be described as post-colonialist behavior. Furthermore, we argue that while non-Indigenous researchers can use Yarning as an interview technique, this does not necessarily mean they engage in Indigenous methodologies. As we note, respectfully interviewing Aboriginal and Torres Strait Islander peoples can be a challenge for non-Indigenous researchers. The difficulties go beyond differences in language to reveal radically different expectations about how relationships shape information giving. Yarning as a method for addressing cross-cultural clinical and research differences goes some way to ameliorating these barriers, but also highlights the post-colonial tensions

Improving Intellectual Access in Temporary Exhibitions for Sight Loss Visitors Through Co-creation and Co-assessment

The research project conveyed in this article explores how to inclusively design and curate a non-permanent design exhibition in a large regional gallery (the National Centre for Craft and Design, UK), focusing on enhanced intellectual access for blind and partially sighted visitors. Intellectual access is defined in this research as making it easy for visitors to grasp the content of an exhibition, even if the recipient has no previous knowledge of the subject. The context and rationale for the research, and how the author has attempted to collaborate with various stakeholders and tailor the co-creation research to the specific needs of the blind and partially sighted participants are imparted. The resulting multi-sensory non-permanent exhibition is also described and how it was tested

Opening Spaces for the Development of Human Agency with Problem Based Learning in Palestinian Higher Education

This paper appraises the impact of Problem Based Learning (PBL) implementations within the (2016-19) Erasmus Plus "Methods" Project (Modernization of Teaching Methodologies in Higher Education: EU experience for Jordan and Palestinian territory) which introduced a range of learning modalities into formal learning contexts in higher education settings in Jordan (4 Universities) and Palestine (4 Universities). The project was jointly led by the Universities of Jordan and Birzeit, Palestine and there were six European partner universities. The paper focuses on the impact of PBL approaches on learners and university teachers through an analysis of semi-structured group interviews with students and individual staff interviews across a range of courses in the arts and sciences within the Palestinian context. The results of this small-scale research study are presented within a thematic framework focusing on participation, collaboration, agency, knowledge creation, problem solving and identity modification. It explores how far the adoption of student-centred PBL designs can open spaces for the development of human agency and capabilities within an existing orthodoxy of practice in Higher Education Settings in Palestine. It locates these student-centred practices within the context of higher education under occupation and examines what contribution they make to developing individuals’ capacity to act effectively for change within the power dynamics and limits of their context

Development as Eradication: The Pillage of the Jakun ‘People’s Bank’ of Tasik Chini, Pahang, Malaysia

The political rhetoric of social and economic development in Malaysia is used as a dominant and largely unquestioned discourse to justify the industrialised exploitation of the traditional territories of the indigeneous people of West Malaysia. This paper explores social policy drivers in respect of findings from a condensed ethnography of the Jakun Orang Asli people of Tasik Chini in the State of Pahang. Tasik Chini provides an important example of a wider problem affecting many Orang Asli communities in Malaysia relating to industrial exploitation, but is a case of special interest in respect of its significance as a site of rich and unique biodiversity as well as being the home of one of only two freshwater lakes in West Malaysia. Notably, Tasik Chini is also a UNESCO Biosphere Reserve, of which there are only two in Malaysia, and where the lake and surrounding forests have provided the Jakun villagers with abundant natural resources for subsistence, but now the area is badly eroded and polluted by the ravages of big business. This presents a serious dilemma for the Jakun concerning resisting the destruction of their traditional way of life or to comply with State agendas and collude with their loss of self-sufficiency and autonomy and in so doing raises important questions regarding national social policy drivers and the position and welfare of indigenous people in Malaysia

Contexts of educational policy change in Botswana and South Africa

This article examines how different histories and contexts of political and educational change in Botswana and South Africa have shaped the more regular classroom practice observed in Botswana. It does this through an interpretive synthesis and comparison of four key moments of educational change in Botswana and South Africa during the twentieth century, followed by an examination of more recent curriculum and assessment, teacher education, supervision, and evaluation policy in each country. The article highlights differences in decolonization processes and similarities in economic conditions and spending on education. It shows that processes of educational change have been and continue to be marked by the respectively different histories of gradual and incremental change on the one hand, and rapid, disruptive change on the other. And while recent curriculum and assessment policies show convergence with one another, this is less the case with teacher policies and processes.