A 6 year Geohelminth infection profile of children at high altitude in Western Nepal

<p>Abstract</p> <p>Background</p> <p>Geohelminth infections are a major problem of children from the developing countries. Children with these infections suffer from developmental impairments and other serious illnesses. This study aimed to measure the prevalence of geohelminth infection, infection intensity as well as the change in the intensity in children from Western Nepal over years.</p> <p>Methods</p> <p>This 6-year hospital based prospective study at the Manipal Teaching Hospital, Pokhara included children (< 15 years) visiting the hospital from Kaski and 7 surrounding districts. Samples were also collected from children in the community from different medical camps. Three stool samples from every child were processed using direct and concentration methods. The Kato-Katz technique was used for measuring the intensity of infection.</p> <p>Results</p> <p>The overall prevalence in hospital - attending children was 9.2% with 7.6% in preschool (0 – 5 y) and 11.0% in school-age (6 – 15 y) children, and in community 17.7% with 14.8% in pre-school and 20.5% in school-age children. <it>Ascaris lumbricoides</it>, <it>Trichuris trichiura</it>, <it>Ancylostoma deodenale </it>and <it>Strongyloides stercoralis </it>were the common geohelminths with a gradual decrease in worm load over the years. School-age children were found to be significantly more prone to geohelminth infection as compared to preschool children, but no statistical difference was detected by gender, district as well as season.</p> <p>Conclusion</p> <p>This heavy infection of geohelminths in children should be corrected by appropriate medication and maintaining strict personal hygiene. Health education, clean water, good sewage management and a congenial environment should be ensured to minimise infection.</p

The misuses of sustainability: adult education, citizenship and the dead hand of neoliberalism

‘‘Sustainability’’ has a captivating but disingenuous simplicity: its meanings are complex, and have political and policy significance. Exploring the application of the term to adult education, this paper argues that a particular discourse of ‘‘sustainability’’ has become a common-sense, short-circuiting critical analysis and understanding of policy options. This ‘‘business discourse’’ of sustainability, strongly influenced by neoliberal ideas, encourages the presumption that educational programmes and movements which have died out were unsustainable, bound to fail, and even responsible – having failed to adapt – for their own demise. Potentially valuable experience is thus excluded from the educational policy canon. The author uses three cases from 20th-century adult education, namely (1) English liberal adult education; (2) ‘‘mass education’’, also known as community development, in the British colonies; and (3) UNESCO’s Fundamental Education, to challenge this presumption. He demonstrates for each case how a business discourse has implied their ‘‘unsustainability’’, but that the reality was more complex and involved external political intervention