Academic literature on the topic 'Literacy, Social aspects. Uganda'
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Journal articles on the topic "Literacy, Social aspects. Uganda"
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Twaddle, Michael. "Some Implications of Literacy in Uganda." History in Africa 38 (2011): 227–55. http://dx.doi.org/10.1353/hia.2011.0009.
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During the last fifty years, several debates have waxed and waned regarding the implications of literacy for African history. Among social scientists in general and social anthropologists in particular, Jack Goody and Ian Watt's survey of “The Consequences of Literacy” (1963) for hitherto preliterate or partially literate and now modernizing societies, drew attention to one suggested transformation: “The importance of writing lies in its creating a new medium of communication. (…) Its essential service is to objectify speech, to provide language with a material correlative, a set of visible signs. In this material form speech can be transmitted over space and preserved over time; what people say and think can be rescued from the transitoriness of oral communication.” The consequences, in Goody and Watt's view, were immensely important: “In oral societies the cultural tradition is transmitted almost entirely by face-to-face communication; and changes in its content are accompanied by the homeostatic process of forgetting or transforming those parts of the tradition that cease to be either necessary or relevant. Literate societies, on the other hand, cannot discard, absorb or transmute the past in the same way. Instead, their members are faced with permanently recorded versions of the past and its beliefs; and because the past is thus set apart from the present, historical enquiry becomes possible. This in turn encourages scepticism; and scepticism, not only about the legendary past, but about received ideas about the universe as a whole.”
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Okello Candiya Bongomin, George, Joseph Mpeera Ntayi, John C. Munene, and Isaac Nkote Nabeta. "Social capital: mediator of financial literacy and financial inclusion in rural Uganda." Review of International Business and Strategy 26, no. 2 (June 6, 2016): 291–312. http://dx.doi.org/10.1108/ribs-06-2014-0072.
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Purpose The purpose of this paper is to examine the mediating role of social capital in financial literacy and financial inclusion relationship in rural Uganda. The major aim is to establish the role of social capital in the relationship between financial literacy and financial inclusion. Design/methodology/approach The paper adopts and uses MedGraph programme (Excel version 3.0), Sobel and Kenny and Baron tests to test the mediation effect of social capital in the relationship between financial literacy and financial inclusion. Findings The results reveals that social capital is a significant mediator in the relationship between financial literacy and financial inclusion of rural poor in Uganda. Financial literacy did not have a direct effect on financial inclusion, but through full mediation of social capital. Existence of social capital into the relationship boosts the relationship between financial literacy and financial inclusion by 61.6 per cent among rural poor households in Uganda. Thus, the finding suggests that with the absence of social capital, financial literacy may fail to enhance the level of financial inclusion among rural poor households in Uganda. Research limitations/implications This study adopted only single research approach using a questionnaire. However, future research through interview may be of importance. Besides, for the purpose of triangulation, a study involving financial institutions’ staff may be viable. Moreover this study was limited by the fact that it was cross-sectional. Furthermore, a longitudinal study may be useful in future to investigate the mediating impact of social capital spanning over a long period of time. Practical implications Managers, policymakers and financial inclusion practitioners should advocate and embark on building social capital among rural communities, so as to improve on the level of financial inclusion. Originality/value While a large body of research has been carried out on financial literacy, this paper is the first to test the mediating role of social capital in the relationship between financial literacy and financial inclusion, especially in rural Uganda. This study generates evidence and contributes to the powerful influence of social capital in enhancing the level of financial inclusion based on financial literacy.
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Muyinda, Herbert, J. Seeley, H. Pickering, and T. Barton. "Social aspects of AIDS-related stigma in rural Uganda." Health & Place 3, no. 3 (September 1997): 143–47. http://dx.doi.org/10.1016/s1353-8292(97)00010-5.
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Korutaro Nkundabanyanga, Stephen, Denis Kasozi, Irene Nalukenge, and Venancio Tauringana. "Lending terms, financial literacy and formal credit accessibility." International Journal of Social Economics 41, no. 5 (May 6, 2014): 342–61. http://dx.doi.org/10.1108/ijse-03-2013-0075.
