Innovative spending in health: what should money be spent on to make global health innovations more effective in developing countries?

Background Delivering effective healthcare to people in developing countries is a perennial challenge, hence the unending search for, and implementation of creative or innovative ways of spending money and other resources that are available for health. Objectives This paper presents and discusses some innovations in health-spending from South Africa and Zimbabwe. The presentation will also ask a number of inter-related theory, policy and practice questions, among others, how such innovations get embedded in health systems, how they can be/are cushioned from internal and external shocks, whether there are any back-up mechanisms, and who is liable when such innovations fail? Methods This paper is based on an on-going three-year project and is drawing on evidence emerging from interviews with key stakeholders located at various points within and around health systems in South Africa and Zimbabwe, observations and document reviews. Result From creation of policy and practice space for medical facilities run separately or collectively by public, private and civil society stakeholders; generation, consolidation and use of disease surveillance data at district, provincial and national levels; to empowering rural communities in shaping health delivery options, there is abundant evidence in the two countries of innovative efforts to do more with less. Conclusion This paper confirms the need for agile and innovative approaches to ensuring that the health needs of marginalised populations are met. In addition to reflecting on the utility and effectiveness of some approaches already in use, the paper also brings to the fore some hitherto unreported innovations in health spending in South Africa and Zimbabwe

Socio-economic impact of GMOs on African consumers

The debate surrounding genetically modified organisms (GMOs) remains an important one for consumers and consumer organisations the world over, and is characterized by strong views for, and against the technology. The debate is of particular interest to Africa, where the countries are yet to embrace the new technology and where food security challenges tend to amplify the dilemma faced by decision-makers. Consumers, represented through the work of consumer organizations, are a very active and vocal constituency in this debate, as it unfolds in Africa.The objective of this paper is to inform the reader on how the consumer movement has contributed to the GMO debate in Africa in the past few years and to highlight the potential socio-economic impacts on African consumers. Firstly, the paper summarises the consumer movement and its work with the Joint Advocacy Project on GMOs; and secondly looks at the potential social, ethical and cultural impacts. Economic and environmental impacts are also discussed. The Socio-Economic Impact Assessment tool is highlighted as one of several tools to guide bio-safety decision-making policy. A few recommendations and policy implications are given at the end of the paper

Disability-aware adaptive and personalised learning for students with multiple disabilities

Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities

The dynamics of highly excited electronic systems: Applications of the electron force field

Highly excited heterogeneous complex materials are essential elements of important processes, ranging from inertial confinement fusion to semiconductor device fabrication. Understanding the dynamics of these systems has been challenging because of the difficulty in extracting mechanistic information from either experiment or theory. We describe here the electron force field (eFF) approximation to quantum mechanics which provides a practical approach to simulating the dynamics of such systems. eFF includes all the normal electrostatic interactions between electrons and nuclei and the normal quantum mechanical description of kinetic energy for the electrons, but contains two severe approximations: first, the individual electrons are represented as floating Gaussian wave packets whose position and size respond instantaneously to various forces during the dynamics; and second, these wave packets are combined into a many-body wave function as a Hartree product without explicit antisymmetrization. The Pauli principle is accounted for by adding an extra spin-dependent term to the Hamiltonian. These approximations are a logical extension of existing approaches to simulate the dynamics of fermions, which we review. In this paper, we discuss the details of the equations of motion and potentials that form eFF, and evaluate the ability of eFF to describe ground-state systems containing covalent, ionic, multicenter, and/or metallic bonds. We also summarize two eFF calculations previously reported on electronically excited systems: (1) the thermodynamics of hydrogen compressed up to ten times liquid density and heated up to 200 000 K; and (2) the dynamics of Auger fragmentation in a diamond nanoparticle, where hundreds of electron volts of excitation energy are dissipated over tens of femtoseconds. These cases represent the first steps toward using eFF to model highly excited electronic processes in complex materials