An Introduction to Writing in the Disciplines: Introduction to AISHE Academic Practice Guides

The purpose of this booklet is to provide readers with an introduction to a Writing in the Disciplines (WID) curriculum in higher education institutes. It is intended to provide an overview of the ethos and practical work that occurs in Writing in the Disciplines curricula. It is not a guide to establishing a WID curriculum. This booklet is intended for any intelligent reader with a broad interest in the topic. It will be of particular interest to colleagues working in higher education in Ireland

An Introduction to Writing in the Disciplines: Introduction to AISHE Academic Practice Guides

The purpose of this booklet is to provide readers with an introduction to a Writing in the Disciplines (WID) curriculum in higher education institutes. It is intended to provide an overview of the ethos and practical work that occurs in Writing in the Disciplines curricula. It is not a guide to establishing a WID curriculum. This booklet is intended for any intelligent reader with a broad interest in the topic. It will be of particular interest to colleagues working in higher education in Ireland

HIV prevalence and characteristics of sex work among female sex workers in Hargeisa, Somaliland, Somalia.

OBJECTIVE: To measure prevalence of HIV and syphilis and describe characteristics of sex work among female sex workers (FSWs) in Hargeisa, Somaliland, Somalia. METHODS: A cross-sectional survey recruited 237 FSWs using respondent-driven sampling (RDS). A face-to-face, structured interview using handheld-assisted personal interviewing (HAPI) on personal digital assistants (PDAs) was completed and blood collected for serological testing. RESULTS: FSWs 15-19 years old accounted for 6.9% of the population; 20-24 year-old constituted an additional 18.0%. The majority (86.6%) never attended school. International (59.0%) and interzonal (10.7%) migration was common. Most (95.7%) reported no other source of income; 13.8% had five or more clients in the last 7 days. A minority (38.4%) had heard of STIs, even fewer (6.9%) held no misconceptions about HIV. Only 24% of FSW reported using a condom at last transactional sex, and 4% reported ever been tested for HIV. HIV prevalence was 5.2% and syphilis prevalence was 3.1%. CONCLUSION: Sex work in Hargeisa, Somaliland, Somalia, is characterized by high numbers of sexual acts and extremely low knowledge of HIV. This study illustrates the need for targeted HIV prevention interventions focusing on HIV testing, risk-reduction awareness raising, and review of condom availability and distribution mechanisms among FSWs and males engaging with FSWs

The emerging face of the HIV epidemic in the Middle East and North Africa.

PURPOSE OF REVIEW: A volume of quality HIV data has materialized recently in the Middle East and North Africa (MENA). This review provides a thematic narrative of the patterns of HIV infection transmission in this region in light of these data. RECENT FINDINGS: Tens of integrated bio-behavioral surveillance surveys among hard-to-reach key populations at higher risk have been conducted in MENA in the recent years. Many of the studies reported appreciable and growing HIV prevalence. A few studies found alarming prevalence of as much as 87.2% HIV prevalence among people who inject drugs in Tripoli, Libya. The discovery of these hitherto hidden epidemics was unsettling to some authorities after years in which the importance of a focus on HIV prevention among key populations was not recognized. SUMMARY: The new data from MENA indicate growing HIV epidemics among key populations across the region. There is heterogeneity, however, as to which key populations are affected and in what proportions in different countries. In a few countries, HIV appears to affect only one key population and often there is substantial geographical heterogeneity in HIV transmission. Data are indicative of a growing HIV disease burden in this part of the globe, in contrast with the declining epidemics in most other regions

O trabalho com gêneros textuais no ensino de alemão : uma proposta de planejamento de unidades didáticas segundo os Referenciais Curriculares do Rio Grande do Sul

