Maker Program Research Articles

From tourists to essential workers: The multifaceted presence of backpackers in rural Queensland, Australia

Although there is notable scholarship on backpackers and their part in tourism cultures, there has been little reflection on their status as long term essential workers in rural areas and what this means for the communities who receive them. We address this gap by investigating the evolution of Australia's Working Holiday Maker program and how it has shaped the presence of backpackers in farming communities. Contemporary backpacking in Australia now involves a culturally and ethnically diverse cohort, which has become essential for farming communities' economic and cultural livelihoods. We argue that the ongoing modifications to the visa program have transformed the presence of backpackers in farming towns, from highly transient tourists to essential workers who may stay for longer periods as temporary migrants, and this has transformed the people and places that host them. Through the lens of mobilities, we outline useful lessons and insights from this example of a backpacker visa, which are relevant for future research and debates around rural livelihoods, labour migration, and farming communities.

Evaluating The Value and Impact of Makerspaces on Public Libraries

This study addresses the need to evaluate the value and impact of a public library makerspace broadly at the organizational level. Since they first appeared in U.S. libraries in 2011, once viewed as a trend or an emerging service, nowadays a number of libraries incorporate makerspaces or maker programs as part of their core, regular services. While existing literature on makerspace evaluation primarily focuses on individual learning outcomes (e.g., STEM learning), our study found the value of makerspaces to their libraries. Thirteen focus groups were conducted in three public libraries in Illinois, engaging forty-two participants including users, non-users, teens, staff members, and community stakeholders. Data unveiled that makerspaces support libraries' missions in new and expanded ways, upholding core values of librarianship; change people's perceptions of libraries and increase pride in their libraries; and attract new community members and encourage broader usage of library services.

Youth Services: Culture, Community, & Learning

The ALISE Youth Services Special Interest Group (SIG) presents a panel exploring the ways in which youth services in libraries empower youth and families and how youth programs address learning and incorporate culturally-relevant approaches. The session will begin with presentations of papers (15 minutes each) plus a themed question and answer portion to conclude. Attendees will be able to share their own experiences and work in progress on these topics in the discussion. Cahill, Joo, Minniear, LeFebvre, & Garcia will present “Math Talk in Public Library Virtual Storytime Programs.” This work presents an analysis of mathematics content integrated in public library virtual storytime programs. Cahill et al. characterize the mathematics environment of public library virtual storytime programs, discuss whether there are differences in the virtual storytime mathematics environment based on the population density of the community the library serves (i.e. urban, suburban, town, rural) and on library size. Preliminary findings suggest substantial differences in the amount of mathematics-related talk across virtual storytime programming for children. Kim, Choi, & Kang will present “Family Makers: A Culturally Relevant Online Engineering Programming for Youth Through Research-Practice Partnership with Public Library Professionals.” This work details research-practice partnership with seven rural libraries across the U.S using co-design and culturally-relevant pedagogy to develop the Family Makers program and strengthen library staff to deliver engineering learning opportunities. Kim et al. will discuss the importance of leveraging families’ cultural practices of making and forms of everyday sensemaking to design for family learning in engineering and highlight that rural library staff can support family learning in engineering by drawing on their personal experiences, relational knowledge, and non-engineering expertise as resources. Zalot will present “The kids are alright:” Understanding Youth Agency in Book Banning Discourse.” This presentation will discuss some of the factors influencing the absence of young people in book banning discourse and how social media operates as a means of access for young people in both book banning and political discourses. Youth services can nurture youth, community, and support learning and family connection. This presentation and the subsequent attendee discussion will explore the ways that the LIS field can work to address these and other community needs through excellent youth services.

