scholarly journals Engineering World Health: Lessons Learned From Six Years Of Undergraduate Service Learning In The Developing World

2020 ◽  
Author(s):  
Robert Malkin
Keyword(s):  
Service Learning ◽  
Developing World ◽  
Lessons Learned ◽  
World Health

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.

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

How India Fights with COVID-19 with Learning from Highly Affected Countries

2020 ◽  
Vol 15 ◽  
Author(s):  
Pooja Sharma ◽  
Karan Veer
Keyword(s):  
Risk Assessment ◽  
Gene Sequencing ◽  
Lessons Learned ◽  
World Health ◽  
Global Risk ◽  
The World ◽  
Global Risk Assessment ◽  
Health Organization ◽  
Very High ◽  
Breathing Problem

: It was 11 March 2020 when the World Health Organization (WHO) declared the name COVID-19 for coronavirus disease and also described it as a pandemic. Till that day 118,000 cases were confirmed of pneumonia with breathing problem throughout the world. At the start of New Year when COVID-19 came into knowledge a few days later, the gene sequencing of the virus was revealed. Today the number of confirmed cases is scary, i.e. 9,472,473 in the whole world and 484,236 deaths have been recorded by WHO till 26 June 2020. WHO's global risk assessment is very high [1]. The report is enlightening the lessons learned by India from the highly affected countries.

scholarly journals Risk and the Republican National Convention: Application of the Novel COVID-19 Operational Risk Assessment

2021 ◽  
pp. 1-6
Author(s):  
David Callaway ◽  
Jeff Runge ◽  
Lucia Mullen ◽  
Lisa Rentz ◽  
Kevin Staley ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Health Care ◽  
Care Delivery ◽  
The United States ◽  
Lessons Learned ◽  
World Health ◽  
Local Health ◽  
Mass Gathering ◽  
Wide Range ◽  
National Convention

Abstract The United States Centers for Disease Control and Prevention and the World Health Organization broadly categorize mass gathering events as high risk for amplification of coronavirus disease 2019 (COVID-19) spread in a community due to the nature of respiratory diseases and the transmission dynamics. However, various measures and modifications can be put in place to limit or reduce the risk of further spread of COVID-19 for the mass gathering. During this pandemic, the Johns Hopkins University Center for Health Security produced a risk assessment and mitigation tool for decision-makers to assess SARS-CoV-2 transmission risks that may arise as organizations and businesses hold mass gatherings or increase business operations: The JHU Operational Toolkit for Businesses Considering Reopening or Expanding Operations in COVID-19 (Toolkit). This article describes the deployment of a data-informed, risk-reduction strategy that protects local communities, preserves local health-care capacity, and supports democratic processes through the safe execution of the Republican National Convention in Charlotte, North Carolina. The successful use of the Toolkit and the lessons learned from this experience are applicable in a wide range of public health settings, including school reopening, expansion of public services, and even resumption of health-care delivery.

scholarly journals Diverse and Complex Challenges to Migrant and Refugee Mental Health: Reflections of the M8 Alliance Expert Group on Migrant Health

2020 ◽  
Vol 17 (10) ◽  
pp. 3530 ◽  
Author(s):  
Danny Sheath ◽  
Antoine Flahault ◽  
Joachim Seybold ◽  
Luciano Saso
Keyword(s):  
Mental Health ◽  
Forced Migration ◽  
Disease Outbreaks ◽  
Good Health ◽  
Migrant Health ◽  
Lessons Learned ◽  
World Health ◽  
Expert Group ◽  
Good Mental Health ◽  
University Of Rome

Forced migration is likely to continue to grow in the coming years due to climate change, disease outbreaks, conflict, and other factors. There are a huge number of challenges to maintaining good health, and specifically good mental health, among migrants at all stages of migration. It is vital to fully understand these diverse challenges so that we can work towards overcoming them. In 2017, as a response to the growing health challenges faced by migrants and refugees, the M8 Alliance created an expert group focussing on migrant and refugee health. The group meets annually at the Sapienza University of Rome, Italy, and this article is based on the discussions that took place at the third annual meeting (6–7 June 2019) and a special session on “Protecting the Mental Health of Refugees and Migrants,” which took place on 27 October at the World Health Summit 2019 in Berlin. Our discussions are also supported by supplementary literature to present the diverse and complex challenges to the mental health of migrants and refugees. We conclude with some lessons learned and hope for the future.