Os documentos oficiais relacionados à Educação no Brasil costumam levar em consideração, no que diz respeito ao ensino de Língua Estrangeira (LE), apenas o inglês e, em menor proporção, o espanhol. Assim, como não há diretrizes oficiais para o ensino de língua alemã em específico, muitas vezes, falta ao professor clareza para adaptar o material utilizado em sala de aula aos parâmetros curriculares esperados no Ensino Fundamental. Em especial no Rio Grande do Sul, estado onde mais se ensina alemão no Brasil, sente-se falta de propostas concretas para o ensino dessa língua, como ocorre para o inglês e para o espanhol nos Referenciais Curriculares. Nesse sentido, então, objetivo deste trabalho é elaborar unidades didáticas para a aula de língua alemã, a serem utilizadas em escolas brasileiras. Para isso, primeiramente, será feito um panorama sobre o percurso realizado pela educação brasileira, desde os tempos de colonização até os dias atuais, com o lançamento da nova Base Comum Curricular, a fim de se ressaltar a importância do plurilinguismo brasileiro, o que torna o país tão rico e diversificado, com uma cultura única no mundo, mas que não vem recebendo a atenção necessária, por falta de consciência da população e, principalmente, por falta de políticas públicas de incentivo ao plurilinguismo, uma vez que ainda se promove a visão de Brasil como país monolíngue e homogêneo. A construção das unidades didáticas é respaldada teoricamente pela discussão de conceitos sobre língua (BRITTO, 2007), letramento escolar (SOARES, 2003) e letramento crítico (MATTOS; VALÉRIO, 2010), gênero do discurso, de Rojo e Barbosa (2017) e de Schlatter e Garcez (2012), e é ancorada na proposta de elaboração de tarefas, sugerida nos estudos de Van den Branden (2006) e na definição feita pelo exame Celpe-Bras (BRASIL, 2013). As unidades didáticas de língua alemã de 6º e 7º anos, de 8º e 9º anos do Ensino Fundamental, de 1º ano e de 2º e 3º anos do Ensino Médio têm como base os documentos Lições do Rio Grande, lançados como Referenciais Curriculares do Rio Grande do Sul (RCs), em 2009.In Bezug auf den Fremdsprachenunterricht werden in offiziellen Dokumenten zum Bildungswesen in Brasilien in der Regel nur Englisch und in geringerem Maße Spanisch berücksichtigt. Da es keine offiziellen Richtlinien für den spezifischen Deutschunterricht gibt, mangelt es dem Lehrer häufig an Klarheit, um das Unterrichtsmaterial an die in der Grundschule erwarteten Lehrplanparameter anzupassen. Insbesondere in Rio Grande do Sul, dem Bundesstaat, in dem in Brasilien am meisten Deutsch unterrichtet wird, fehlen konkrete Vorschläge zum Unterrichten dieser Sprache. Englisch und Spanisch hingegen finden in Referenciais Curriculares (RCs) große Unterstützung. Ziel dieser Arbeit ist es daher, didaktische Einheiten für den Deutschunterricht zu entwickeln, die an brasilianischen Schulen eingesetzt werden sollen. Dazu wird zunächst ein Überblick über den Weg der brasilianischen Bildung von der Kolonialisierung bis zur heutigen Zeit mit der Einführung der neuen Common Curricular Base gegeben. Mit diesem Panorama soll die Bedeutung der brasilianischen Mehrsprachigkeit unterstrichen und gezeigt werden, dass die Bildung in diesem Bereich, obwohl Brasilien ein sehr reiches und vielfältiges Land ist, nicht die notwendige Aufmerksamkeit erhalten hat. Dieses Problem ergibt sich aus dem Mangel an Kenntnissen der Bevölkerung und auch aus dem Mangel an staatlichen Maßnahmen zur Förderung der Mehrsprachigkeit, da Brasilien bis heute als ein einsprachiges und homogenes Land betrachtet wird. Die theoretische Unterstützung für die Entwicklung der hier vorgeschlagenen didaktischen Einheiten ergibt sich aus der Diskussion der Konzepte zu Sprache (BRITTO, 2007), Bildungssprache (SOARES, 2003; MATTOS; VALÉRIO, 2010) und Textgenre von Rojo e Barbosa (2017) und Schlatter e Garcez (2012), und ist im Vorschlag zur Aufgabenerstellung von Van den Branden (2006) und in der Definition der Celpe-Bras-Prüfung (BRASIL, 2013) verankert. Die deutschsprachigen didaktischen Einheiten für die 5. und 6. Klasse, die 7. und 8. Klasse, die 10. Klasse Sekundarschule und die 11. und 12. Klasse Gymnasium basieren auf den Rio Grande do Sul-Lektionen, die 2009 als Lehrplanreferenzen von Rio Grande do Sul eingeführt wurden.Official documents related to Education in Brazil usually take into consideration, as far as foreign language teaching is concerned, only English and Spanish. Thus, as there are no official guidelines for specific German language teaching, the teacher often lacks clarity to adapt classroom material to the curricular parameters expected in elementary school. Especially in Rio Grande do Sul, the state where most German is taught in Brazil, concrete proposals for the teaching of this language are lacking, as is the case for English and Spanish in Curricular References (CRs). In this sense, then, the objective of this work is to elaborate didactic units for the German language class, to be used in Brazilian schools. For this, firstly, an overview will be made of the path taken by Brazilian education, from the time of colonization to the present day, with the launch of the new Common Curricular Base, in order to emphasize the importance of Brazilian plurilingualism, which makes The country is so rich and diverse, with a unique culture in the world, but it has not received the necessary attention, due to the lack of awareness of the population and, mainly, the lack of public policies to encourage plurilingualism, as it still promotes view of Brazil as a monolingual and homogeneous country. The construction of didactic units is theoretically supported by the discussion of concepts about language (BRITTO, 2007), school literacy (SOARES, 2003) and textual genre by Rojo e Barbosa (2017) and by Schlatter e Garcez (2012), and is anchored in the task elaboration proposal, suggested by Van den Branden (2006) and the definition made by the Celpe-Bras exam (BRASIL, 2013). The 5th and 6th grade, 7th and 8th grade, 1st grade and 2nd and 3rd grade German-language didactic units are based on the Rio Grande do Sul Lessons, released as Curriculum References of Rio Grande do Sul, in 2009

