Embedded Game Design as a Method for Addressing Social Determinants of Health

ABSTRACT

This paper, describes the design, development, and evaluation of The Test, a theory-based mobile game prototype designed to promote HIV testing by providing information and influencing motivations, and behavioral intentions among YMSM. The Test was designed using embedded design, first described by Kaufman & Flanagan (2015), which diverges from traditional “educational game” design strategies by mixing on-message content with nonfocal content, in an attempt to make the overall experience more approachable and engaging. One challenge of embedded design is that it targets attitudes and actions that are not always proximate to a particular behavior. Games with embedded content forgo explicit takeaways, and their possible distal effects present a challenge to traditional tests of efficacy. The benefit of embedded design, however, is that its holistic or ecological design approach (which considers feelings, emotions, affects, social relations, and connections to broader communities) stands in close alignment with the social-ecological model.     

The delivery of business courses via the African Virtual University: a case study

In this case study the delivery of business courses as a result of the partnership between the African Virtual University (AVU) and Curtin University in Western Australia is described. From 2004 to 2008, degree and diploma business courses were delivered using WebCT in the four AVU partner locations: Addis Ababa University (Ethiopia), Kigali Institute of Science & Technology (Rwanda), Kenyatta University (Kenya) and University of Dar es Salaam (Tanzania). In spite of significant hurdles that made delivery of the business courses challenging, 188 students graduated as a result of this initiative. This case study is significant because it describes the outcomes of an AVU Phase 2 initiative.     

Cognitive Effects of College: Differences Between African American and Caucasian Students

In this longitudinal study of African American and Caucasian students from eighteen 4-year institutions, objective tests were used to estimate the cognitive effects of race in college, while applying statistical controls for an extensive set of confounding influences including precollege and background traits, institutional characteristics, and academic and social experiences. Evidence from the study suggests that in the first 3 years of college Caucasian students scored higher than their African American counterparts on seven standardized tests measuring critical thinking skills, knowledge of mathematics, reading comprehension, science reasoning, and writing skills. Implications for future research are discussed.     

Supporting African refugees in Greater Western Sydney: a critical ethnography of after-school homework tutoring centres

This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development and youth transitions. Given the nature of strife and unrest in the African Continent, refugee children may have been unable to attend school before coming to Australia, or obtained only interrupted schooling at best. Since parents are unfamiliar with the education system and because many do not speak English, they cannot help their children as they would wish to, and children may be left to deal with difficulties alone. The School of Education at UWS offers service learning programs like the after-school homework tutoring centres, to deliver effective and sustainable support to schools so that refugee students can feel safe and begin to learn.     

A Longitudinal Assessment of Antecedent Course Work in Mathematics and Subsequent Mathematical Attainment

Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.     

Alice Walker’s Womanism in Meridian

Meridian is one of Alice Walker’s early work. It tells a story that happened in the American south during the 1960s and early 70s’. It describes the life of the main character, Meridian Hill, a black w...     

Archives and trails from the First World War: repurposing imperial records of North African and Indian soldiers in Palestine and Syria, 1917-1923

ABSTRACT

First World War scholars more or less agree on the limitations imposed by archival sources on the study of North African and Indian troops. Conventional methods to find ‘the voice’ of the soldier do not apply in this case and the scarcity of records partly explains why so little is written. So, what opportunities are there in such an endeavour? This article argues for the need to decolonise military archives from the Great War era. That is to say, to use information that was originally gathered to serve narrow military interests as a means to understand the war experiences of the colonial soldiers. These sources, largely official records, bearing stamps of the past regimes, cannot be separated from the context or intent of their production. Nonetheless, they must not be overlooked as new historiographical demands make it necessary to read colonial archives for evidence of their context. Failing to draw from, and reflect upon, colonial era records on the Great War, despite their shortcomings, is tantamount to condemning valuable aspects of global history to oblivion. In turn, acknowledging these shortcomings, paradoxically, lends greater value to such sources as the colonial context in which they were produced becomes observable.     

Democratic Development and Prospects for Citizenship Education: Theoretical Perspectives on Sub-Saharan Africa

The case of Africa, in terms of development and democratic prospects, is encountering a number of hurdles that are stubborn, and are even getting increasingly more difficult to overcome. This paper, while agreeing with a number of leading Africanists who are calling for the efficient repair of Africa's political systems without which, I concur, other components of the national and continental enterprises may not function effectively, calls for the establishment of citizenship education programs that must strengthen Africa's partially fledgling but, in many cases, faltering new democracies. The paper cautions about accepting liberal democracy at face value and sees the possibility of selectively Africanizing democracy so it fits the needs as well as the expectations of the African public. The paper also recognizes that even if democracy may not always effectively respond to the needs of the people, its critical appreciation, via viable programs of citizenship, will, in the long run, produce better results for Africa's marginalized hundreds of millions.     

解读托尼·莫里森《宠儿》中的树

托尼·莫里森《宠儿》中的重要意象——树,长期以来未得到研究者们应有的重视。莫里森借助这一意象关注了非洲文化在美国这一异文化环境中的命运,使得黑人文化在奴隶制下的创伤、黑人文化的强大生命力、黑人文化对黑人子民的召唤和黑人对非洲文化的向往与回归都在树这一意象上得到了集中体现。     

《为母之乐》：透视非洲女性的新视角

长期以来,人们普遍认为非洲女性是受到了父权制社会残酷虐待的奴隶,是被父权制社会吞噬的“软食”,“生儿育女者”和“役畜”。然而,非洲女作家布奇·埃梅切特根据自己的人生经历创作的代表作之一《为母之乐》为我们提供了一个透视非洲女性的新视角。女主人公Nnu Ego一心想做母亲,最后实现了自己的愿望,养育了八个子女,但却未从中得到任何乐趣,最后孤零零地死在路边。文章通过分析Nnu Ego的悲剧成因后指出,做母亲并不总能带来幸福,女人的不幸在很大程度上是自己造成的;女人实际上有权力、有能力选择自己的命运。