Permanence and Picnic Tables Perceptions of Maji Safi Group’s Disease Prevention Center at Shirati KMT District Designated Hospital

This study conducted in Shirati village in the Rorya District of the Mara Region of Tanzania analyzed perspectives on the effectiveness of Maji Safi Group’s Disease Prevention Center at Shirati KMT District Designated Hospital. It took place from April 9th- 24th 2015. The sample frame was those affiliated with or using the Disease Prevention Centers resources. The sample populations were medical professional employed at Shirati Hospital (n = 15), Community Health Workers (n = 11) (CHWs) working for Maji Safi Group, and visitors (n = 113) to the Disease Prevention Center. This study utilized three main methods for data collection: 1) key informant interviews with medical professionals at Shirati Hospital; 2) key informant interviews with CHWs as well as participant observation at the Disease Prevention Center during it’s functioning hours (n = 20); and 3) verbal questionnaires completed by 62% of the 181 visitors to the Disease Prevention Center over 8 days. This data was analyzed using descriptive statistics. Results indicated that medical professionals recognize the need for Maji Safi Group to exist due to their lacking preventative medicine care at the hospital and appreciate the work done at the Disease Prevention Center, CHWs love and are proud of their jobs at the center, and visitors appreciate the center and learn the lessons well. Visitors further have intentions to increase disease prevention practices after having visited the Disease Prevention Center, but the actual application of these strategies can be inhibited by poverty, access to WASH materials, or lack of education. Maji Safi Group is trying to combat the lack of education by empowering locals to take prevention of waterborne diseases seriously. There are many positive views of the center and many requests for Maji Safi Group to extend their programs, but what the findings of this study ultimately showed is that to legitimately gauge and increase the effectiveness of the center, Maji Safi Group must become a permanent movement in Shirati

The Need for a Comprehensive Competency-Based Career Guidance Curriculum for Teen Mothers

Teen parenting has significant implications for teens and their success in school. As school guidance and counseling departments focus on the development of comprehensive competency-based guidance curriculum within their school systems, the needs of teen parents are often overlooked

Please Pass the Crackers: Classroom Rules in the Early Childhood Environment and Their Impact on Moral Development

One of the major public debates in education today revolves around an area of study called character education. It is a debate that is politically, socially, emotionally and educationally charged. The question facing educators is whether children develop morally from a specific plan of study or from the examples given to them by adults in their environment. In an attempt to answer this question, this study focuses on the early childhood environment. It does so because young children in preschool must begin to formulate conceptions of rights, values and principles as it pertains to social conduct. They must learn to share, use their words, demonstrate respect, and self-regulate. This is accomplished in the early childhood environment not through a specific lesson plan but rather through a teacher\u27s development of rules and procedures for social behavior. Over a seven-month period, three teachers and eight four-year-olds in a small preschool in New York City were interviewed and observed in the classroom environment. The data collected was analyzed against four essential characteristics teachers must establish in the classroom in order for moral development to occur. These include mutual respect/self-regulation, setting of high behavioral standards, adult role modeling of pro-social behavior and teacher/child discourse. The study concludes that it is not just the establishment of rules that helps young children to develop morally but rather a classroom environment where teachers demonstrate mutual respect, set high behavioral standards, role model pro-social behavior and constantly provide a meaningful dialogue around moral development issues. In essence, if society wants children to be morally good, then the adults in their lives must demonstrate what it is to be good