Effect of genital herpes on cervicovaginal HIV shedding in women co-infected with HIV AND HSV-2 in Tanzania.

To compare the presence and quantity of cervicovaginal HIV among HIV seropositive women with clinical herpes, subclinical HSV-2 infection and without HSV-2 infection respectively; to evaluate the association between cervicovaginal HIV and HSV shedding; and identify factors associated with quantity of cervicovaginal HIV. Four groups of HIV seropositive adult female barworkers were identified and examined at three-monthly intervals between October 2000 and March 2003 in Mbeya, Tanzania: (1) 57 women at 70 clinic visits with clinical genital herpes; (2) 39 of the same women at 46 clinic visits when asymptomatic; (3) 55 HSV-2 seropositive women at 60 clinic visits who were never observed with herpetic lesions; (4) 18 HSV-2 seronegative women at 45 clinic visits. Associations of genital HIV shedding with HIV plasma viral load (PVL), herpetic lesions, HSV shedding and other factors were examined. Prevalence of detectable genital HIV RNA varied from 73% in HSV-2 seronegative women to 94% in women with herpetic lesions (geometric means 1634 vs 3339 copies/ml, p = 0.03). In paired specimens from HSV-2 positive women, genital HIV viral shedding was similar during symptomatic and asymptomatic visits. On multivariate regression, genital HIV RNA (log10 copies/mL) was closely associated with HIV PVL (β = 0.51 per log10 copies/ml increase, 95%CI:0.41-0.60, p<0.001) and HSV shedding (β = 0.24 per log10 copies/ml increase, 95% CI:0.16-0.32, p<0.001) but not the presence of herpetic lesions (β = -0.10, 95%CI:-0.28-0.08, p = 0.27). HIV PVL and HSV shedding were more important determinants of genital HIV than the presence of herpetic lesions. These data support a role of HSV-2 infection in enhancing HIV transmissibility