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Purpose – The purpose of this paper is to investigate the relationship between commercial bank lending terms, financial literacy and access to formal credit by small and medium enterprises (SMEs). Design/methodology/approach – In this cross-sectional study, the authors surveyed 384 business owners or managers of SMEs in Uganda. The authors applied confirmatory factor analysis to reduce the number of factors and identify the important elements that capture commercial lending terms, financial literacy and access to formal credit. The authors put forward and tested two hypotheses relating to the significance of the relationship between perceived commercial bank lending terms, financial literacy and access to formal credit using structural equation modelling with analysis of moment structures 18. Findings – The results suggest a positive and significant relationship between perceived commercial bank lending terms, financial literacy and access to formal credit. Moreover, the ANOVA results serendipitously show that access to formal credit varies with type of business and turnover. However, collateral and loan repayment periods are not observed variables for commercial bank lending terms. The most significant observed variable for commercial bank lending terms is interest rates. This, together with financial literacy, explains 31 per cent of the variances in access to formal credit by SMEs in Uganda. Research limitations/implications – The study is limited to the SME firms registered and operating in Kampala, Uganda and it is possible that the results are only applicable to these firms in Uganda. Nevertheless, the findings have implications to commercial banks wishing to improve the turnover of their micro-lending schemes. Practical implications – Efforts by the stakeholders to improve financial literacy of SMEs owners and managers must be matched with favourable interest rates if access to formal credit is to be enhanced. Social implications – The findings also have implications for governments aiming at improving access to finance to overcome income inequality problems, and also improve their growth. Originality/value – The results provide initial evidence of the aggregate explanatory power of interest rates and financial literacy for the criterion variable, access to formal credit by SMEs.
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Bongomin, George Okello Candiya, John C. Munene, Joseph Mpeera Ntayi, and Charles Akol Malinga. "Nexus between financial literacy and financial inclusion." International Journal of Bank Marketing 36, no. 7 (October 1, 2018): 1190–212. http://dx.doi.org/10.1108/ijbm-08-2017-0175.
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Purpose Premised on the argument that cognition structures the way how individuals think and make decisions, the purpose of this paper is to test the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Design/methodology/approach The study used cross-sectional research design and quantitative data were collected and analyzed using Statistical Package for Social Sciences. Baron and Kenny guidelines were adopted to test for existence of moderating effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Furthermore, ModGraph excel software was used to establish the magnitude of moderating effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. Findings The results revealed that cognition significantly moderate the relationship between financial literacy and financial inclusion of the poor in rural Uganda. In addition, both cognition and financial literacy also have direct effects on financial inclusion of the poor in rural Uganda. Research limitations/implications The study adopted cross-sectional research design and data were collected by use of only questionnaires. Future studies through longitudinal research design may be employed. Besides, further studies using interviews may be adopted. Furthermore, this study collected data from only tier 3 financial institutions, thus, ignoring the other financial institutions. Future studies could focus on financial institutions under the other tiers. Practical implications The findings from the study enlightens policy-makers, managers of financial institutions, and financial inclusion advocates on the importance of cognition in enhancing financial literacy among the poor, especially in rural Uganda. Cognition combined with financial literacy helps the poor to make wise financial decisions and choices toward consuming financial services and products provided by formal financial institutions. This leads to increased scope of financial inclusion of the poor in rural Uganda. Therefore, advocates of financial literacy should assess community cultural cognition and utilize them to design and fashion effective financial literacy interventions that can promote financial inclusion. Originality/value The study uses Baron and Kenny and ModGraph excel software to test for the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural Uganda. While several studies exist worldwide on financial inclusion, this study is the first to test the interaction effect of cognition in the relationship between financial literacy and financial inclusion of the poor in rural areas in a developing country context.
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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.
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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.
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Akello, Judith Abal, Evelyn Lutwama-Rukundo, and Peace Musiimenta. "Functional Adult Literacy." Adult Education Quarterly 67, no. 2 (January 11, 2017): 79–96. http://dx.doi.org/10.1177/0741713616685143.
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This article presents findings of study on women’s experiences of Functional Adult Literacy (FAL) as a gateway to their financial progress and welfare in Lango region, Northern Uganda. The qualitative study of 45 participants aimed at examining women’s live changes resulting from using their acquired FAL knowledge and skills to participate in Income Generating Activities. The study demonstrates that FAL brings out women’s individual and collective agency through “conscientization” concept and dialogue as tools for marginalized people in the act of social and economic change agents. This argument is grounded within agency concept that portray the power of the oppressed individual as well as collective agency. Findings revealed that FAL training improves women’s livelihood. The article concludes that Government, international development partners, NGOs, and civil society should ensure strong support and implementation of FAL program because it can help women succeed in the contemporary world.
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Goldberg, Daniel S. "Justice, Health Literacy and Social Epidemiology." American Journal of Bioethics 7, no. 11 (November 22, 2007): 18–20. http://dx.doi.org/10.1080/15265160701638579.
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MPAATA, Eva, Ernest SAINA, and Naomi KOSKEI. "Social Influence and Saving Behavior among Micro and Small Enterprise Owners in Kampala, Uganda: A Moderated Mediation Model of Financial Literacy and Self-Control." Nile Journal of Business and Economics 7, no. 17 (April 30, 2021): 67–92. http://dx.doi.org/10.20321/nilejbe.v7i17.04.
