Cameroonian teachers' perceptions of culture, education, and mathematics.

This study is a critical ethnography of Cameroonian secondary school teachers, with the purpose of generating understandings of Cameroonian teachers' perceptions of and meanings for culture, education, and mathematics and the relationships among these ideas. As Cameroon is a recently-independent, post-colonial nation, a further focus is an analysis of continuing Western influence on Cameroonian teachers' perspectives, actions, and cultures. This study seeks to make sense of and provide insight into a group of Cameroonian educators' processes of educating in a non-Western setting from an inherited, Western educational situation. Colonization in Cameroon is described, drawing on Cameroonian historical and educational sources. Coming from a primarily Freirean critical perspective, this study then relates hegemonic structures of language, mathematics, modernism, and Westernism to interview and survey responses. The concept of cultural invasion is one explanatory notion which illuminates understandings of Cameroonian teachers' perspectives. The primary data source consists of in-depth interviews with Cameroonian mathematics teachers; a secondary data source includes surveys conducted with non-mathematics teachers. Findings indicate that the teachers in this study rarely articulate broad power relations with the West which constrain the teachers' actions and possibilities. Further, participants generally value Western influence as a means for more rapid development. Teachers also value practical, applicable, and concrete mathematical skills to abstract ideas; many teachers also express a value for increased access to vocational/technical education. One implication of this study is that the hidden nature of broad power relations serving Western interests helps to perpetuate asymmetrical material conditions

Through Their Lens: The Potential of Photovice for Documentation of Environmental Perspectives among Kenyan Teachers

This study explores the potential of photovoice for understanding environmental perspectives of teachers in the Narok District of Kenya. The objective of this paper is to share this photo-methodology with environmental educators so they may use it as an innovative methodological tool to understand the construction of environmental perspectives. The researchers analyzed the digital images and the accompanying narratives for themes emerging for each of the key terms. The researchers utilized Critical Visual Methodology to guide the data analysis. Each photograph was coded according to its site of audiencing (including both compositionality and social modalities). The themes - shares local knowledge, documents context, documents knowledge emerged from the participants’ photovoice. The researchers theorize this tool illustrated the ways in which this community valued the environment, their community, and the ways in which they conceptualize the solutions

‘No One Should Destroy the Forest\u27: Using photo-based vignette interviews to understand Kenyan teachers\u27 views of the environment

In the midst of the current environmental crisis, scientists, academics, authors, and politicians worldwide are urging citizens to create sustainable communities. However, there is little capability to build a sustainable society without an informed, active, and engaged populous. This requires more than just environmentally knowledgeable citizens. It requires a society that understands the principles of the environment and can also exemplify them in daily life. In order to create a more environmentally literate world, there has been a push for environmental education integrated into schools. This qualitative study sought to examine Kenyan teachers’ perspectives on the human–nature interaction by conducting vignette focus-group interviews. It is a subject not widely explored but vital for conservation not only in this area, but also other areas that seek to have an ecological informed populous. The vignettes were created using photographs and explanations of the photographs that the participants collected and emailed to the authors. For the focus-group vignette interviews, there were a total of 55 participants (30 females and 25 males). After InVivo analysis, we had 6 codes (resentment, pride, perils, blame, pragmatism, and self-interested) within 3 major themes. This study has implications for informing science education to combat these traditions of subjecting students to a science curriculum that demotes Kenyan cultural heritage and lifestyle. By incorporating local knowledge such as the ideas discussed in this paper into Kenyan science education, Kenyans can reach one of most challenging objectives of education, which is to produce children who are fundamentally aware of their environment

Guidelines for DNA recombination and repair studies: Cellular assays of DNA repair pathways

Understanding the plasticity of genomes has been greatly aided by assays for recombination, repair and mutagenesis. These assays have been developed in microbial systems that provide the advantages of genetic and molecular reporters that can readily be manipulated. Cellular assays comprise genetic, molecular, and cytological reporters. The assays are powerful tools but each comes with its particular advantages and limitations. Here the most commonly used assays are reviewed, discussed, and presented as the guidelines for future studies

Molecular evolutionary trends and feeding ecology diversification in the Hemiptera, anchored by the milkweed bug genome.

