scholarly journals The University of Gondar, Queen’s University and Mastercard Foundation Scholars Program: A partnership for disability-inclusive higher education in Ethiopia

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Heather M Aldersey ◽  
Mikyas Abera ◽  
Anushka Mzinganjira ◽  
Solomon Abebe ◽  
Solomon Demissie
Keyword(s):  
Higher Education ◽  
People With Disabilities ◽  
Social Work Practice ◽  
Community Based ◽  
The North ◽  
Community Based Rehabilitation ◽  
Queen's University ◽  
Project Objectives ◽  
The University ◽  
University Community

This article describes the development and implementation process of an innovative 10-year partnership that draws on the strengths of existing community-based rehabilitation programs to support new education and leadership development activities in Ethiopia. Current global estimates indicate that over 17 million people may be affected by disability in Ethiopia. The national population projection for 2017 indicates that approximately 80 per cent of the population resides in underserved rural areas, with limited to no access to necessary health, rehabilitation, or social services. The University of Gondar (UoG) in Ethiopia has been serving people with disabilities in and around the North Gondar Zone since its inception in the mid-1950s. Over the years, its various units have designed and implemented numerous projects, employing alternative institutional and community-based models to promote the wellbeing of people with disabilities. Lessons drawn from these initiatives and shifts in health and social work practice informed UoG’s decision to establish its Community-Based Rehabilitation (CBR) program in 2005. Given a shared commitment to the principles and practice of CBR, the UoG is presently collaborating with the International Centre for the Advancement of Community Based Rehabilitation (ICACBR) at Queen’s University in Canada to create new disability-related education and mentorship opportunities. These include community-based research and internship opportunities for undergraduate and graduate scholars through a shared Mastercard Foundation Scholars Program. The two institutions, in collaboration with the Mastercard Foundation, have an overall goal of creating a disability-inclusive campus and regional rehabilitation hub at UoG. In this article, the authors discuss the unique collaborative structure of project management and implementation, and the embeddedness of university-community engagement to meet project objectives informed by the North–South/South–North partnership models. They also provide critical insights to, and reflections on, the challenges inherent in international, interdisciplinary university-community collaboration and the benefits from enhancing higher education in both Ethiopia and Canada. In contrast to shorter term or smaller projects that rely heavily on individual champions, this article focuses on larger scale, process-oriented institutional learning.

Preparing Critical Educators and Community-Engaged Scholars Through Participatory Action Research

2020 ◽  
pp. 1-20
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer ◽  
Jennifer Rainey
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Doctoral Students ◽  
The United States ◽  
Participatory Action ◽  
Community Based ◽  
Discrete Method ◽  
Emancipatory Pedagogy ◽  
The University

Participatory action research (PAR) is a community-based form of inquiry conducted with individuals affected by an issue or problem being studied rather than about them. Rather than a method of inquiry, PAR is an epistemological stance towards knowledge and knowledge creation that is rooted in critical, emancipatory pedagogy. Because it is an orientation, rather than a discrete method, PAR is difficult to teach. Here the authors explore the experiences of both undergraduate pre-service teachers and doctoral students as they seek to reconcile PAR principles and practice with their personal and professional backgrounds. The purpose is not to present the best approach for teaching PAR in the university classroom; rather, it is a reflective exploration of the experiences of the authors' participants, which reveals rich insights into what it feels like to become researchers within the ‘culture' of formal higher education in the United States.

scholarly journals Clinical evaluation of serial blood processing at point of care

1997 ◽  
Vol 43 (2) ◽  
pp. 360-362 ◽  
Author(s):  
Christopher A Estey ◽  
Robin A Felder
Keyword(s):  
Clinical Performance ◽  
Point Of Care ◽  
Turnaround Time ◽  
University Of Virginia ◽  
Community Based ◽  
Blood Separation ◽  
The North ◽  
Blood Specimens ◽  
The University