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This research uses cross-sectional data from 430 micro and small enterprise owners in Kampala, Uganda, to examine the indirect effect of financial literacy on the relationship between social influence and savings behavior. In addition, the study examines the moderating effect of self-control on the relationship between financial literacy and savings behavior, in addition to its moderating role in the relationship between social influence and saving behavior. Finally, it studies the moderating effect of self on the indirect effect of financial literacy on the relationship between social influence and saving behavior. The study is motivated by social cognitive and social capital theories. For the analysis of data, Process Macro is used. Results show that social influence significantly predicts savings behavior, and financial literacy partially mediates by this relationship. Furthermore, self-control moderates the relationship between social influence and savings behavior and also the relationship between financial literacy and savings behavior. Lastly, self-control has a conditional impact on the indirect relationship between social influence and savings actions through financial literacy. Such results add new knowledge to literature and theory.
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Webb, Jennifer. "Social aspects of chronic transfusions: addressing social determinants of health, health literacy, and quality of life." Hematology 2020, no. 1 (December 4, 2020): 175–83. http://dx.doi.org/10.1182/hematology.2020000104.
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Abstract Chronic monthly transfusions are a lifesaving preventative therapy for many patients with sickle cell disease; however, the burden of this therapy for patients and families is high. In the United States, there is overlap in the population affected by sickle cell disease and those with the greatest burden of social needs. Hematology providers caring for patients with SCD have an opportunity to screen for and mitigate social determinants of health, especially in those receiving chronic transfusion therapy given the frequent interactions with the healthcare system and increased demand on already potentially limited resources. Given the complexity of the treatment and medication regimens, providers caring for patients receiving chronic transfusions should implement universal strategies to minimize the impact of low health literacy, as this therapy imposes a significant demand on the health literacy skills of a family. Despite the social and literacy burden of this intervention, it is reassuring that quality of life is preserved as patients with SCD on chronic transfusion therapy often report higher health related quality of life than their peers receiving other disease modifying therapies.
Dissertations / Theses on the topic "Literacy, Social aspects. Uganda"
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Kirunda, Rebecca Florence. "Exploring the link between literacy practices, the rural-urban dimension and academic performance of primary school learners in Uganda district, Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.
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Jönsson, Anna, and Josefin Olsson. "Reading culture and literacy in Uganda. The case of the “Children’s Reading Tent”." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18740.
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The aim of our thesis is to study the two concepts “reading culture” and “literacy” in the context of Uganda. We base our study on the project the Children’s Reading Tent. We examine these two concepts in relation to the people working with the Children’s Reading Tent and the participating children. Moreover, we look at what needs the children have according to the adult informants and how these needs can be met. The methods used are semi-structured interviews and observations of the Children’s Reading Tent. We interviewed ten of the project’s organisers, twenty of the participating children and conducted six observations. We applied the sociocultural approach to literacy in our study and used Street’s view on literacy as a social and cultural practise and Serpell’s concept “bicultural mediation”. We concluded that the participating children come in contact with one culture in school and one at home. The adult informants connect these two cultures through including both literacy practices from school, such as reading and writing, and indigenous literacy practises such as storytelling into the concept literacy. This is due to the fact that children need to learn from the familiar, which in this case is the culture at home. This need can be met through mediation between the two cultures. A reading culture in Uganda implies having the habit of reading in your everyday life and not simply for school purposes. This is believed to be difficult to accomplish since reading is mostly connected with the culture in school.Uppsatsnivå: D
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Ogoso, Erich Opolot. "Talk radio and public debate : a case study of three Ugandan radio stations." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007723.
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This study is a comparative examination of approaches to talk radio as a genre on three Ugandan radio stations. The aim is to draw conclusions, from observations made about these stations, about the potential of talk radio to encourage public debate around social issues and improve democratic participation despite pertinent challenges in Uganda. The study first outlines a theoretical framework, which is informed by Habermas's theory of the media as a 'public sphere'. This framework is applied to an exploration of traditions of talk radio that have emerged globally in order to assess the potential of these traditions to play a role in contributing to the establishment of such a 'public sphere'. The study then goes on to discuss the historical development of radio in Uganda and the establishment of the current broadcast landscape. The focus is on the way in which this history has been defined by a struggle around public expression, in which government has repeatedly sought ways to control media as a vehicle for public expression. It is proposed that Ugandan talk radio has the potential to play an important role in ensuring broad participation in public expression. It is against this background that the study then describes and analyses the development of the talk genre at three Ugandan radio stations (each one an example of, respectively, a commercial, community and public service station). It is explained that staff on all three stations emphasise the importance of talk radio in encouraging participation, by their audiences, in the public debate of social and political issues. It is argued that, because of limitations that exist within these stations, none of the talk show teams fully realize the potential of the genre for participation in such debate. The picture that emerges is one of unequal access, with those sections of radio audiences in positions of privilege being further empowered, while those on the margins remain excluded from public discussion. The study finally recommends ways to improve public participation on Ugandan talk radio, noting the need to review government support, the problems of organizational culture within the stations, the need for more guidelines on practical arrangements around talk show production and the question of contradictions that exist at policy level.