CSI Launches Autism Mentorship STEM Program

As the academic year got underway, Dr. Kristen Gillespie‐Lynch launched Making Mentors: Enhancing Access to STEM Careers for Autistic Youth through Mentorship Programs and Makerspaces. Gillespie‐Lynch, Associate Professor of Psychology and Director of Project REACH at the College of Staten Island (CSI), is partnering with the Education Development Center (EDC) and New York University's (NYU) Maker Program on this project, which is funded by a $1.3 million grant from the National Science Foundation (NSF).

CSI Launches Autism Mentorship STEM Program

As the academic year got underway, Dr. Kristen Gillespie‐Lynch launched Making Mentors: Enhancing Access to STEM Careers for Autistic Youth through Mentorship Programs and Makerspaces. Gillespie‐Lynch, Associate Professor of Psychology and Director of Project REACH at the College of Staten Island (CSI), is partnering with the Education Development Center (EDC) and New York University's (NYU) Maker Program on this project, which is funded by a $1.3 million grant from the National Science Foundation (NSF).

(فاعلية توظيف برنامج (windows movie maker ) في تحصيل مادة العلوم والاستكشاف المتنوع لدى طالبات الصف الاول المتوسط )

The current study is limited to first stage intermediate female students in public schools, morning study, affiliated with the directorate of Education in Al-Qadisiyah, and the science subject (the last four chapters) of the first intermediate stage science textbook curriculum for the academic year 2022/2023. The researcher chose the quasi-experimental design with partial control (experimental and control groups) with a post-test for achievement and a varied exploration scale. Baghdad School for Girls was intentionally selected to represent the current study sample, and two sections of the first intermediate stage were randomly selected, including (85) female students, section (A) included (43) female students representing the experimental group, while section (C) included (42) female students representing the control group. The researcher equivalence the two research groups in variables (age, intelligence test, and mid-year scores). The researcher also prepared two tools; The first was the achievement test which consisted in its final version (40) multiple-choice objective test items with four alternatives. The apparent validity, content validity and reliability of this tool were verified. The difficulty, discrimination and effectiveness of the wrong alternatives for the objective test items were extracted. As for the second tool, it consisted of preparing the varied exploration scale, which consists in its final version (40) items. The apparent validity, construct validity was verified, and the reliability coefficient was found using the (split-half method and Richardson-20) equation. The researcher applied the experiment in the second semester of the academic year 2022-2023, and the experiment lasted (eight) weeks. The data were analyzed and processed using the Statistical Analysis Package for Social Sciences (SPSS) and the (Microsoft Excel) program, by using the t-test for two independent samples, the Pearson correlation coefficient, and the effect size. The researcher concluded the following results: 1- The result related to the first hypothesis regarding the achievement test results indicated that there is a statistically significant difference between the mean scores of female students of the experimental group who studied science according to the Windows Movie Maker program, and the mean scores of female students of the control group who studied the same material in the usual way in the achievement variable in favor of the female students of the experimental group. 2- The result related to the second hypothesis regarding the results of the varied exploration scale indicated that there are statistically significant differences between the mean scores of female students of the experimental group who studied science using the Windows Movie Maker program, and the mean scores of female students of the control group who studied the same material in the usual way in the varied exploration variable in favor of the female students of the experimental group. In light of the results, the researcher came out with a set of conclusions, recommendations and suggestions. Keywords :- Windows Movie Maker Program , achievement , diverse exploration

Understanding STEM Outcomes for Autistic Middle Schoolers in an Interest-Based, Afterschool Program: A Qualitative Study