Abstract The Axial Separation Module (ASM™), which separates whole-blood specimens serially in Axial Process Containers (APC™), was evaluated for clinical performance at the University of Virginia Health Sciences Center (UVA HSC) in a community-based outpatient laboratory (North Ridge Clinic). We hypothesized that moving the task of blood separation to point of care would reduce specimen turnaround time within the main laboratory. Blood drawn into an APC was separated in the ASM at point of care at the North Ridge Clinic. Blood drawn into a Vacutainer Tube™was separated in a conventional centrifuge at the main laboratory. Turnaround time was calculated for the “chem 17” test from files stored in our laboratory information system. Blood serially separated at point of care yielded turnaround time savings for specimens originating from the North Ridge Clinic. Average turnaround time decreased by 24%. Phlebotomists found no appreciable workload increase from incorporating the ASM as a point-of-care blood separation device. Phlebotomists also found that they could immediately detect hemolysis. We concluded that serial separation at point of care reduces specimen turnaround time at the main laboratory. The ASM/APC was found to be better suited for point-of-care blood separation than a conventional centrifuge. We speculate that immediate blood separation has the potential to improve the quality of analytical results.

scholarly journals Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation

2020 ◽  
Vol 21 (1) ◽  
pp. 27-45
Author(s):  
Budd L. Hall ◽  
Baptiste Godrie ◽  
Isabel Heck
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Social Responsibility ◽  
Social Movement ◽  
Social Services ◽  
Research Centre ◽  
Community Based ◽  
Community Based Research ◽  
Knowledge Democracy ◽  
The University

The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. Baptiste Godrie works in a research centre (CREMIS) affiliated  with Quebec’s health care and social services system, Isabel Heck works with the anti-poverty organization Parole d’excluEs, both affiliated to universities, and Budd Hall works at the University of Victoria and is the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education.

scholarly journals University History in the Low Countries = Historia de la Universidad en los Países Bajos

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Willem Frijhoff
Keyword(s):  
Higher Education ◽  
16Th Century ◽  
Educación Superior ◽  
The South ◽  
Low Countries ◽  
Educacion Superior ◽  
The North ◽  
University History ◽  
History Of ◽  
The University

Abstract: The University history of the Low Countries is largely tributary of the different fate of the two halves of that region. In the South (present-day Belgium), in fact a unitary state from the 16th century onwards, the University of Louvain, initially founded for the whole Low Countries, was long the only institution of higher education. It was temporarily joined by that of Douai (later incorporated into France). In the North (the present-day Netherlands), universities and other institutions of higher education were only founded from the independence in the late 16th century onwards, but then in huge numbers, due to the confederal character of the Dutch Republic. In the revolutionary and Napoleonic era, the whole university landscape was thoroughly altered, and most of the institutions in the North suppressed. After 1815, new universities were founded on the same footing in both countries, then again temporarily united. Although the Netherlands and Belgium went their own way ever since their separation in 1830, both countries show a similar institutional evolution, in  spite of the linguistic problems in the South. This is reflected in the cooperation between scholars on university history of the whole Low Countries region. In this article, I first sketch briefly the political evolution of the Low Countries and that of the university landscape and its institutional provisions, compulsory for a good comprehension of the university historiography. After a survey of the process of institutionalisation of university history in the European context ever since the 1980s, the (bi-)national associations and the renewal of the focus on the social dimension of university history and the history of science are briefly discussed. Throughout the article, the most important studies and memorial volumes of the last decades are quoted.Resumen: La historia de la Universidad de los Países Bajos es en buena medida heredera del destino diverso de cada una de las dos mitades de la región. En el Sur (actualmente Bélgica), de hecho, un estado unitario desde el siglo XVI en adelante, la Universidad de Lovaina, fundada inicialmente para el conjunto de los Países Bajos, fue durante mucho tiempo la única institución de educación superior. Se unió temporalmente por ello a Douai (más tarde incorporado en Francia). En el Norte (Holanda hoy en día), universidades y otras instituciones de educación superior sólo se fundaron a partir de la independencia, a finales del siglo XVI en adelante, cuando crecerían exponencialmente, debido al carácter confederal de la República Holandesa. En la era revolucionaria y napoleónica, todo el panorama universitario quedó alterado y la mayoría de las instituciones del Norte  suprimidas. Después de 1815, se fundaron nuevas universidades en el mismo nivel en ambos países, que otra vez quedarían temporalmente unidos. Aunque los Países Bajos y Bélgica siguieron sus propios caminos desde su separación en 1830, ambos países muestran una evolución institucional similar, a pesar de los problemas lingüísticos en el Sur. Esto se refleja en la cooperación entre los estudiosos de la historia de la universidad de los Países Bajos en toda la región. En este artículo, primero presento un breve esquema de la evolución política de los Países Bajos y de la universidad y sus disposiciones institucionales, algo obligatorio para una buena comprensión de la historiografía universitaria. Después de un estudio del proceso de institucionalización de la historia universitaria en el contexto europeo desde la década de 1980, las asociaciones (bi)nacionales y la renovación de la atención a la dimensión social de la historia universitaria y la historia de la ciencia se discutirán brevemente. A lo largo del artículo, se darán cita también los estudios más importantes y volúmenes conmemorativos aparecidos en las últimas décadas.Keywords: historiography, Low Countries, universities, colleges, Latin schools.Palabras clave: historiografía, Países Bajos, universidades, colegios, escuelas latinas.

