Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 years

This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how current national policies and programmes address their educational needs, and their current educational status. The article is based on an analysis of official policies, programme documents, and research evidence from the field. It concludes by reflecting on the two main foci for future work in the field.This is the final version of the article. It first appeared from Springer via https://doi.org/10.1007/s11125-016-9383-

Education of women with disabilities in Pakistan: Enhanced agency, unfulfilled aspirations

This paper examines the extent to which the capability approach captures the complexity of the lives of young women with disabilities in Pakistan, particularly in relation to their education. Focusing on their educational experiences and outcomes, we examine the ways in which education shaped what these young women were able to achieve – what they wanted to do and be. In undertaking this research, we adopted a collaborative, qualitative approach involving in-depth interviews with six young women with disabilities. All these women were interesting and exemplary cases, given their very high levels of education. Our findings suggest that the capability approach provides a framework that is able to capture the educational experiences–outcomes journey of the young women. However, also interesting to note is how the expansion of their capabilities is bounded, primarily because their freedoms are intrinsically linked to their sociocultural positioning and largely negative perceptions of disability in the wider society.This is the author accepted manuscript. The final version is available from Taylor & Francis at http://dx.doi.org/10.1080/13603116.2015.104396

Mailed Outreach Invitations Significantly Improve HCC Surveillance Rates in Patients With Cirrhosis: A Randomized Clinical Trial

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147207/1/hep30129-sup-0001-Appendix.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/147207/2/hep30129_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/147207/3/hep30129.pd

The impact of education in shaping lives: reflections of young people with disabilities in Ghana

There is increasing recognition on the importance of focusing on people with disabilities in international efforts aimed at poverty alleviation. While universal education has been central to these efforts, the specific and additional needs of children with disabilities are often overlooked in policies and programmes. In order to gain a nuanced appreciation of the lives of young people with disabilities in a Ghanaian context, this paper draws on research conducted with young people with disabilities and their significant others in order to understand their educational journeys, employment prospects and perceptions of those around them. In addition to collecting primary data, the latest policy documents related to disability, education and employment are reviewed and statistical analysis undertaken based on the Housing and Population Census 2010. Our research highlights the barriers facing those with disability in accessing quality education. While education was recognised as paramount to leading a better life and participants noted benefits beyond employment such as gaining self-sufficiency and social benefits, unequal educational opportunities underpin some of the reasons for the widening of gaps between those with disabilities and their non-disabled counterparts. Furthermore, while education was seen as important for gaining employment, this was not the case in reality, as young people faced difficulties due to both physical and attitudinal barriers limiting their opportunities for economic and social participation in their communities. The paper concludes by noting that systematic changes in the policy arena are needed to enable youth with disabilities to take their rightful place in mainstream society.This is the accepted author manuscript. The final version is available at http://www.tandfonline.com/doi/abs/10.1080/13603116.2015.1018343

Insights from within activity based learning (ABL) classrooms in Tamil Nadu, India: Teachers perspectives and practices

Quality has been an Education for All (EFA) goal since the 2000 Dakar framework positioned it ‘at the heart of education’ as a fundamental determinant of student enrolment, retention and achievement. Over the years, classroom pedagogy has been consistently regarded as ‘the crucial variable for improving learning outcomes’ (e.g., Hattie, 2009) and is thus seen as critical to reforms aimed at improving educational quality (UNESCO, 2005 p.152). The quality of teacher–pupil classroom interaction remains of central importance, rather research evidence (e.g., Borich, 1996) suggests that it is the single most important factor accounting for wide variation in the learning attainments of students who have used the same curriculum materials and purportedly experienced similar teaching methods. Other more recent studies (e.g., Aslam and Kingdon, 2011) have also reported that teacher ‘process’ variables have a more significant impact on student achievement than standard background characteristics. In the current era of the ‘global learning crisis’ (UNESCO, 2014) many developing economies have embarked on major pedagogical reforms. In India, the notion of energising schools and transforming classrooms has received unprecedented attention in the last 15 years. A number of programmes have been introduced in various states to provide meaningful access (Jandhyala and Ramachandran, 2007). The Activity Based Learning (ABL) Programme is one such effort to change the nature of teaching and learning in mainstream classrooms. In a national context, where there are innumerable on-going efforts aimed at pedagogical reform, ABL is hailed as a success story in terms of replication of a small model to a grand scale. From modest beginnings in 2003 in 13 Chennai (the capital city of Tamil Nadu) schools, ABL was rolled out in a phased manner across the entire state of Tamil Nadu for all children in classes 1–4, in all government and aided schools. The last few years have witnessed its adaptation under various guises in several other Indian states, such as Ekalavya in Madhya Pradesh, Digantar in Rajasthan and Nali Kali in Karnataka. Efforts to promote it internationally in other parts of the developing world, such as Ghana, Bangladesh, Ethiopia and Mozambique (Fennell and Shanmugam, 2016)have also been made. Though as Nudzor et al., 2015 note it has been met with mixed success in the case of Ghana. Nonetheless, ABL is an interesting programme to examine given its rapid growth and international outreach.The project was funded by Department for International Development (DFID, India)