Current research underscores that there are only a few evidence-based programs that teach STEM (science, technology, engineering, and mathematics) as part of their curriculum, especially for autistic students. Even fewer programs focus on engineering and design learning. Hence, we developed an informal afterschool maker program to develop autistic and non-autistic students’ interests in engineering to understand their experiences learning STEM concepts and values while applying the engineering mindset to develop projects. This qualitative study aimed to explore and understand students’ experiences participating in STEM activities in the maker club. We interviewed twenty-six students (seventeen autistic and nine non-autistic), nine teachers, and thirteen parents representing diverse cultural and socio-economic backgrounds across three public middle schools in a large urban metropolitan city between 2018 and 2019. Our thematic analysis yielded four themes: (1) active participation in STEM; (2) curiosity about STEM topics, concepts, and practices, (3) capacity-building to engage in STEM learning; and 4) understanding of the importance of STEM education in daily life. The results of this study enabled us to understand that students were deeply engaged with the content and curriculum of our program, expanded their knowledge base about scientific concepts, used engineering-specific scientific terminologies, and engaged with the engineering design process to conceptualize, test, improvise, and problem-solve. Furthermore, this afterschool engineering education program created a safe, nurturing, and stimulating environment for students to build engineering readiness skills.

Development of Teaching Materials Assisted by the Kvisoft Flipbook Maker Application to Improve Students Critical Thinking Skills

The PBL approach must be used in the creation of instructional materials for class III primary schools, utilizing the Kvisoft Flipbook Maker application. This study employs a new design for development research, or R&D, which proceeds through the following processes to arrive at the ADDIE model: analysis, design, development, implementation, and evaluation. Students in class III at SDN 01 Campago, SDN 03 Limo Badak, and SDN 10 Sasai Kandang in the Malalak District of the Agam Regency served as the research subjects. The results obtained from the standard validity analysis were "very valid" with an average media expert assessment of 91. 8%, material expert assessment 90.175% and language expert assessment 83.33%. From the practicality testing, educators received an assessment of 95.27% with the criteria "very practical". In summary, the creation and application of instructional materials utilizing the PBL paradigm in class III elementary schools, based on the Kvisfot flipbook maker program, satisfies the requirements for validity, practicality, and effectiveness.

CSI launches autism mentorship STEM program

As the academic year got underway, Dr. Kristen Gillespie‐Lynch launched Making Mentors: Enhancing Access to STEM Careers for Autistic Youth through Mentorship Programs and Makerspaces. Gillespie‐Lynch, Associate Professor of Psychology and Director of Project REACH at College of Staten Island, is partnering with the Education Development Center and New York University's Maker Program on this project, which is funded by a $1.3 million grant from the National Science Foundation.

Analyzing properties of success for assessment development in maker-based learning

Public libraries have embraced the popularity of maker education and makerspaces by integrating maker education in their program offerings, and by developing makerspaces that enable patrons to tinker and create products. But less attention has been paid to supporting librarians and maker educators in assessing the impact of these spaces. To expand assessment scholarship and practices related to public library makerspaces, we offer two contributions. First, we share findings from a qualitative research study in which we analyzed how 17 library staff and maker educators define success and identify evidence of success in their maker programs. The findings from that study, in conjunction with our collective experience as research partners working with public library makerspaces, laid the foundation for a series of analysis tools we developed to help stakeholders identify the assessment needs of such learning environments. The Properties of Success Analysis Tools (PSA Tools) represent our second contribution; these tools invite library staff and maker educators to reflect on and unpack their definitions of success in order to identify what features a relevant assessment tool should have.

