Concept Note for the Impact Assessment of dance4life
dance4life is a globally active organization within the fields of HIV, sexual and reproductive health and rights (SRHR) and the Millennium Development Goals, specifically aiming to establish a social youth movement consisting of 1 million agents4change by 2014. The central mission of dance4life is to power a movement that creates change at global and community level by taking action to improve young people’s SRHR, and in particular, improving access to sexuality education and youth-friendly services, and to challenge stigma and discrimination and break down taboos that surround sexuality, especially focusing on HIV and AIDS. KIT was invited to partner with dance4life on an impact assessment of dance4life’s work, with a focus on mixed methods and the involvement of the young people themselves. The assessment took place in two countries: Uganda and Russia. A pilot study was undertaken in the Netherlands to test the qualitative research instruments.
Since the first works on Higher Education Administration in the 1970s no comprehensive work in terms of purpose and scope of Higher Education has been published. There have been important changes in people’s aspirations vis-à-vis higher education globally. In parallel, the higher education systems, worldwide, have been undergoing constant transformation in response to these aspirations. From governments, employers and prospective students and their parents, the stakeholders in higher education system are now extremely varied paying close attention to the various aspects of higher education - from infrastructure, on-campus safety and security to administration, faculty and curricula. The present series attempts to take into account the issues of importance to all the stakeholders. Hence the series not only pays attention to the purpose and outcomes of higher education but also the economics surrounding higher education vis a vis marketization. The nitty gritty of running and maintaining a university infrastructure, impact of globalization and internationalization on delivery and demand of higher education, the commoditization of research, and changing paradigms of teaching and learning fall within the purview of the series. The increasing competition from other entities to provide degrees, certificates or other forms of credentials makes it important to have a work that brings all of the elements together to see how they actually interact and inter-relate from a systems perspective. The present series attempts to comprehensively attend to these issues and provide a complete reference resource to all those involved and interested in setting up of a Higher Education institution and its administration.
Background Timely assessment of HIV/AIDS burden is essential for policy-setting and program evaluation. Based on the Global Burden of Disease study 2015 (GBD 2015), we provide national estimates of levels and trends of HIV/AIDS incidence, prevalence, ART coverage and mortality for 195 countries and territories from 1980 to 2015. Methods For countries without high quality vital registration data, we estimated prevalence and incidence from antenatal clinic data and population-based sero-prevalence surveys and assumptions by age and sex on initial CD4 distribution at infection, CD4 progression rates, on and off antiretroviral therapy mortality (ART), and mortality from all other causes. Our estimation strategy links the GBD 2015 assessment of all-cause mortality and estimation of incidence and prevalence so that for each draw from the uncertainty distribution all assumptions used in each step are internally consistent. Estimation of incidence, prevalence and death uses GBD versions of the EPP and Spectrum software originally developed by UNAIDS. These versions have been recoded for speed and use updated assumptions from systematic reviews of the literature and GBD demographic data. For countries with high quality vital registration data, we developed the Cohort Incidence Bias Adjustment model to estimate HIV incidence and prevalence largely from the number of deaths due to HIV recorded in cause of death statistics. Cause of death statistics have been corrected for garbage coding and HIV misclassification. Findings Globally, HIV incidence reached its peak in 1997 at 3.3 million. Annual incidence has stayed relatively constant at about 2.5 million since 2005 after a period of faster decline between 1997 and 2005. The number of people living with HIV/AIDS has been steadily increasing and reached 38.8 million in 2015. At the same time, mortality due to HIV/AIDS has been declining at a steady pace from its peak at 1.8 million deaths in 2005 to 1.2 million deaths in 2015. There is substantial heterogeneity in the levels and trends of HIV/AIDS across countries. While success stories can be found in many countries with improved mortality due to HIV/AIDS and declines in annual new infections, slowdowns or increases in rate of change in annual new infections has been observed elsewhere. Manuscript Interpretation The global scale-up of ART and PMTCT has been one of the great successes of global health in the last two decades. In the last decade, progress reducing new infections has been very slow, development assistance for health devoted to HIV has stagnated, and low-income country resources for health have grown slowly. New ambitious goals for HIV enshrined in Sustainable Development Goal 3 and the 90-90- 90 UNAIDS targets will be hard to achieve