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Chapman, Robert Timothy. "Media literacy in public schools." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.
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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.
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Ding, Yan Zhe. "E-health literacy in Mainland China :validation of the E-health Literacy Scale (eHEALS) in simplified Chinese." Thesis, University of Macau, 2017. http://umaclib3.umac.mo/record=b3690768.
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Agaba, Grace Rwomushana. "An exploration of the effect of market-driven journalism on The Monitor newspaper's editorial content." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/193/1/grace's_thesis.pdf.
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The media today are under pressure from various fronts including governments, businesses as well as cultural interests. In the developed world, this pressure that led to the emergence of a new form of journalism that puts the demands of the market at the forefront. This commercial oriented journalism gives priority to articles that attract mass audiences like entertainment while it downplays information that promotes debates that is necessary for citizens to be able to have a voice on the issues that affect them. And since participation and discussion are cornerstones of a democratic process, market-driven journalism undermines democracy because it narrows down the forum for debate. As a result, active citizens are turned into passive observers in society. Although several studies about this phenomenon have been done in the western world, the same is happening in Africa because the media face similar challenges as in the West; challenges of globalisation and media conglomeration facilitated by the rapid advancing technology. This study, which is informed by political economy and market-driven journalism theories, notes that the media in Uganda are also faced with these challenges. The study is focused on Uganda’s only independent newspaper, The Monitor. The findings indicate that market-driven journalism is taking root at the expense of journalism that promotes citizenship and debate such as political reporting and opinions. For example, there has been an increase of entertainment, sports and supplement articles in The Monitor as compared to declining political reporting and opinions. More so, investigative reporting has dwindled over the years at the expense of increasing use of press releases. This is because entertainment and sports articles can attract big audiences that the newspaper needs to sell to advertisers. Advertisers are important because they provide financial support to the newspaper. However, in a country where democracy is in its formative stages, public information is necessary not only for citizens to make informed decisions but also to spur economic as well as social development.
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Turyakira, Peter. "Corporate social responsibility: a competitive strategy for small and medium-sized enterprises in Uganda." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012648.
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In view of the important role small and medium-sized enterprises (SMEs) universally play as the backbone of national economies and the survival and competitiveness challenges that they face, the purpose of this study was to develop specific models of corporate social responsibility (CSR) for SMEs in Uganda as an avenue to enhance their competitiveness and foster economic development. The primary objective was to gain insight into the deployment of CSR in SMEs, including investigating CSR factors and their potential impact on competitiveness. This study integrates previous findings and theories on CSR activities and SMEs‟ competitiveness into a comprehensive hypothesised model. A comprehensive literature study revealed potential factors that could influence the Increased competitiveness of SMEs in Uganda. Four independent variables (Workforce-oriented, Society-oriented, Market-oriented and Environmental-oriented CSR activities) and three mediating variables (Employee satisfaction, Business reputation and Customer loyalty) were identified as variables influencing the Increased competitiveness (dependent variable) of SMEs. Independent variables were categorised as CSR factors while mediating and dependent variables were categorised as outcomes factors. Furthermore, hypotheses were formulated for possible relationships between the independent, mediating and dependent variables. All the variables in the study were clearly defined and operationalised. Reliable and valid items sourced from various measuring instruments used in other similar studies, were used in the operationalisation of these variables. Furthermore, several items were generated from secondary sources. A structured self-administered questionnaire was made available to respondents identified using the stratified and purposive sampling techniques, and the data collected from 383 usable questionnaires was subjected to several statistical analyses. The validity and reliability of the measuring instrument was ascertained using an exploratory factor analysis and Cronbach-alpha coefficients respectively. An exploratory factor analysis using SPSS 18 for Windows was conducted to identify the unique factors available in the data before applying structural equation modelling (SEM). The data were categorised into models of independent variables (CSR factors) and the mediating variables (Outcomes factors). The items measuring Market-oriented CSR activities and Workforce-oriented CSR activities loaded as expected. The items measuring Environmental-oriented CSR activities loaded onto two separate factors which were renamed Environmental-oriented CSR activities and Regulated CSR activities. One of the items originally expected to measure the construct Society-oriented CSR activities loaded onto Environmental-oriented CSR activities, leaving three items which loaded together onto the Society-oriented CSR activities factor. Four factors constituted the outcomes submodel, namely Customer loyalty, Stakeholder trust, Business reputation, and Employee satisfaction. In this study, SEM was the main statistical procedure used to test the significance of the relationships hypothesised between the various independent and dependent variables. Owing to the sample size limitations, the hypothesised model could not be subjected to SEM as a whole. Consequently, six sub-models were identified and subjected to further analysis. The following independent variables were identified as influencing the dependent variables in this study: Workforce-oriented CSR activities, Society-oriented CSR activities, Market-oriented CSR activities, Environmental-oriented CSR activities, Regulated CSR activities. To establish the influence of the various demographic variables on the mediating and dependent variables, an Analysis of Variance (ANOVA) and Multiple Linear Regression (MLR) analysis were conducted. The respondent‟s position/title in the business, form of enterprise, branch/sector of business, level of education, and the size of business were found to have an influence on the mediating and dependent variables of this study. This study has therefore added to the underdeveloped body of business research in Uganda by investigating a particularly limited segment of the literature, namely SMEs. The study has also identified and developed various models that explain the most significant CSR factors that influence the competitiveness of SMEs. Consequently, this study has put forward several recommendations and suggestions that can enhance the competitiveness of SMEs locally and globally. Further research is encouraged on action-oriented areas such as: the success of different policies and techniques to increase the uptake of CSR amongst SMEs; the economic, social and environmental impact of CSR at sector level; and a typology of SMEs with regard to their engagement in CSR.