Advocating for Disability Access

The Disabilities in LIS SIG session features presentations by American and Canadian researchers on a wide array of disability and accessibility-related topics. The first part of the session includes five 10-min research- and experience-based talks. It opens up with Kawooya, Robinson, Copeland, and Fox discussing a pilot study focused on the “Equitable Access for the Blind, Visually Impaired, and Print-Disabled (BVIPD) Students in Online Learning” (funded by USC). In “Ableism Rekindled: Experiences of Ph.D. Student During the COVID-19 Pandemic,” Dali and Charbonneau explore the experiences of disabled and neurodiverse Ph.D. students from LIS programs in Canada and the U.S. (funded by DU). To continue the theme of academia in “Discouraging Accessibility Through Poor Accessibility Training: An Antidote,” Smith addresses ways in which such training can have a negative effect on faculty and staff’s willingness to promote accessibility. Looking into professional settings, Rathbun-Grubb examines the “Post-COVID Work Experiences of Librarians with Chronic Health Conditions” based on the survey data collected in 2022. Bringing public libraries into the mix, Cahill, Adkins, Sartin Long, and Long examine why it is so challenging to engage public libraries in research-to-practice projects that improve access to library for families with young children with disabilities (funded by IMLS).
 Engaging a new format of blitz reports, the second part of the session highlights the news and updates on seven ongoing or recently completed projects. In their elegiac “May Be a Picture of a Dog and a Book,” Hill and Oswald share results of the study that examined the inaccessibility of social media feeds in Ontario public libraries. Guided by a critical disability studies approach, Lundy reports on preliminary findings from the dissertation-in-progress that investigates how and why individuals with non-apparent chronic illnesses share their health stories on TikTok. In the “The Prevalence of Public Library Makerspaces and Maker Programs for Youth with Disabilities,” Jung and Abbas share the initial findings from the project that investigates strategies for including youth with disabilities in public library markerspaces (funded by IMLS). Continuing this theme, Koh and Seo engage the audience in their participatory design project “Promoting Computational Thinking Skills for Blind and Visually Impaired Teens Through Accessible Library Makerspaces” (funded by IMLS). Based on the recently published co-authored study, Tobin explores “Representations of Children with Disabilities in a Public Library Board Book Collection.” In “Broadening Academic Library Employment: Neurodiversity in Academic Library Hiring,” Thompson and Dali report select findings from the pilot project focused on exploring barriers and supports in academic library hiring practices (funded by IMLS). To wrap up this stellar line-up of presentations, Phillips and Fife turn their attention to accommodation requests from academic librarians and library staff in the context of the COVID-19 pandemic.

Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning

Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning

MP49-08 SHANGRING VERSUS THE MOGEN CLAMP FOR EARLY INFANT MALE CIRCUMCISION (EIMC): A COST-COMPARATIVE ANALYSIS IN KENYA, TANZANIA AND UGANDA