Persistent Disparities in Colorectal Cancer Screening: a Tell-Tale Sign For Implementing New Guidelines in Younger adults

BACKGROUND: In May 2021, the U.S. Preventive Services Task Force began recommending initiating colorectal cancer screening at age 45 (vs. 50) years. METHODS: We estimated prevalence of colorectal cancer screening (by colonoscopy, sigmoidoscopy, CT colonography, or stool-based tests) in adults ages 50 to 75 years using data from the National Health Interview Survey in 2000, 2003, 2005, 2008, 2010, 2013, 2015, and 2018. For each survey year, we estimated prevalence by age, race/ethnicity, educational attainment, family income, and health insurance. We also compared increases in prevalence of screening from 2000 to 2018 in 5-year age groups (50-54, 55-59, 60-64, 65-69, and 70-75 years). RESULTS: Overall, prevalence of colorectal cancer screening increased from 36.7% in 2000 to 66.1% in 2018. Screening prevalence in 2018 was lowest for age 50 to 54 years (47.6%), Hispanics (56.5%), Asians (57.1%), and participants with less than a high school degree (53.6%), from low-income families (56.6%), or without insurance (39.7%). Increases in prevalence over time differed by five-year age group. For example, prevalence increased from 28.2% in 2000 to 47.6% in 2018 (+19.4%; 95% CI, 13.1-25.6) for age 50 to 54 years but from 46.4% to 78.0% (+31.6%; 95% CI, 25.4%-37.7%) for age 70 to 75 years. This pattern was consistent across race/ethnicity, educational attainment, family income, and health insurance. CONCLUSIONS: Prevalence of colorectal cancer screening remains low in adults ages 50 to 54 years. IMPACT: As new guidelines are implemented, care must be taken to ensure screening benefits are realized equally by all population groups, particularly newly eligible adults ages 45 to 49 years. See related commentary by Brawley, p. 1671

Editorial: ultrasound surveillance of hepatocellular carcinoma in the 21st century – authors’ reply

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/136042/1/apt13910.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/136042/2/apt13910_am.pd

Superconducting-coil--resistor circuit with electric field quadratic in the current

It is shown for the first time that the observed [Phys. Lett. A 162 (1992) 105] potential difference Phi_t between the resistor and the screen surrounding the circuit is caused by polarization of the resistor because of the kinetic energy of the electrons of the superconducting coil. The proportionality of Phi_t to the square of the current and to the length of the superconducting wire is explained. It is pointed out that measuring Phi_t makes it possible to determine the Fermi quasimomentum of the electrons of a metal resistor.Comment: 2 pages, 1 figur

Validating a novel score based on interaction between ACLF grade and MELD score to predict waitlist mortality

Background and Aim: Among candidates listed for liver transplant (LT), MELD score may not capture acute on chronic liver failure (ACLF) severity. Data on interaction between ACLF and MELD score in predicting waitlist (WL) mortality are scanty. / Methods: UNOS database (01/2002 to 06/2018) on LT listings for adults with cirrhosis and ACLF (without HCC) was analyzed. ACLF grades 1, 2, 3a, and 3b- were defined using modified EASL-CLIF criteria. / Results: Of 18,416 candidates with ACLF at listing (mean age 54 years, 69% males, 63% Caucasians), 90-d WL mortality (patient death or being too sick for LT) was 21.6% (18%, 20%, 25%, and 39% for ACLF grades 1, 2, 3a, and 3b respectively). Fine and Gray regression model identified interaction between MELD and ACLF grade, with higher impact of ACLF at lower MELD score. Other variables included candidate’s age, gender, liver disease etiology, listing MELD, ACLF grade, obesity, and performance status. A score developed using parameter estimates from the interaction model on the derivation cohort (N=9181) stratified the validation cohort (N=9235) to four quartiles Q1 (score 15.50). WL mortality increased with each quartile from 13%, 18%, 23%, and 36% respectively. Observed versus expected deciles on WL mortality in validation cohort showed good calibration (goodness of fit P=0.98) and correlation (R=0.99). / Conclusion: Among selected candidates who are in ACLF at listing, MELD score and ACLF interact in predicting cumulative risk of 90-d WL mortality, with higher impact of ACLF grade at lower listing MELD score. Validating these findings in large prospective studies will support to factor in both MELD and ACLF in prioritizing transplant candidates and allocation of liver grafts