Lessons Learned While Considering Usability In a Developing World Classroom

2008 ◽  
Author(s):  
Edward Trautman ◽  
Benjamin Trautman ◽  
Judy Kirchner ◽  
Mary Ann Trautman
Keyword(s):  
Developing World ◽  
Lessons Learned

Lessons Learned While considering Usability in a Developing World Classroom

2008 ◽  
Vol 52 (19) ◽  
pp. 1455-1457
Author(s):  
Edward Trautman ◽  
Benjamin Trautman ◽  
Judy Kirchner ◽  
Mary Ann Trautman
Keyword(s):  
Developing World ◽  
Lessons Learned

A targeting policy for tackling inequality in the developing world: Lessons learned from the system of cross-subsidies to fund utilities in Colombia

Cities ◽  
2021 ◽  
Vol 116 ◽  
pp. 103306
Author(s):  
Mauricio Quiñones ◽  
Lina M. Martínez ◽  
Juan C. Duque ◽  
Oscar Mejía
Keyword(s):  
Developing World ◽  
Lessons Learned

Major Hematologic Diseases in the Developing World— New Aspects of Diagnosis and Management of Thalassemia, Malarial Anemia, and Acute Leukemia

Hematology ◽  
2001 ◽  
Vol 2001 (1) ◽  
pp. 479-498 ◽  
Author(s):  
Peter L. Greenberg ◽  
Victor Gordeuk ◽  
Surapol Issaragrisil ◽  
Noppadol Siritanaratkul ◽  
Suthat Fucharoen ◽  
...  
Keyword(s):  
Joint Venture ◽  
Developing World ◽  
Lymphoblastic Leukemia ◽  
Lessons Learned ◽  
Limited Resources ◽  
Outreach Program ◽  
Screening Methods ◽  
Special Focus ◽  
Major Health Problem ◽  
Hematologic Diseases

Abstract The three presentations in this session encompass clinical, pathophysiological and therapeutic aspects of hematologic diseases which impact most heavily on developing world countries. Dr. Victor Gordeuk discusses new insights regarding the multi-faceted pathogenesis of anemia in the complicated malaria occurring in Africa. He describes recent investigations indicating the possible contribution of immune dysregulation to this serious complication and the implications of these findings for disease management. Dr. Surapol Issaragrisil and colleagues describe epidemiologic and clinical characteristics of the thalassemic syndromes. In addition to being considered a major health problem in Southeast Asia, the migration throughout the world of people from this region has caused the disease to have global impact. A unique thalassemia variant, Hb Eβ-thalassemia, with distinctive clinical features, has particular relevance for this demographic issue. Special focus will be reported regarding recent prenatal molecular screening methods in Thailand which have proven useful for early disease detection and disease control strategies. Dr. Raul Ribeiro describes a clinical model for providing effective treatment for a complex malignancy (childhood acute lymphoblastic leukemia) in countries with limited resources. With the multidisciplinary approach in Central American of the joint venture between St. Jude Children's Research Hospital International Outreach Program and indigenous health care personnel, major therapeutic advances for this disease have been achieved. Given the major demographic population shifts occurring worldwide, these illnesses also have important clinical implications globally. These contributions demonstrate that lessons learned within countries of disease prevalence aid our understanding and management of a number of disorders prominently seen in developed countries. They will show how effective partnerships between hematologists in more and less developed nations may work together to produce important advances for treating major hematologic diseases in less developed regions. A major focus relates to the socio-economic and medical burden of these diseases in developing countries with limited resources. As such, these problems provide a challenge and an opportunity for collaborative interaction between hematologists and policy makers worldwide.

Power Dynamics in International Negotiations toward Equitable Policies, Partnerships, and Practices: Why it Matters for Africa, the Developing World, and their Higher Education Systems

2013 ◽  
Vol 12 (1-2) ◽  
pp. 100-117 ◽  
Author(s):  
José Cossa
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Developing World ◽  
Lessons Learned ◽  
International Negotiations ◽  
Good Time ◽  
Power Dynamics ◽  
International Partnerships ◽  
Higher Education System ◽  
Bric Countries

Abstract Based on lessons learned from examining the relationship between several international organizations and African higher education, this paper unveils the subtleties and complexities of power dynamics in negotiations, provides illustrative cases to enhance such understanding, discusses the implications of power dynamics in negotiations over higher education policy, and provides a glimpse at the necessary ingredients to build sustainable and healthy international partnerships. Based in a conceptual framework of power dynamics, the paper hinges on international regimes for its theoretical foundation, and on the intersection of conflicting agendas for a transformative higher education in Africa, as advocated by the Association of African Universities (AAU) and the General Agreement on Trade in Services (GATS), for its historical framework. An understanding of the subtleties and complexities of power dynamics in international negotiations is critical for Africa at this crossroads of her relationship with BRIC countries, particularly amidst the competition between China and other superpowers and their respective organizations over Africa as a market arena. This understanding will also be important for examining newly claimed ‘reformed’ policies originating from the historically dominant Western countries because (a) the dimensions of this relationship are still being negotiated/established, thus a good time to address power dynamics; (b) Africa is engaged in a quest for development through partnerships; and, (c) African scholars are often confronted with the idea of a higher education system by African design. With a focus on Africa that simultaneously highlights the problem of developing nations more generally, this paper discusses four categories of power – hermeneutical, informational, manipulative, and monetary – that must be taken seriously into account in international negotiations as they have dire consequences for the developing world.

scholarly journals The International Engineering Service Program at the University of Iowa

2014 ◽  
pp. 300-333
Author(s):  
Flora E Duff ◽  
Lindsay J Marshall ◽  
Lee W Hauser ◽  
Hayden W Ausland ◽  
Timothy J Houser ◽  
...  
Keyword(s):  
Service Learning ◽  
Staff Member ◽  
Developing World ◽  
Interdisciplinary Teams ◽  
Lessons Learned ◽  
Service Program ◽  
Research Staff ◽  
University Of Iowa ◽  
International Scope ◽  
The University

The International Engineering Service Program at the University of Iowa (UI-IESP) has evolved immensely since 2003. The UI-IESP changed significantly in response to increases in financial resources from grants and gifts and through the creation of the Design With the Developing World (DWDW) service-learning course. Taught since 2006, the DWDW course has provided 185 students the opportunity to work in interdisciplinary teams to propose solutions to problems faced by people in the “developing world”. Since 2013, improvements to the DWDW course include a change in instructional format, the utilization of the Field Guide to Environmental Engineering for Development Workers, the integration of experiential workshops, and the UI-IESP partnership with Kobriti, Ghana. The Kobriti Partnership recently culminated in the construction of a solar-powered groundwater pumping system by the people of Kobriti with the assistance of a UI-IESP team that included three former DWDW students, a university shop staff member and a university research staff member. Using reflections written by students, the research staff member and the corresponding author, the UI-IESP was determined to be effective overall. Critiques of the UI-IESP highlighted the lack of a national affiliation, the use of a single advisor, the small international scope, the perception that the DWDW course was unable to fully prepare students, and the need for redundancy in communication planning. Lessons learned include “knowing by going”, being resilient, embracing unknowns, respecting indigenous knowledge, and always seeking partners. Best practices include diverse training for students, partnering for the long-term, identifying responsible parties, partnership reciprocity, and utilizing resources from the university, EWB-USA and/or ESW.

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