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Cutz, German. "Reasons for the nonparticipation of adults in rural literacy programs in Western Guatemala." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063422.
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In a literature review of adult education research, three characteristics were found in studies on illiterate adults' nonparticipation: a) information has been gathered from participants in literacy programs, b) participants were considered low-literate adults or those who did not finish high school, and c) participants were surveyed through a questionnaire or telephone interviews.This study, however, involved ten illiterate adults (2 women and 8 men) who had not attended school or participated in literacy programs. The research question was: Why do adults not participate in rural literacy programs in western Guatemala? Thirty-eight ethnographic interviews were conducted from November 1996 to January 1997 in Nimasac and Xecaracoj, two villages located in western Guatemala, Central America.Twelve reasons for nonparticipation in literacy programs were described by the informants: 1) / have to work to earn money, 2) / do not like to work [learn] in groups, 3) / do not go to literacy programs because of my personal necessities [obligations], 4) / have been left out, 5) going to school is a waste of time, 6) / fear going to a literacy program, 7) / have no time, 8) the reason is machismo, 9) literacy is not work fit does not produce income], 10) my age is the problem, 11) / got pregnant, and 12) / do not go to a literacy program because of my husband's irresponsibility.An underlying construct for the reasons for nonparticipation, however, showed that the twelve reasons were reinforced at four levels, 1) individual, 2) family, 3) community, and 4) national. A set of interwoven relationships among the four levels, helped to explain that reasons for nonparticipation were constructed by rural Guatemalans.Indigenous people's identities and the preservation of their traditional values such as their native languages, clothing, obedience, respect and submission were the major factors that reinforced rural illiterates nonparticipation in formal education in western Guatemala.Illiteracy was not strictly an educational, but cultural, social, economic and political problem. Generalizing that both literates and illiterates valued education and needed the same skills, knowledge and abilities to become the "standard functional literates" has denied the existence of illiterate adults' culture, context, and needs.Department of Educational Leadership
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Bitangaro, Barbara Kagoro. "The role of gender relations in decision-making for access to antiretrovirals. A study of the AIDS Support Organisation (TASO) clients, Kampala district, Uganda." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The way gender relations influence access to care and treatment particularly access to antiretroviral medicines is a challenge to HIV/AIDS programmes and to the individuals and families with HIV. Gender norms that push women and men to adhere to dominant ideals of femininity and masculinity may restrict women's access to economic resources, health care and fuel the spread of HIV. The aim of this study was to determine the role of gender relations in influencing decision-making for access to antiretroviral medicines between partners and in the family.
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Woodward, Robert. "Teaching television literacy in South African secondary schools." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/18321.
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Bibliography: pages 190-196.This dissertation develops a syllabus for the study of television literacy in South African secondary schools. There are two natural divisions in the development of the thesis; the section which explores epistemological issues and the section which describes the strategic issues. The first section examines the nature of print literacy. This consists of four elements: mastering the basic language of the medium; being able to decode this language; using the medium for personal creative ends; and having the capacity for critical reflection. It is possible to talk in terms of a language of television and so this definition of literacy can be extended to television as well. There are three main areas for the study of television literacy. These are: the production techniques and effects of television; the conventional forms of the medium; and the nature of television as a mass medium. Once this has been established the dissertation explores the strategic issues of a methodology and areas of knowledge for teaching television literacy. Although there are many methodologies for the study of the mass media, the British Cultural Studies approach, together with Hall's three moments of encoding and decoding, seems to offer the methodology most suitable for teaching critical literacy. Within this theoretical framework it is possible to describe a syllabus for teaching television literacy. This syllabus involves studying the encoding and decoding of television messages within the context of the technical infrastructure of television; the internal and external relations of production, and the frameworks of knowledge which determine the form and content of television.
Books on the topic "Literacy, Social aspects. Uganda"
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Pillai, P. Gopinadhan. Literacy and social transformation. Jaipur: Pointer Publishers, 2002.
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Lankshear, Colin. Critical literacy. Belconnen, A.C.T: Australian Curriculum Studies Association, 1994.
