UNPRECEDENTED LEAD POISONING OUTBREAK IN ZAMFARA, NIGERIA: A MULTIDISCIPLINARY HUMANITARIAN RESPONSE TO AN ENVIRONMENTAL PUBLIC HEALTH DISASTER IN A RESOURCE SCARCE SETTING

From 2010-2013, epidemic lead poisoning in Zamfara State, northern Nigeria was unprecedented in morbidity and mortality, as well as in the health and environmental response implemented to reduce blood lead levels and environmental exposures. More than 17,000 villagers were poisoned and 400-500 young children died from conducting artisanal gold mining. Socio-economic, logistic, and security challenges in these remote villages required a response undertaken within the context of local resources, labor practices, and cultural traditions. This dissertation comprises three papers covering different aspects of the multidisciplinary response to the Zamfara lead poisoning outbreak. The first paper addresses remediation, which was implemented using U.S. hazardous waste removal protocols. Soil lead exposures were reduced by 97% and allowing 2,349 children to receive chelation treatment. Mean blood lead levels for children under five years of age declined from 173�g/dl to <20�g/dl over the four year remedial program. The second paper is an investigation of dietary and para-occupational exposure pathways. Most of the dietary lead exposure was associated with contamination occurring during post-harvest processing and preparation of staple cereal grains and legumes. Average post-harvest and processed cereal grain lead levels were 0.41mg/kg and 0.85mg/kg dry weight, respectively. Contamination of cereal grains accounted for approximately 25% of total lead intake, contributing an estimated 14?g/dL to 23?g/dL increment in children's blood lead levels. The final paper reflects on ethical dilemmas that emerged as the response unfolded. It proposes a provisional ethical framework of environmental humanitarianism which draws its features from several ethical traditions. It suggests certain characteristic that provide a basis for finding an imperative obligation to commit to a humanitarian environmental response. Such a response is called for when (1) overpowering sentiments of human sympathy or compassion suggest (2) that only humanitarian action can accord to persons suffering from an environmental disaster the respect they are due as beings with inherent worth and dignity, (3) that the action contemplated will serve overall human well-being (4) in a manner consistent with the Dunantist principles, and (5) that the action can be performed free of paternalist interference with any cultural aspects causally disconnected from the environmental disasterThesis (Ph.D., Environmental Science) -- University of Idaho, December 201

A study of the educational goodness of a GED preparation program in a Pacific Northwest town using qualitative research methodology portraiture /by Esther Wangui Muchira Tirima.

Recent criticism of the General Education Diploma preparation programs (GEDPPs) is that they are not having the significant impact they should. GEDPPs that only prepare participants for the GED tests do not lead to significant academic or economic progress for the participants. This qualitative study attempted to capture educational goodness, as defined by Sarah Lawrence-Lightfoot, of an exemplary GEDPP. The study was conducted under a constructivist philosophical framework using Portraiture research methodology. The resulting GEDPP portrait illuminated good characteristics of an Adult Basic Education Program (ABEP) through goodness indications (GIs) such as, effective leadership, quality faculty and instruction, program flexibility, comprehensive connections, inspiration, commitment, and student regard driven by a learner-centered ideology. The ideology and practices of Bahari Town GEDPP have marked it is as an exemplary transition program that encourages the adult learners (GED graduates) to move beyond the GED. The faculty and staff's high regard for their students, commitment and desire help the GEDPP graduates transform from high school drop-outs into GED graduates on successfully complete other programs. Although the context-bound nature of this study means it cannot be generalized, the portrait can be used to inform the establishment of a similar program, and policy and practices of new and existing programs. The portrait can be used to support quantitative data about the program to funders and program partners. This portrait adds the voices of the GEDPP staff and faculty as well as the program participants that often muffled by the quantitative data about the GEDPP.Thesis (Ph. D., Education)--University of Idaho, May 2007

Making sense of professionalism and being a professional in a Kenyan higher education context

The concept of the professional in the context of a rapidly expanding higher education sector in a developing country offers interesting insights into the values, attitudes and motivations of lecturers. The article charts the expansion of higher education and summarises the challenges that it faces. It goes on to examine through interviews with faculty (staff) in one private university in Kenya what they understand by professionalism, what constitutes professional (and less than professional) behaviour and whether they feel that the institution supports or militates against professionalism amongst the academic workforce. The findings suggest that their view is unproblematic and resides in their specialist knowledge and accompanying values and behaviours and is less concerned with status, autonomy or agency. Faculty are clear what a professional is and what constitutes professional behaviour, but appear to recognise and accept that this is a low-status profession where colleagues struggle to survive materially, often prioritise extra teaching for research and enjoy limited opportunities for professional development. The research suggests that Kenya, and other countries in a similar position, may well struggle to provide an environment where professionalism will flourish as staff face a range of challenges to grow and improve their higher education system