You have accessJournal of UrologyCME1 Apr 2023MP49-08 SHANGRING VERSUS THE MOGEN CLAMP FOR EARLY INFANT MALE CIRCUMCISION (EIMC): A COST-COMPARATIVE ANALYSIS IN KENYA, TANZANIA AND UGANDA Mary O. Strasser, Lina Posada, Nahid Punjani, Spyridon Basourakos, Godfrey Kigozi, Quentin Awori, Alice Christensen, Mark Barone, Karla Ballman, Marc Goldstein, Alvin Mushlin, Philip Li, and Richard K. Lee Mary O. StrasserMary O. Strasser More articles by this author , Lina PosadaLina Posada More articles by this author , Nahid PunjaniNahid Punjani More articles by this author , Spyridon BasourakosSpyridon Basourakos More articles by this author , Godfrey KigoziGodfrey Kigozi More articles by this author , Quentin AworiQuentin Awori More articles by this author , Alice ChristensenAlice Christensen More articles by this author , Mark BaroneMark Barone More articles by this author , Karla BallmanKarla Ballman More articles by this author , Marc GoldsteinMarc Goldstein More articles by this author , Alvin MushlinAlvin Mushlin More articles by this author , Philip LiPhilip Li More articles by this author , and Richard K. LeeRichard K. Lee More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003297.08AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: The World Health Organization (WHO) has recommended voluntary medical male circumcision (VMMC) as a prevention strategy for countries with low rates of circumcision and high rates of the heterosexually-transmitted human immunodeficiency virus (HIV). Early infant male circumcision (EIMC) is being considered due to its simplicity, rapid wound healing, and similar or more long-term benefits to adolescents and adults. However, data regarding the safety, efficacy, and cost of EIMC are limited. Thus, we sought to perform a comprehensive cost assessment of the ShangRing (SR) versus the standard of care (Mogen Clamp, MoC) as the EIMC device for future scale-up and a cost-effective HIV prevention strategy in this patient population. METHODS: As a secondary endpoint to an EIMC randomized controlled trial (RCT) of infants aged 0-60 days in Kenya, Tanzania , and Uganda, receiving SR versus MoC, utilization and cost data were analyzed. This included baseline facility costs, direct costs such as equipment, supply, and personnel costs, as well as indirect costs such as facility maintenance and capital cost for equipment. The Decision Makers Program Planning Tool (DMPPT) v1.0, developed by the USAID Health Policy Initiative in collaboration with UNAIDS, was utilized to perform a direct cost comparison of these two devices. This analysis tool derives a single unit cost of a procedure based on the baseline facility share, direct and indirect costs. All expenses adn costs related to this RCT are are reported in USD. RESULTS: A total of 1378 infant males underwent EIMC, of which 689 had SR , and 689 had MoC. No significant complications required additional cost or intervention at either study site. The overall cost of a single EIMC in Kenya, Uganda , and Tanzania were $61.30, $47.14 and $64.59, respectively for the SR ; and $56.38, $50.43, and $58.57, respectively, for the MoC. For both EIMC devices, the costs were mainly driven by direct costs. CONCLUSIONS: SR is a safe and low-cost alternative for EIMC in VMMC in Sub-Saharan Africa. Moreover, with scale-up utilizing lower-level personnel, the SR cost may be further reduced. Therefore, the SR is an attractive alternative for future EIMC initiatives in sub-Saharan Africa to further reduce the HIV burden in these regions. Source of Funding: The Bill and Melinda Gates Foundation © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e680 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Mary O. Strasser More articles by this author Lina Posada More articles by this author Nahid Punjani More articles by this author Spyridon Basourakos More articles by this author Godfrey Kigozi More articles by this author Quentin Awori More articles by this author Alice Christensen More articles by this author Mark Barone More articles by this author Karla Ballman More articles by this author Marc Goldstein More articles by this author Alvin Mushlin More articles by this author Philip Li More articles by this author Richard K. Lee More articles by this author Expand All Advertisement PDF downloadLoading ...

“Excited to crash the party”: Girls self-author their identities as makers in a girls-only design/build space

ABSTRACT This ethnographic study examines a girls-only summer maker program designed to empower girls who learned to use power tools to build their own designs. Drawing from theories of identity construction within figured worlds, the article shows how girls in the program authored themselves into roles that run counter to patriarchal notions of making and femininity. Illustrative examples show how girls played with gender presentation, produced gender-bending artifacts that became identity resources, and learned to collectively navigate traditionally male spaces. The article concludes with implications for the design of equitable maker learning environments.

과학 개념에 기반한 메이커 교육 활동에 대한 사례 연구

Objectives The purpose of this study is to apply maker education programs based on elementary science content and analyze characteristics. Methods For this study, a maker education program based on the science concept was developed and applied to 6th grade science club students. As a case study, this study collected and analyzed various data such as participation observation, class scene recording, interview and post-survey data. The interview format was a semi-structured interview using open-ended questions. When analyzing data, it was analyzed comprehensively by considering triangular verification. Results First, it was confirmed that ideas were developed as ideas were revised and expelled repeatedly in the ‘making-preparation’ stage, and the completeness of the output was improved through continuous correction and improvement through trial and error in the ‘making-producing’ stage. Second, the maker competency was found to be high in the order of the competency group of ‘performing making’ - ‘collaboration’ - ‘integrated thinking’, and the dialogue density was the highest in the ‘making-producing’ stage. Third, through the maker education program, students were able to experience “promoting understanding of scientific knowledge through their own experience,” “experience of interest and immersion through leading participation,” “cultivating a sense of accomplishment and challenge through sharing,” and “the importance of collaboration to maker activities.” Conclusions The maker program based on the science concept can be an effective science education method of ‘improving understanding of scientific knowledge by making your own’, ‘enhancing intrinsic motivation and participation’, and ‘promoting students’ creativity and convergence ability’.