School Achievements Monitoring Toolkit (SAM) is the attempt to develop an instrument of school achievements assessment through their measurement and qualitative (structural) characteristic. The object of assessment includes subject competences of primary school students, that reflect how well they acquire basic school subjects such as mathematics, native language, science. The theoretical base of the toolkit developed is laid by the theory of cultural development of a child, outlined in L.S. Vygotsky’s works and further developed by his descendents – D.B. Elkonin, P.J. Galperin, V.V. Davydov, etc. This theory suggests that learning as a necessary prerequisite of a child’s psychic development, involves acquisition of sign structures, which crystallize all the basic landmarks of generalized action patterns: a) external characteristics of classes of object situations and corresponding actions; b) understanding of relevant relations within this class of situations, which define direction and limits of possible transformations; c) the essence of the action pattern, i.e. contexts of its meaningful applications. These three types of landmarks are featured in the cultural action pattern simultaneously. Still when adopting the pattern the role of the cornerstone is taken on first by the external characteristics of the object situation, then the understanding of the relevant relations within it, and finally the corresponding sense field. These three types of action orientation serve as markers of cultural action patterns. SAM toolkit is principally characterized by developing tasks of three different levels clustered into groups (blocks) when developing tests for each school subject area. Each of these clusters functions as a detector of how well a certain subject area has been acquired. When developing each block a developer employs a system of indicators (a typology of tasks), which reflect the generalized criteria of action pattern acquisition outlined above. Thus structural approach to featuring test results offers wider possibilities of content-wise interpretation of test findings and qualitative characterization of the competence assessed. As described above, all tests can be considered as consisting of three subtests. Each subtest represents a set of items of the same level but different content areas. All subtests of the SAM tests measure related (but supposedly different), latent examinees’ characteristics. So, the tests in SAM are assumed to be multidimensional. There are different approaches of modeling such kinds of tests. The report will contain description of IRT-modeling results of different approaches – unidimensional, consecutive and multidimensional. It will be shown that unidimensional approach is the more appropriate for SAM test data. In order to conduct the results interpretation benchmarks were established on the basis of three-leveled model of testing. Benchmarks make it possible to distinguish examinees referring to 4 groups of level achievement. The report will contain description of methods of setting benchmarks, which were developed by authors. These levels of achievement compose the basic taxonomy of educational goals, which has a psychological background, i.e. it indicates cultural-psychological structures which are crucial for competence development from immature to mature stage. To sum up, the report will contain the results of conducted research of validation of established benchmarks.
The textbook includes texts and tests for preparing and assessing the knowledge of equally school chilldren and students in writing
grammar tests on Russian Grammar.
In article features of national and confessional self-identification of the Russian youth as parts of the title nation are considered. Ethnic and national consciousness are analyzed as significant components of process of individual and group self-identification. Research covers the studying and working youth which is arrived and which initially living in the city. The youth is the object which studying allows to predict regularities of social development in the future. Consideration of a problem considers multi-confessional, multi-ethnic and boundary in the geographical relation character of Ural as region. The emphasis is placed on specifics of behavior of representatives of title nation, as youth considerably defining a social portrait. The concept of the big city is used as steady, allocated with a number of characteristic features. Authors establish the reasons of the reduced interest to a religious and ethnic identification of with group at the young people belonging to different social groups and united by residence in the large city. The conditions necessary for an intensification of process of identification are defined. Means of updating of processes of formation of identity of youth are offered.
The paper observes the main patterns of youth consumption and leisure in contemporary Russia. It relies on the Russian Longitudinal Monitoring Survey of HSE, a set of nationally representative household-based surveys which includes data collected from 1994 to 2013. The data shows that by 2010 the level of youth consumption has risen along with the households’ overall income and expenditure. Since financial problems were alleviated, there was a redistribution of time between work and leisure, so youth turned to the active cultural consumption, including non-entertainment services. However, the total increase in products and services consumed went hand in hand with the rise of differentiation in the availability of durables, patterns of consumption and leisure practices.
Several approaches to the concept of fatherhood present in Western sociological tradition are analyzed and compared: biological determinism, social constructivism and biosocial theory. The problematics of fatherhood and men’s parental practices is marginalized in modern Russian social research devoted to family and this fact makes the traditional inequality in family relations, when the father’s role is considered secondary compared to that of mother, even stronger. However, in Western critical men’s studies several stages can be outlined: the development of “sex roles” paradigm (biological determinism), the emergence of the hegemonic masculinity concept, inter-disciplinary stage (biosocial theory). According to the approach of biological determinism, the role of a father is that of the patriarch, he continues the family line and serves as a model for his ascendants. Social constructivism looks into man’s functions in the family from the point of view of masculine pressure and establishing hegemony over a woman and children. Biosocial theory aims to unite the biological determinacy of fatherhood with social, cultural and personal context. It is shown that these approaches are directly connected with the level of the society development, marriage and family perceptions, the level of egality of gender order.