Human Immunodeficiency Virus (HIV) and the Condom: A Study of the Knowledge, Attitudes and Behaviour of Population Groups at Increased Risk of HIV Infection, Volume 1

Prevention will likely remain the world's primary weapon against HIV for at least the next decade, and educational measures are the best available preventive alternative here in the United Kingdom and in other parts of the world

Examining ICT Interventions for Rural Health System Connectivity: Challenges and Gaps for Improvement: A Systematic Review

Community healthcare interventions in Low- and Lower-Middle-Income Countries (LLMICs) frequently face record management issues that hinder effective linkage between community services and national health systems, contributing to persistently high mortality rates. This study aimed to identify and analyze ICT-based community health interventions implemented in LLMICs, evaluate their effectiveness, and explore challenges limiting their impact. A comprehensive literature search was conducted in June 2024 across ACM Library, PubMed, ScienceDirect, and Google Scholar, focusing on studies published between January 2019 and May 2024. Inclusion criteria targeted ICT-based interventions conducted in LLMICs, available in English, with accessible full texts and clearly defined ICT components. Of the 792 records initially screened, only 9 met the eligibility requirements. Most interventions addressed individual components such as data collection, monitoring, consultations, referrals, and reminders. However, they often lacked integrated systems for data management, continuity of care, and follow-up, limiting their long-term effectiveness. While the review was restricted to open-access studies, the findings offer crucial insights into the design and implementation of ICT-based health solutions. The absence of process integration in current interventions remains a major barrier. Future research and policy development should focus on designing comprehensive, integrated ICT frameworks to strengthen community-to-health system linkages and improve health outcomes in LLMICs

Scholarly Productivity In Developing Countries: An Analysis Of Levels And Patterns Among Doctoral Holders In Uganda

Doctoral holders are considered to be key actors in the creation of innovation and knowledge. However, this generalization may not hold true for doctoral holders in all countries. This study sought to assess the scholarly productivity of these highly qualified individuals in Uganda. The investigation is based on data sourced from the 2012 Careers and Productivity of Doctoral Holders (CDH) Survey conducted in the country. The data adopted comprise a total of 534 records of doctoral holders who were 70 years or younger by 2010 and living permanently or domiciled in Uganda. Journal Article(s) and book(s) (co)authored were adopted in this study as measures of productivity of a doctoral holder. The status and pattern of (co)authored journal article(s) and/or book(s) were assessed by doctoral holder characteristics using the Pearson Chi-square Test and Complementary Log-log regression. The number of (co)authored journal articles and books (including book chapters and monographs) was assessed by doctoral holder characteristics using the Kruskal-Wallis test and Poisson regression. In the results, the proportion of doctoral holders (29.2%) who had (co)authored journal article(s) and/or book(s) by the time of the study points to low scholarly productivity of these highly qualified individuals in the country. Though doctoral graduates of other African universities and those from international universities were more likely to have (co)authored article(s) and/or book(s), the number of (co)authored articles was significantly higher among graduates of Ugandan institutions. Further, the number of (co)authored articles was significantly higher among the males and doctoral holders who graduated before 2000. However, no significant variations in the number of (co)authored books were noted among doctoral holder characteristics. Nevertheless, the low scholarly productivity of doctoral holders in Uganda is certainly a mirror reflection of the situation in many developing countries

The Employability Status of Makerere University Graduates

The study applied the pathways approach, Survey Monkey and Snowballing techniques to ascertain the employability status of the 2012 graduates of Makerere University. The majority of the graduates were employed in the public sector on full time basis. The young graduates, however, favorably competed for entry job opportunities with the mature graduates. A reasonable number of the 2012 Makerere University graduates were engaged in self-employment as an avenue for addressing the problem of graduate unemployment in Uganda. Key words: Graduate unemployment, Makerere University, Tracer studies, Pathways DOI: 10.7176/JEP/10-6-1

An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda

This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom

Human immunodeficiency virus (HIV) and the condom : a study of the knowledge, attitudes and behaviour of population groups at increased risk of HIV infection

Prevention will likely remain the world's primary weapon against HIV for at least the next decade, and educational measures are the best available preventive alternative here in the United Kingdom and in other parts of the world

An Open Conversation with Traditional Birth Attendants in Rural Uganda: The Potential for Collaborative Care

Background: Imaging the World-Africa (ITWA) is a registered non-governmental organization aimed at distributing low-cost ultrasound services at health centres in rural Uganda. Yet, studies demonstrate that the majority of mothers continue to deliver with unregulated traditional birth attendants (TBAs) in their local villages. It has been suggested that the unregulated practices of TBAs has contributed to the high rate of maternal and fetal mortality. A greater understanding of the roles of TBAs in the management of pregnancy and delivery is needed. Purpose: The purpose of this report is to provide the international community with a greater understanding of TBA practices as well as an assessment of their willingness for future collaboration. Methods: Three TBAs from different nearby villages attended a meeting with ITWA in Kamuli District, Uganda. The meeting included an interview and an educational session. A test on the management principles of common obstetric complications was administered at the beginning and end of the meeting to assess baseline knowledge and the effect of the interaction. Results: The meeting with the TBAs provided valuable qualitative information about TBA clinical experience, the value of TBAs to the community and TBA understanding of ultrasound. On the pre-educational test, the TBAs had a limited understanding of pregnancy complications and conditions in which it would be safer for a mother to deliver at a hospital. After the educational session, the TBAs performed statistically significantly better on the post-test (p=0.03). Conclusion: The open conversation with the TBAs provided valuable information on the current role of TBAs in rural Uganda. Our experience with the TBAs demonstrates that TBAs are willing to engage with trained healthcare providers. Collaboration between TBAs and health centers in Uganda has the potential to bring to light previously unknown barriers and create solutions to better maternal and fetal care