Promoting student creativity and entrepreneurship through real-world problem-based maker education

Creativity and entrepreneurship are two interconnected competencies, as entrepreneurship promotes and results from creative practice. Making activities that involve real-world problems can help students develop these competencies. Although the engage, explore, explain, elaborate, and evaluate (5E) learning cycle for scientific activities has been viewed as an effective instructional strategy for promoting students’ learning engagement and academic gain, few researchers have applied this framework to examine the process of students’ creativity and entrepreneurship development. In this case study, we explored how a maker program integrated with real-world problems fostered four dimensions of students’ creativity and three areas of students’ entrepreneurship from the perspective of the 5E learning cycle. Seventy Grade 9 students (15–16 years old) from a K–12 school in Hong Kong participated in the 5-month maker program. Curriculum documents, activity video recordings, interviews, and student digital media products were collected to facilitate data triangulation. The qualitative data were analyzed using content analysis. The study found that the students’ creativity and entrepreneurship were scaffolded in a variety of ways throughout the learning cycle. We describe the innovative efforts made by researchers and suggest an instructional approach for teachers and instructional designers to assess student creativity and entrepreneurship during the five stages of the real-world problem-based maker program.

POSTGRADUATE THESES WRITTEN ON DIGITAL STORYTELLING IN TURKEY: A CONTENT AND CITATION ANALYSIS

<p>The aim of this research is to examine postgraduate theses carried out on digital story in the field of education in Turkey with content and citation analysis. Methodological evaluation and citation analysis techniques were used in the research. In the research, 68 postgraduate theses accessed on the National Thesis Centre of the Council of Higher Education, a search platform, were examined. The findings of the research reveal that the number of theses on digital stories has increased until 2020. Most of the theses were prepared at Gazi University. Postgraduate theses were mainly carried out under the guidance of advisors with the title Associate Professor. The theses on digital stories were mostly prepared in the field of Elementary Education. Mixed approach models were mostly preferred as a method in theses. The sampling of the theses mostly consisted of students at K-12 level. Scale, achievement test, and interview form were used as data collection tools. The data were analyzed mostly using the t-test and content analysis. Digital stories were most frequently prepared by using Photo Story 3 and Movie Maker programs. Digital storytelling applications were mostly used with elementary and secondary school students. “Digital story/ (storytelling) narration/design”, “academic achievement and “attitude” were the most frequently used keywords. The most cited type of source in the theses examined was articles. The most frequently cited source in the theses was the Computer & Education. Among the references to the books, Joe Lambert’s Digital storytelling cookbook and traveling companion is at the top of the list. In addition, the most frequently cited researcher was Bernard R. Robin.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0855/a.php" alt="Hit counter" /></p>

Estimating male circumcision coverage in 15 priority countries in sub-Saharan Africa.