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Warren, Wendy Kaye. Teachers and literacy. Ottawa, ON: Canadian Teachers' Federation, 1991.
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Knowing literacy: Constructive literacy assessment. York, Me: Stenhouse Publishers, 1997.
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Raffa, Jean Benedict. Introduction to television literacy. Dayton, OH (P.O. Box 335, Dayton 45459-0335): P.P.I. Pub., 1989.
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Nōshinkei kagaku riterashī: Neuroscience Literacy. Tōkyō-to Bunkyō-ku: Keisō Shobō, 2013.
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Memorial University of Newfoundland. Institute of Social and Economic Research., ed. Literacy for living: A study of literacy and cultural context in rural Canadian communities. St. John's, Nfld: Institute of Social and Economic Research, Memorial University of Newfoundland, 1998.
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Multicultural issues and literacy achievement. Mahwah, N.J: L. Erlbaum Associates, 2005.
Find full textBook chapters on the topic "Literacy, Social aspects. Uganda"
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Gambrell, Linda B., Katherine Corbett, Koti Hubbard, Lorraine A. Jacques, and Leslie Roberts. "Young Children’s Motivation to Engage in Social Aspects of Reading." In Literacy Studies, 99–113. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75948-7_6.
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Wyrod, Robert. "Dialectics of Gender and Health: The Case of HIV Serodiscordance in Uganda." In Social Aspects of HIV, 153–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42725-6_13.
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Bernays, Sarah, Allen Asiimwe, Edward Tumwesige, and Janet Seeley. "The Drive to Take an HIV Test in Rural Uganda: A Risk to Prevention for Young People?" In Social Aspects of HIV, 265–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69819-5_19.
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AbstractA key component of current global HIV prevention efforts is widespread HIV testing. This strategy in part reflects the focus on the broader global targets to eliminate AIDS by achieving high rates of viral suppression. In this chapter we look at young people’s engagement with HIV prevention options in South-West Uganda. Taking a qualitative approach, using repeat in-depth interviews and participatory workshops with 50 young people aged 16–24 years old, we reflect on their accounts of how they navigate risks and opportunities within their daily lives. These risks include HIV-acquisition, but also the harms of economic precarity. Within a context in which using HIV prevention methods, such as condoms or abstinence, were for various reasons severely compromised by their contextual realities, some young people reported relying on irregular HIV testing as their singular method. The young people’s accounts demonstrate that an unintended consequence of the ‘push’ for HIV testing may be the justification of its replacement of other behavioural prevention strategies. This case study illustrates what impact such biomedical interventions may have if implemented as a priority and in isolation from the structural drivers of vulnerability: the social context of young people’s lives.
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Kane, Sharon. "Affective and Social Aspects of Learning and Literacy in the Disciplines." In Literacy and Learning in the Content Areas, 35–69. Fourth Edition. | New York : Routledge, 2019. | “Third edition published by Holcomb Hathaway 2010”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206914-3.
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Chi, Yu, Wei Jeng, Amelia Acker, and Leanne Bowler. "Affective, Behavioral, and Cognitive Aspects of Teen Perspectives on Personal Data in Social Media: A Model of Youth Data Literacy." In Transforming Digital Worlds, 442–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78105-1_49.
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Martinovic, Dragana, Viktor Freiman, Chrispina Lekule, and Yuqi Yang. "Social Aspects of Digital Literacy." In Encyclopedia of Information Science and Technology, Third Edition, 2158–66. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-5888-2.ch209.
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This article contains findings from the recent literature on the social aspects of how young people use digital technology. To be successful in today's world, youth must be competent at using digital tools and at defining, accessing, understanding, creating, and communicating digital information. However, even the self-defined ‘techno-gurus' can be digitally illiterate, often using technology in ways that compromise their privacy, safety, or integrity. Both optimistic and pessimistic opinions about youth use of technology are presented by age group, and formations of identity, friendship, participatory culture, and political engagement are addressed in the context of information and communication technology use.
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"Human Rights: Moral Ethical Social Medical and Legal Aspects." In Multidimensional Curriculum Enhancing Future Thinking Literacy, 198–219. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004375208_012.
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Ottonicar, Selma Leticia Capinzaiki, Ilídio Lobato Ernesto Manhique, and Elaine Mosconi. "Ethical Aspects of Information Literacy in Artificial Intelligence." In Advances in Human and Social Aspects of Technology, 179–201. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4285-9.ch010.
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The purpose is to analyse information literacy to provide ethical insight into artificial intelligence. The methodology was based on a systematic literature review of SCOPUS, Web of Science, Library and Information Science Abstracts, and Science Direct. The results demonstrated that there are only a few studies about the topic, so there is a research opportunity about this type of literacy and its ethical aspects in the context of artificial intelligence. As a conclusion, information literacy is crucial to the development of critical thinking in technology use. Information literacy should be applied in artificial intelligence courses to discuss ethical aspects of technology.