Age Differences In Emotional Reactivity To Subtypes of Sadness And Anger

Emotional reactivity has been commonly studied through the discrete emotion approach model (DEA) that categorizes emotions as singular unique experiences (sadness, fear, disgust, anger, etc.). Reactivity to a discrete emotion is related to the contextual relevance of the emotional elicitor, and thus, may result in variable reactivity profiles across different age groups. While prior research has typically associated older age with sadness and younger age with anger, there may be contextual subtypes within these discrete categories that are more or less relevant to either age group. Characteristics of older age are associated with themes of loss (death, diminished physical ability, etc.); therefore, we predicted older adults would be equally or more reactive to loss-based sadness compared to younger adults. In contrast, we predicted younger adults would have greater reactivity to failure-based sadness, as younger adulthood is associated with themes of resource competition. As prior research has found older adults to be less reactive to interpersonal conflict compared to younger adults, we predicted younger adults would be more reactive to frustration-based anger. Lastly, we predicted older adults would be more reactive to violation-based anger, as older adults may be more embedded in their moral values compared to younger adults. In this study, 49 younger adults (Mage = 20.00, SD = 2.26) and 51 older adults (Mage = 66.00, SD = 4.94) were asked to relive and verbally describe an emotional memory associated with subtypes of anger and sadness. Emotional reactivity was recorded through self-reported ratings on iii distinct emotion categories. Results revealed a significant age difference in emotional reactivity to violation-based anger. No other significant age differences were found. The findings from this study suggest that aging and emotional reactivity may be determined by contextual relevance within discrete emotions. Future research could potentially investigate emotional subtypes within other discrete categories, mixed emotion subtypes, and age differences in emotion regulation strategies within emotion subtypes

Educating Youth for Entrepreneurship in Work & Life : Experience of a Junior Secondary School Project in Morocco <Special Issue : Youth, Education, and Work>

National education policies around the globe increasingly highlight the need to equip children and youth with entrepreneurial skills, also called “21st century skills," “employability skills," “core competencies and others. The present article identifies and analyzes these skills, combining the perspectives of employers and the international development sector, and asserts that education and training can and indeed must work deliberately to imbue students with these. The Entrepreneurial Spirit Development Program (PDEE), developed and implemented for lower secondary students by the USAID/ALEF project in Morocco serves to illustrate what a purposeful personal skills development program might be. The experience generated positive outcomes in terms of students' social engagement, academic results, school retention and other measures. Finally, a review of the key findings of an independent assessment of the effects of PDEE (Bouhassoune 2011) on students two years after the project ended provides empirical evidence of the effectiveness of such a program on the vocational “maturity" of students, equipping them for productive professional futures

Continuous Assessment for Improved Teaching and Learning : A Critical Review to Inform Policy and Practice

The prominence of evaluation and assessment within the Incheon Declaration: Education 2030 mirrors simultaneously the vital importance of data in the pursuit of the new global Sustainable Development Goals (SDGs) and the decades-long trend of evermore student testing around the world. This report focuses specifically on continuous assessment and has two main aims: to elucidate what continuous assessment is and why it is important, and to identify a range of issues which are fundamental to the effective implementation and usefulness of continuous assessment in the classroom. The analysis focuses on classrooms in low-income countries that often face particularly problematic challenges. The concept and practice of continuous assessment is understood in part through its differences from standardized assessment, whilst at the same time it functions with summative and formative forms. The report aspires to deepen the distinctions between these two forms of continuous assessment, to demonstrate their complementarities, and to plumb their technical dimensions to promote its improved use. The hope is to help education systems, educators, and education partners, wherever they may be, to make decisions and take actions to reap the fullest advantage of continuous assessment as a key factor in achieving quality education

Evaluación del aprendizaje del estudiante y el currículo : problemas y consecuencias para la política, el diseño y la aplicación

El rol de la evaluación en la educación ha crecido significativamente en las últimas décadas, una tendencia que tiene dos grandes manifestaciones. Una de ellas es el rápido aumento del número de países y jurisdicciones ya sea participando en encuestas (pruebas) internacionales de aprendizaje o comenzando sus propias evaluaciones de todo el sistema, o ambas. La otra es la siempre creciente importancia de la evaluación para hacer que los sistemas y sus principales actores (especialmente los docentes) sean responsables de los resultados educativos. El reciente compromiso de las naciones del mundo y las principales organizaciones internacionales en Incheon (República de Corea) para una educación "de calidad" para todos en 2030 y el próximo acuerdo mundial sobre los nuevos Objetivos de Desarrollo Sostenible van a exigir más de la educación en términos tanto de equidad como en la forma de percibir la "calidad", por lo cual será necesario adoptar una óptica mucho más pertinente. Aunque la evaluación será vital para este proceso, hay un grave riesgo doble de que los sistemas y sus asociados sigan dependiendo excesivamente de pruebas para conducir sus reformas. En primer lugar, la mayoría de las pruebas más importantes no llegan a todos los estudiantes y se concentran solo en unos pocos temas — principalmente matemáticas y lectura y, a veces, ciencias —, con el resultado común de una reducción del currículo y de otros elementos en el proceso educativo. Del mismo modo, con raras excepciones, dichas pruebas descuidan el rango más amplio de competencias personales, tales como la adquisición de nuevos conocimientos usando una variedad de métodos, y la aplicación práctica de los conocimientos y técnicas básicas que los estudiantes aprenden en la escuela. El segundo riesgo es la falta continua de coordinación en la evaluación con las demás principales funciones del sistema educativo — tal vez sobre todo el currículo, operando en cambio en relativo aislamiento (sino total). Para que la evaluación sea de alta calidad y pertinente y para que dé lugar a mejoras reales en el sistema educativo general y sus resultados, debe estar en armonía completa y funcional con el currículo, la formación y el apoyo de docentes, los textos y materiales, la planificación, el presupuesto y todos los demás componentes. El presente documento explora las formas en que la evaluación es de vital importancia para la educación y postula medios por los que se puede conectar de manera efectiva a las otras funciones clave de la educación para impulsar un sistema nacional hacia 2030