scholarly journals O ESTUDANTE COM DEFICIÊNCIA NA UFSC: FATORES QUE INFLUENCIAM O ACESSO E A PERMANÊNCIA

2020 ◽  
Vol 3 ◽  
pp. 104
Author(s):  
Diogo Félix de Oliveira ◽  
Irineu Manoel de Souza
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Public Policies ◽  
People With Disabilities ◽  
Institutional Policies ◽  
Santa Catarina ◽  
Production Of Knowledge ◽  
Educational Inclusion ◽  
The University

ResumoO texto se propõe a discutir a trajetória universitária dos estudantes com deficiência na Universidade Federal de Santa Catarina (UFSC). Tem como objetivo analisar os fatores que influenciam o acesso e a permanência dos estudantes com deficiência na UFSC e as ações desenvolvidas pela Instituição frente às demandas apresentadas por esses estudantes. Procedeu-se com uma breve remontagem das políticas públicas voltadas às pessoas com deficiência, e mais especificamente, as políticas institucionais inclusivas que a UFSC adota. Foram identificados elementos de entrave tanto ao acesso quanto à permanência dos estudantes com deficiência no ensino superior. A efetividade da acessibilidade educacional não é alcançada somente com a garantia de direitos em legislações, o compromisso de todos os atores envolvidos no processo educacional é que contribui para o êxito de uma universidade e uma sociedade inclusivas. O desafio do processo de inclusão educacional é premente, pois a universidade como local de crítica e produção de conhecimento é fortalecida com a presença dos estudantes com deficiência.Palavras-chave: Estudante com deficiência. Permanência. Ensino superior. AbstractThe text proposes to discuss the university trajectory of students with disabilities at the Federal University of Santa Catarina (UFSC). It aims to analyze the factors that influence the access and permanence of students with disabilities in the UFSC and the actions developed by the Institution in response to the demands presented by these students. A brief reassessment of public policies for people with disabilities was made, and more specifically, the inclusive institutional policies adopted by the UFSC. Elements of hindrance were identified both for access and for the permanence of students with disabilities in Higher Education. The challenge of the process of educational inclusion is pressing because the University as a place of criticism and production of knowledge is strengthened with the presence of students with disabilities.Keywords: Students with disabilities. Permanence. Higher Education.

Sign in / Sign up

Export Citation Format

Share Document