Background: Burundi is currently not meeting targets for elimination of trachoma and trichiasis by 2020 (GET2020). The recommended SAFE strategy (Surgery, antibiotics, face washing and environmental improvement) is currently not fully implemented in many areas of Burundi. The existence of associations between face-washing, sanitation and trachoma prevalence remain undocumented. Methods: A convenience sample of 468 individuals from 117 households was drawn from attendees at trachoma clinics set up in four villages. Trachoma status, sex and age were recorded for all household members. Adult household members were surveyed about access to clean water and toilets, and knowledge of trachoma risk factors. Associations between cases of active trachoma per household and environmental risk factors were evaluated using generalised estimating equations. Results: The overall prevalence of active trachoma was 7.1% (95% CI 5.0-9.6%), but 19.5% (95% CI13.7-26.4%) in children under nine years old. 0.9% (95% CI 0.3-2.0) of participants had trichiasis. Access to a sanitary toilet more than halved the odds of active trachoma (OR 0.43, 95% CI 0.25-0.74%), however, participants did not appreciate this association. Conclusion: Access to sanitation was associated with the occurrence of active trachoma. Future research should focus on whether improving knowledge of and access to sanitation might reduce trachoma prevalence. Keywords: Environmental risk factors; trachoma; Gashoho Health District; Burundi.
A total of 114 African educators came to Northern Arizona University (NAU), in Flagstaff, from 1988 to 1992 to attend a 45-day Summer Institute sponsored by the United States Information Agency. Two former participants in the program, who came back to NAU as graduate students, interviewed campus personnel and students and members of the surrounding community to examine the impact of the 5-year experience. The program’s year-by-year evaluations were analyzed in light of interview responses. It was shown that the program helped the academic and surrounding communities discover other facets of African education and life that media often misrepresent in the mainstream subconscious. Participating African educators were very appreciative of the innovative curriculum and instructional methods they learned and were mesmerized by minority inclusion policies on campus. However, interviewees and the African educators deplored the United States’s lack of awareness and interest in cooperation with Africa.
Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers were surveyed about the extent and impact of the new state policy. The results showed that several core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ conservative self-reporting, large proportions of school personnel still had not received required professional development in key topics such as (a) adverse consequences of school exclusion and justice-system involvement, (b) culturally responsive discipline, and (c) developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, differences were revealed between principals and other gatekeepers regarding satisfaction with, and impact of the implementation. Sharp differences were found between principals, on one hand, and teachers and support personnel, on the other hand, about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.
Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers in schools were surveyed about the extent and impact of its implementation. The results showed that a number of core provisions of the reform had not been fully implemented or addressed through professional development. Creating re-entry plans for students with long suspensions, eliminating zero tolerance policies, and limiting disciplinary transfers to alternative schools were the least implemented provisions. Furthermore, contrary to principals’ wishful and embellished self-reporting, large proportions of school personnel still had not received required professional development in key topics such as adverse consequences of school exclusion and justice-system involvement, culturally responsive discipline, and developmentally appropriate disciplinary methods that promote positive and healthy school climate. Finally, sharp differences were found between principals and teachers and support personnel about the continuing prevalence and high frequency of discipline incidents, and about improvement in the overall school climate. If the reform is going to be impactful, it was recommended that more emphasis be placed on ensuring that teachers and support personnel receive adequate and timely professional development on the provisions of the policies.
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