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Özel, Nevzat. "Developing Visual Literacy Skills Through Library Instructions." In Advances in Human and Social Aspects of Technology, 32–48. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4990-1.ch003.
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Visual literacy skills have become an inevitable part of life in today's world. Technological innovations leading to new literacy skills have changed traditional ways of communication and made it necessary to learn and understand symbols, pictures, photos, illustrations, diagrams, infographics, pictograms, simulations, graphical interfaces, digitized images, and other visual tools. Therefore, it is very significant to teach individuals about visual literacy skills: the ability to understand, interpret, evaluate, organize, and construct visual information. Infographics are essential tools for learners. One of the most prominent institution to teach visual literacy skills is libraries. Visual tools, strategies, and methods should be applied in library instructions for users to realize these skills. The aim of the chapter is to show the importance of visualization, visual literacy, and infographics and present suggestions regarding how to develop the visual literacy skills of learners by libraries.
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Birungi, Harriet, Francis Obare, Anne Katahoire, and David Kibenge. "HIV Infection and Schooling Experiences of Adolescents in Uganda." In Social and Psychological Aspects of HIV/AIDS and their Ramifications. InTech, 2011. http://dx.doi.org/10.5772/19882.
Full textConference papers on the topic "Literacy, Social aspects. Uganda"
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Mojzisova, Adela. "SELECTED ASPECTS OF HEALTH LITERACY OF CLIENTS IN THE CONTEXT OF SOCIAL WORK." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s13.090.
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Manhalova, Jana. "ASPECTS OF HEALTH LITERACY IN THE ROMA POPULATION AND THE CO-OPERATION OF NURSING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s13.073.
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Burleson, Grace, Brian Butcher, Brianna Goodwin, and Kendra Sharp. "Assisting Economic Opportunity for Women Through Appropriate Engineering Design of a Soap-Making Process in Uganda." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59715.
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TERREWODE, a non-governmental organization in Uganda, works to eradicate obstetric fistula in local communities and provide income-generating skills training to the affected women. Obstetric fistula is a traumatic childbirth injury caused by prolonged, obstructed labor and delayed intervention. The condition is preventable with proper medical attention, however, in rural areas women who suffer from the condition are typically disowned from their families and communities [1]. As part of their social reintegration program, TERREWODE provides training for women post-treatment in multiple income-generating skill areas; jewelry making, baking, cooking, sewing, and buying/selling produce. The soap-making idea originated within TERREWODE itself and is intended to create an income stream for the women participating. The scope of this senior capstone project, in collaboration with several organizations, is to increase efficiency, reliability, and repeatability of the soap-making process and explore potential avenues for powering the system in an off-grid setting. A weighted-design matrix was used to make engineering decisions throughout the project. The two primary engineering aspects of this project were the selection of soap-making process (hot vs. cold) and the selection of a mixing device and powering unit. Understanding of appropriate manufacturing technologies in Uganda was necessary as all materials and tools needed to be locally available for success for the project. The hot process requires maintaining the soap mixture at a constant temperature for roughly two hours or until the gel phase occurs. This process allows for a short curing time, permitting the soap to be ready for use sooner. Opposing this, the cold process requires little cook time but a lengthy curing time. Experimental data showed that maintaining a consistent temperature over an extended period of time while using a cookstove is nearly impossible, even in a controlled lab environment. The cold process was selected as a better suited solution for manufacturing due to field conditions and available resources. A mixing device is crucial to the soap-making process. Due to the unreliability of grid-based electricity in the region, the team considered both a human-powered mixing solution and a solar-powered mixing solution [2]. TERREWODE leadership steered the team away from creating a human powered bike mixer for fear of discouraging women to participate, due to potential health and comfort issues. The team selected a solar powered system and has tested a U.S. manufactured prototype. The ultimate goal of this soap-making project is to provide an opportunity for victims and survivors of obstetric fistula to earn a livelihood. The work done by the Oregon State (OSU) mechanical engineering design team, in conjunction with the OSU Anthropology department, University of Oregon College of Business, several private artists and entrepreneurs, and TERREWODE, will provide potential improvements to the process and implementation plan to more effectively and economically create soap.
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Pakravan, Mohammad H., and Nordica MacCarty. "An Agent-Based Modeling Approach for Clean Technologies Adoption Using Theory of Planned Behavior Based Decision-Making." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97670.