What Lies behind the Wish to Hasten Death? A Systematic Review and Meta-Ethnography from the Perspective of Patients

BACKGROUND: There is a need for an in-depth approach to the meaning of the wish to hasten death (WTHD). This study aims to understand the experience of patients with serious or incurable illness who express such a wish. METHODS AND FINDINGS: Systematic review and meta-ethnography of qualitative studies from the patient's perspective. Studies were identified through six databases (ISI, PubMed, PsycINFO, CINAHL, CUIDEN and the Cochrane Register of Controlled Trials), together with citation searches and consultation with experts. Finally, seven studies reporting the experiences of 155 patients were included. The seven-stage Noblit and Hare approach was applied, using reciprocal translation and line-of-argument synthesis. Six main themes emerged giving meaning to the WTHD: WTHD in response to physical/psychological/spiritual suffering, loss of self, fear of dying, the desire to live but not in this way, WTHD as a way of ending suffering, and WTHD as a kind of control over one's life ('having an ace up one's sleeve just in case'). An explanatory model was developed which showed the WTHD to be a reactive phenomenon: a response to multidimensional suffering, rather than only one aspect of the despair that may accompany this suffering. According to this model the factors that lead to the emergence of WTHD are total suffering, loss of self and fear, which together produce an overwhelming emotional distress that generates the WTHD as a way out, i.e. to cease living in this way and to put an end to suffering while maintaining some control over the situation. CONCLUSIONS: The expression of the WTHD in these patients is a response to overwhelming emotional distress and has different meanings, which do not necessarily imply a genuine wish to hasten one's death. These meanings, which have a causal relationship to the phenomenon, should be taken into account when drawing up care plans

Physician-assisted suicide: a review of the literature concerning practical and clinical implications for UK doctors

BACKGROUND: A bill to legalize physician-assisted suicide in the UK recently made significant progress in the British House of Lords and will be reintroduced in the future. Until now there has been little discussion of the clinical implications of physician-assisted suicide for the UK. This paper describes problematical issues that became apparent from a review of the medical and psychiatric literature as to the potential effects of legalized physician-assisted suicide. DISCUSSION: Most deaths by physician-assisted suicide are likely to occur for the illness of cancer and in the elderly. GPs will deal with most requests for assisted suicide. The UK is likely to have proportionately more PAS deaths than Oregon due to the bill's wider application to individuals with more severe physical disabilities. Evidence from other countries has shown that coercion and unconscious motivations on the part of patients and doctors in the form of transference and countertransference contribute to the misapplication of physician-assisted suicide. Depression influences requests for hastened death in terminally ill patients, but is often under-recognized or dismissed by doctors, some of whom proceed with assisted death anyway. Psychiatric evaluations, though helpful, do not solve these problems. Safeguards that are incorporated into physician-assisted suicide criteria probably decrease but do not prevent its misapplication. SUMMARY: The UK is likely to face significant clinical problems arising from physician-assisted suicide if it is legalized. Terminally ill patients with mental illness, especially depression, are particularly vulnerable to the misapplication of physician-assisted suicide despite guidelines and safeguards