BACKGROUND: The Hemiptera (aphids, cicadas, and true bugs) are a key insect order, with high diversity for feeding ecology and excellent experimental tractability for molecular genetics. Building upon recent sequencing of hemipteran pests such as phloem-feeding aphids and blood-feeding bed bugs, we present the genome sequence and comparative analyses centered on the milkweed bug Oncopeltus fasciatus, a seed feeder of the family Lygaeidae. RESULTS: The 926-Mb Oncopeltus genome is well represented by the current assembly and official gene set. We use our genomic and RNA-seq data not only to characterize the protein-coding gene repertoire and perform isoform-specific RNAi, but also to elucidate patterns of molecular evolution and physiology. We find ongoing, lineage-specific expansion and diversification of repressive C2H2 zinc finger proteins. The discovery of intron gain and turnover specific to the Hemiptera also prompted the evaluation of lineage and genome size as predictors of gene structure evolution. Furthermore, we identify enzymatic gains and losses that correlate with feeding biology, particularly for reductions associated with derived, fluid nutrition feeding. CONCLUSIONS: With the milkweed bug, we now have a critical mass of sequenced species for a hemimetabolous insect order and close outgroup to the Holometabola, substantially improving the diversity of insect genomics. We thereby define commonalities among the Hemiptera and delve into how hemipteran genomes reflect distinct feeding ecologies. Given Oncopeltus's strength as an experimental model, these new sequence resources bolster the foundation for molecular research and highlight technical considerations for the analysis of medium-sized invertebrate genomes

Socializing One Health: an innovative strategy to investigate social and behavioral risks of emerging viral threats

In an effort to strengthen global capacity to prevent, detect, and control infectious diseases in animals and people, the United States Agency for International Development’s (USAID) Emerging Pandemic Threats (EPT) PREDICT project funded development of regional, national, and local One Health capacities for early disease detection, rapid response, disease control, and risk reduction. From the outset, the EPT approach was inclusive of social science research methods designed to understand the contexts and behaviors of communities living and working at human-animal-environment interfaces considered high-risk for virus emergence. Using qualitative and quantitative approaches, PREDICT behavioral research aimed to identify and assess a range of socio-cultural behaviors that could be influential in zoonotic disease emergence, amplification, and transmission. This broad approach to behavioral risk characterization enabled us to identify and characterize human activities that could be linked to the transmission dynamics of new and emerging viruses. This paper provides a discussion of implementation of a social science approach within a zoonotic surveillance framework. We conducted in-depth ethnographic interviews and focus groups to better understand the individual- and community-level knowledge, attitudes, and practices that potentially put participants at risk for zoonotic disease transmission from the animals they live and work with, across 6 interface domains. When we asked highly-exposed individuals (ie. bushmeat hunters, wildlife or guano farmers) about the risk they perceived in their occupational activities, most did not perceive it to be risky, whether because it was normalized by years (or generations) of doing such an activity, or due to lack of information about potential risks. Integrating the social sciences allows investigations of the specific human activities that are hypothesized to drive disease emergence, amplification, and transmission, in order to better substantiate behavioral disease drivers, along with the social dimensions of infection and transmission dynamics. Understanding these dynamics is critical to achieving health security--the protection from threats to health-- which requires investments in both collective and individual health security. Involving behavioral sciences into zoonotic disease surveillance allowed us to push toward fuller community integration and engagement and toward dialogue and implementation of recommendations for disease prevention and improved health security

Measuring the health-related Sustainable Development Goals in 188 countries : a baseline analysis from the Global Burden of Disease Study 2015