Enhancing Collaboration during Humanitarian Response: An Interim Report from Stakeholders Survey

2007 ◽  
Vol 22 (5) ◽  
pp. 414-417 ◽  
Author(s):  
Shivani Parmar ◽  
Ano Lobb ◽  
Susan Purdin ◽  
Sharon McDonnell
Keyword(s):  
Working Group ◽  
Evidence Base ◽  
Lessons Learned ◽  
World Health ◽  
Interim Report ◽  
Structured Interviews ◽  
Humanitarian Response ◽  
Non Governmental Organizations ◽  
Health Organization ◽  
Coordination And Collaboration

AbstractThe effectiveness of humanitarian response efforts has long been hampered by a lack of coordination among responding organizations. The need for increased coordination and collaboration, as well as the need to better understand experiences with coordination, were recognized by participants of a multilateral Working Group convened to examine the challenges of coordination in humanitarian health responses. This preliminary study is an interim report of an ongoing survey designed by the Working Group to describe the experiences of coordination and collaboration in greater detail, including factors that promote or discourage coordination and lessons learned, and to determine whether there is support for a new consortium dedicated to coordination. To date, 30 key informants have participated in 25-minute structured interviews that were recorded and analyzed for major themes. Participants represented 21 different agencies and organizations: nine non-governmental organizations, eight academic institutions, two donor organizations, the US Centers for Disease Control and Prevention, and the World Health Organization.Common themes that emerged included the role of donors in promoting coordination, the need to build an evidence base, the frequent occurrence of field-level coordination, and the need to build new partnerships. Currently, there is no consensus that a new consortium would be helpful.Addressing the underlying structural and professional factors that currently discourage coordination may be a more effective method for enhancing coordination during humanitarian responses.

scholarly journals Teaching civic engagement: Evaluating an integrative service-learning program

2012 ◽  
Vol 5 ◽  
Author(s):  
Jed Metzger
Keyword(s):  
Service Learning ◽  
Community Intervention ◽  
Academic Discipline ◽  
The United States ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Community Practice ◽  
Integrative Learning ◽  
Learning Program ◽  
Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

scholarly journals Human prion diseases: surgical lessons learned from iatrogenic prion transmission

2016 ◽  
Vol 41 (1) ◽  
pp. E10 ◽  
Author(s):  
David J. Bonda ◽  
Sunil Manjila ◽  
Prachi Mehndiratta ◽  
Fahd Khan ◽  
Benjamin R. Miller ◽  
...  
Keyword(s):  
Prion Disease ◽  
Disease Transmission ◽  
Prion Diseases ◽  
The United States ◽  
Lessons Learned ◽  
World Health ◽  
Transmissible Spongiform Encephalopathies ◽  
Spongiform Encephalopathy ◽  
Prion Transmission ◽  
Iatrogenic Transmission

The human prion diseases, or transmissible spongiform encephalopathies, have captivated our imaginations since their discovery in the Fore linguistic group in Papua New Guinea in the 1950s. The mysterious and poorly understood “infectious protein” has become somewhat of a household name in many regions across the globe. From bovine spongiform encephalopathy (BSE), commonly identified as mad cow disease, to endocannibalism, media outlets have capitalized on these devastatingly fatal neurological conditions. Interestingly, since their discovery, there have been more than 492 incidents of iatrogenic transmission of prion diseases, largely resulting from prion-contaminated growth hormone and dura mater grafts. Although fewer than 9 cases of probable iatrogenic neurosurgical cases of Creutzfeldt-Jakob disease (CJD) have been reported worldwide, the likelihood of some missed cases and the potential for prion transmission by neurosurgery create considerable concern. Laboratory studies indicate that standard decontamination and sterilization procedures may be insufficient to completely remove infectivity from prion-contaminated instruments. In this unfortunate event, the instruments may transmit the prion disease to others. Much caution therefore should be taken in the absence of strong evidence against the presence of a prion disease in a neurosurgical patient. While the Centers for Disease Control and Prevention (CDC) and World Health Organization (WHO) have devised risk assessment and decontamination protocols for the prevention of iatrogenic transmission of the prion diseases, incidents of possible exposure to prions have unfortunately occurred in the United States. In this article, the authors outline the historical discoveries that led from kuru to the identification and isolation of the pathological prion proteins in addition to providing a brief description of human prion diseases and iatrogenic forms of CJD, a brief history of prion disease nosocomial transmission, and a summary of the CDC and WHO guidelines for prevention of prion disease transmission and decontamination of prion-contaminated neurosurgical instruments.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

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