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Abstract Technology adoption in low-income regions is among the key challenges facing international development projects. Nearly 40% of the world’s population relies on open fires and rudimentary cooking devices exacerbating health outcomes, deforestation, and climatic impacts of inefficient biomass burning. Clean technology alternatives such as clean cookstoves are among the most challenging technologies to approach their target goals through sustainable adoption due to lack of systematic market-driven design for adoption. Thus, a method is needed to provide insight regarding how target customers evaluate and perceive causes for adopting a clean technology. The holistic approach of this study captures the three main aspects of technology adoption through lenses of social networks, individual and society scale beliefs, and rational decision-making behavior. Based on data collected in the Apac region in Northern Uganda, an Agent-Based Model is developed to simulate emerging adoption behavior in a community. Then, four different scenarios investigate how adoption patterns change due to potential changes in technology or intervention strategy. These scenarios include influence of stove malfunctions, price elasticity, information campaigns, and strength of social network. Results suggest that higher adoption rates are achievable if designed technologies are more durable, information campaigns provide realistic expectations for users, policy makers and education programs work toward women’s empowerment, and communal social ties are recognized for influence maximization. Application of this study provides insight for technology designers, project implementers, and policy makers to update their practices for achieving sustainable and to the scale clean technology adoption rates.
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Pribyl, Barbara, Satinder Purewal, and Harikrishnan Tulsidas. "Development of the Petroleum Resource Specifications and Guidelines PRSG – A Petroleum Classification System for the Energy Transition." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205847-ms.
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Abstract The Petroleum Working Group (PWG) of the United Nations Economic Commission for Europe (UNECE) has developed the Petroleum Resource Specifications and Guidelines (PRSG) to facilitate the application of the United Nations Framework Classification for Resources (UNFC) for evaluating and classifying petroleum projects. The UNFC was developed by the Expert Group on Resource Management (EGRM) and covers all resource sectors such as minerals, petroleum, renewable energy, nuclear resources, injection projects, anthropogenic resources and groundwater. It has a unique three- dimensional structure to describe environmental, social and economic viability (E-axis), technical feasibility and maturity (F-axis) and degree of confidence in the resource estimates (G-axis). The UNFC is fully aligned to holistic and sustainable resource management called for by the 2030 Agenda for Sustainable Development (2030 Agenda). UNFC can be used by governments for integrated energy planning, companies for developing business models and the investors in decision making. Internationally, all classification systems and their application continue to evolve to incorporate the latest technical understanding and usage and societal, government and regulatory expectations. The PRSG incorporates key elements from current global petroleum classification systems. Furthermore, it provides a forward-thinking approach to including aspects of integrity and ethics. It expands on the unique differentiator of the UNFC to integrate social and environmental issues in the project evaluation. Several case studies have been carried out (in China, Kuwait, Mexico, Russia, and Uganda) using UNFC. Specifically, PRSG assists in identifying critical social and environmental issues to support their resolution and development sustainably. These issues may be unique to the country, location and projects and mapped using a risk matrix. This may support the development of a road map to resolve potential impediments to project sanction. The release of the PRSG comes at a time of global economic volatility on a national and international level due to the ongoing impact and management of COVID-19, petroleum supply and demand uncertainty and competing national and international interests. Sustainable energy is not only required for industries but for all other social development. It is essential for private sector development, productive capacity building and expansion of trade. It has strong linkages to climate action, health, education, water, food security and woman empowerment. Moreover, enduring complex system considerations in balancing the energy trilemma of reliable supply, affordability, equity, and social and environmental responsibility remain. These overarching conditions make it even more essential to ensure projects are evaluated in a competent, ethical and transparent manner. While considering all the risks, it is also critical to reinforce the positive contribution a natural resource utilization project provides to society. Such an inquiry can focus on how the project contributes to the quality of life, environment, and the economy – the people, planet, and prosperity triad. Such an approach allows consistent, robust and sustainable investment decision making and energy policy development.
Reports on the topic "Literacy, Social aspects. Uganda"
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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.
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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, Jeetendra Khadan, and Diego A. Vera-Cossio. Suriname COVID-19 Survey. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003266.
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This dataset constitutes a panel follow-up to the 2016/2017 Suriname Survey of Living Conditions. It measures welfare related variables before and after the onset of the COVID-19 pandemic including labor market outcomes, financial literacy, and food security. The survey was executed in August 2020. The Suriname COVID-19 Survey is a project of the Inter-American Development Bank (IDB). It collected data on critical socioeconomic topics in the context of the COVID-19 pandemic to support policymaking and help mitigate the crisis impacts on the populations welfare. The survey recontacted households interviewed in 2016/2017 by the Suriname Survey of Living Conditions (SSLC) and was conducted by phone due to the mobility restrictions and social distancing measures in place. It interviewed 1,016 households during August 2020 and gathered information about disease transmission, household finances, labor, income, remittances, spending, and social protection programs. Data and documentation of the 2016/2017 Suriname Survey of Living Conditions can be found at: https://publications.iadb.org/en/suriname-survey-living-conditions-2016-2017 The survey was designed and implemented by Sistemas Integrales. This publication describes the main methodological aspects, such as sample design, estimation procedures, topics covered by the questionnaire, field organization and quality control. It also presents the structure and codebook for the two resulting publicly available datasets.