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Challenges and Solutions to the Recurrent Measles Outbreak in Somalia
Get PDFThis study aims to address the persistent challenge of recurrent measles outbreaks in Somalia by providing an analysis of underlying issues and proposing evidence-based solutions. Measles, a highly contagious viral infection, continues to pose significant threat to public health worldwide, with Somalia facing unique challenges due to its complex geographical and sociopolitical landscape. The country’s history of conflict, fragile healthcare infrastructure, and limited access to basic healthcare services have hindered efforts to control preventable diseases like measles. These recurrent outbreaks do not only have immediate consequences on public health but also exacerbate an already precarious situation in Somalia, leading to substantial socioeconomic impacts as families grapple with the dual burden of disease and strain on livelihoods. The primary objective of this communication is to analyze the challenges contributing to the persistence of measles outbreaks in Somalia and propose evidencebased solutions. To achieve this goal, the subsequent sections of this brief delve into the specific challenges facing Somalia in its battle against recurrent measles outbreaks. These challenges encompass issues such as vaccine access, vaccine hesitancy, coverage disparities, fragility of healthcare infrastructure, obstacles in community engagement, and limitations in disease surveillance and response. Understanding these intricate factors is crucial for designing targeted interventions that not only mitigate the immediate impact of measles outbreaks but also establish a foundation for long-term prevention
Tore Iversen, John Ragnar Myking & Stefan Sonderegger (eds.), Peasants, Lords, and State. Comparing Peasant Conditions in Scandinavia and the Eastern Alpine Region, 1000–1750, Leiden: Brill 2020
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Los sistemas comunitarios de salud son un bien público: las publicaciones académicas sobre el tema también deberían serlo
No full textReform Pedagogy Meets History Education in the Writings of Four Norwegian Gymnasium Teachers (1917–1954)
Get PDFThis article explores relationships between ideas of reform pedagogy and conceptions of history education in the writings of four Norwegian upper secondary school history teachers who worked at the same rural gymnasium, Eidsvoll landsgymnas (ELG), between 1936 and 1939. While expressing support for certain principles of reform pedagogy, their ideas of purposes, content, and methods of history education varied considerably. This article demonstrates diversity within Norwegian reform pedagogy. Although these teachers could agree in criticism of the “old school” and in support of more student-centred and active education, their conceptions of history, as well as their goals for societal development, differed greatly. While one of the teachers saw strengthening national identity as the main goal of history education, others emphasised history education’s role in education for democracy
Kollegialitet i den videregående skolen: Lektoridentitet i en skoleorganisasjon i endring 1960–2010
Get PDFCollegiality in upper-secondary school: Teacher identity in a changing school organization (1960–2010). In this article, it is argued that the teachers at the Norwegian upper secondary school had a distinct collegial practice characterised by both formal and informal aspects of collegiality, as well as close interaction between institutional and disciplinary bodies at the school. This practice enabled the teachers to be involved in their own academic and professional development, as well as in the governance of the school. With the democratisation of the school in the 1960s and 70s, and with the new ideals of governance in the 1990s, the characteristics of the teachers’ collegial culture were seen as a hindrance rather than a resource in the development of the school and the teaching profession. Drawing on unique sources from school archives, the article examines the teachers’ collegiality and how it changed from 1960 to 2010
What is Suitable Education for Girls? Women’s Participation and Statistical Arguments in Sweden’s 1888 Girls’ School Committee
Get PDFThis article delves into the historical context of the second girls’ school committee in late-nineteenth-century Sweden, exploring aspects of gendered content and conduct in its formation and operations. Firstly, the study investigates the media representation of the committee’s inclusion of women and how it was framed for the public. Secondly, it examines the committee’s use of statistics in its 1888 report to advocate for a particular type of education for girls, based on notions of their “female nature.” By adopting a feminist approach to historical writing, the article aims to shed light on the committee’s significance in terms of breaking the male-dominated pattern of state decision-making. As a result, this article contributes to the field of gender and history of education by examining the groundbreaking inclusion of women in the girls’ school committee and the utilisation of statistics to shape educational policies in a society grappling with conflicting notions of female nature and women’s expanding roles in education and the workforce