Background In September, 2015, the UN General Assembly established the Sustainable Development Goals (SDGs). The SDGs specify 17 universal goals, 169 targets, and 230 indicators leading up to 2030. We provide an analysis of 33 health-related SDG indicators based on the Global Burden of Diseases, Injuries, and Risk Factors Study 2015 (GBD 2015). Methods We applied statistical methods to systematically compiled data to estimate the performance of 33 health-related SDG indicators for 188 countries from 1990 to 2015. We rescaled each indicator on a scale from 0 (worst observed value between 1990 and 2015) to 100 (best observed). Indices representing all 33 health-related SDG indicators (health-related SDG index), health-related SDG indicators included in the Millennium Development Goals (MDG index), and health-related indicators not included in the MDGs (non-MDG index) were computed as the geometric mean of the rescaled indicators by SDG target. We used spline regressions to examine the relations between the Socio-demographic Index (SDI, a summary measure based on average income per person, educational attainment, and total fertility rate) and each of the health-related SDG indicators and indices. Findings In 2015, the median health-related SDG index was 59.3 (95% uncertainty interval 56.8-61.8) and varied widely by country, ranging from 85.5 (84.2-86.5) in Iceland to 20.4 (15.4-24.9) in Central African Republic. SDI was a good predictor of the health-related SDG index (r(2) = 0.88) and the MDG index (r(2) = 0.2), whereas the non-MDG index had a weaker relation with SDI (r(2) = 0.79). Between 2000 and 2015, the health-related SDG index improved by a median of 7.9 (IQR 5.0-10.4), and gains on the MDG index (a median change of 10.0 [6.7-13.1]) exceeded that of the non-MDG index (a median change of 5.5 [2.1-8.9]). Since 2000, pronounced progress occurred for indicators such as met need with modern contraception, under-5 mortality, and neonatal mortality, as well as the indicator for universal health coverage tracer interventions. Moderate improvements were found for indicators such as HIV and tuberculosis incidence, minimal changes for hepatitis B incidence took place, and childhood overweight considerably worsened. Interpretation GBD provides an independent, comparable avenue for monitoring progress towards the health-related SDGs. Our analysis not only highlights the importance of income, education, and fertility as drivers of health improvement but also emphasises that investments in these areas alone will not be sufficient. Although considerable progress on the health-related MDG indicators has been made, these gains will need to be sustained and, in many cases, accelerated to achieve the ambitious SDG targets. The minimal improvement in or worsening of health-related indicators beyond the MDGs highlight the need for additional resources to effectively address the expanded scope of the health-related SDGs.Peer reviewe

Investigating local sustainable environmental perspectives of Kenyan community members and teachers

Efforts to conserve and preserve the environment in developing or marginalized locales frequently involve a one-way transfer of knowledge and materials from a source in a more developed location. This situation often degenerates into a short-term donor project which risks little to no long-term impacts on local or indigenous relationships with the environment. This research study with educators in Narok, Kenya investigates the current perspectives of local key stakeholders on the environment and sustainability with the purpose of sharing these understandings among local groups to generate a locally constructed meaning of environmental conservation and sustainability. It is the researchers’ aim that through locally constructed meanings of environmental hazards and conservation, the Maasai community will empower themselves to transform their relationship with their environment and begin to construct and enact sustainable alternatives to destructive environmental practices. The approach used in this study is a qualitative study of representative stakeholders’ environmental perspectives called photovoice. Two major themes emerged during the data analysis: How do we co-habit? and How do we modernize? This community demonstrated a complex understandings including navigate traditional practices, made connections to a larger system, and describing positive ways in which humans influence our environment

Shared Understandings: Environmental perspectives of Kenyan community members and teachers

Environmental issues are a shared human concern as communities in all nations and geographic regions are grappling with environmental degradation. Despite this concern, there are multiple different viewpoints on the current state of environmental issues and how to understand these problems. Understanding how different communities conceive of the environment and sustainability is paramount in efforts to increase the frequency of environmentally conscious choices. If an awareness of others’ perspectives of the environment is lacking, then the development of sustainable choices is placed at risk because of potentially competing views of what sustainability means in a particular context. As such, solutions to these environmental problems are frequently viewed as ‘wicked problems.’ This study investigates the shared and divergent environmental viewpoints of teachers and community members in Kenya. This study utilized photo-methodologies and qualitative in vivo analysis. The shared viewpoints were on positive and negative notions of environmental issues. The divergent viewpoints were on solutions that included types of innovations and amount of government involvement