IntroductionGiven the importance of voluntary medical male circumcision (VMMC) in reducing HIV incidence, access to and use of quality data for programme planning and management are essential. Unfortunately, such data are currently not standardized for reliable and consistent programme use in priority countries. To redress this, the UNAIDS Reference Group (RG) on Estimates, Modelling, and Projection worked with partner Avenir Health to use the Decision Makers Program Planning Toolkit (DMPPT) 2 Online to provide estimates of VMMC coverage and to support countries to set age‐ and geographic‐specific targets. This article describes the methods and tools used for assembling, reviewing and validating VMMC programme data as part of the 2021 Estimates process.DiscussionThe approach outlined for integrating VMMC data using the DMPPT2 Online required significant country engagement as well as upgrades to the DMPPT2 Online. The process brought together local‐level VMMC stakeholders, for example Ministries of Health, the Joint United Nations Programme on HIV/AIDS (UNAIDS), the US President's Emergency Plan for AIDS Relief, the World Health Organization (WHO), VMMC implementers and so on, to review, amend and agree on historical and more recent VMMC data. The DMPPT2 Online was upgraded to align with the Spectrum and Naomi models used in the Annual HIV Estimates process. In addition, new and revised inputs were incorporated to enhance accuracy of modelled outputs. The process was successful in mobilizing stakeholders behind efforts to integrate VMMC into the annual HIV Estimates process and generating comprehensive, country‐owned and validated VMMC data that will enhance programme monitoring and planning.ConclusionsVMMC programme data from most of the priority countries were successfully reviewed, updated, validated and incorporated into the annual HIV Estimates process in 2020. It is important to ensure that these data continue to be used for programme planning and management. Current and future data issues will need to be addressed, and countries will need ongoing support to do so. The integration of the DMPPT2 Online into the annual HIV Estimates process is a positive step forward in terms of streamlining country‐owned planning and analytical practices for the HIV response.

Prevalence of male circumcision in four culturally non-circumcising counties in western Kenya after 10 years of program implementation from 2008 to 2019.

Kenya started implementing voluntary medical male circumcision (VMMC) for HIV prevention in 2008 and adopted the use of decision makers program planning tool version 2 (DMPPT2) in 2016, to model the impact of circumcisions performed annually on the population prevalence of male circumcision (MC) in the subsequent years. Results of initial DMPPT2 modeling included implausible MC prevalence estimates, of up to 100%, for age bands whose sustained high uptake of VMMC pointed to unmet needs. Therefore, we conducted a cross-sectional survey among adolescents and men aged 10-29 years to determine the population level MC prevalence, guide target setting for achieving the goal of 80% MC prevalence and for validating DMPPT2 modelled estimates. Beginning July to September 2019, a total of 3,569 adolescents and men aged 10-29 years from households in Siaya, Kisumu, Homa Bay and Migori Counties were interviewed and examined to establish the proportion already circumcised medically or non-medically. We measured agreement between self-reported and physically verified circumcision status and computed circumcision prevalence by age band and County. All statistical were test done at 5% level of significance. The observed MC prevalence for 15-29-year-old men was above 75% in all four counties; Homa Bay 75.6% (95% CI [69.0-81.2]), Kisumu 77.9% (95% CI [73.1-82.1]), Siaya 80.3% (95% CI [73.7-85.5]), and Migori 85.3% (95% CI [75.3-91.7]) but were 0.9-12.4% lower than DMPPT2-modelled estimates. For young adolescents 10-14 years, the observed prevalence ranged from 55.3% (95% CI [40.2-69.5]) in Migori to 74.9% (95% CI [68.8-80.2]) in Siaya and were 25.1-32.9% lower than DMMPT 2 estimates. Nearly all respondents (95.5%) consented to physical verification of their circumcision status with an agreement rate of 99.2% between self-reported and physically verified MC status (kappa agreement p-value<0.0001). This survey revealed overestimation of MC prevalence from DMPPT2-model compared to the observed population MC prevalence and provided new reference data for setting realistic program targets and re-calibrating inputs into DMPPT2. Periodic population-based MC prevalence surveys, especially for established programs, can help reconcile inconsistencies between VMMC program uptake data and modeled MC prevalence estimates which are based on the number of procedures reported in the program annually.

Youth engagement during making: using electrodermal activity data and first-person video to generate evidence-based conjectures

PurposeThis paper aims to introduce and explores the use of electrodermal activity (EDA) data as a tool for obtaining data about youth engagement during maker learning activities.Design/methodology/approachEDA and survey data were collected from a yearlong afterschool maker program for teens that met weekly and was hosted at a children’s museum. Data from four youth who were simultaneously present for eight weeks were examined to ascertain what experiences and activities were more or less engaging for them, based on psychophysiological measures.FindingsMost of the focal youth appeared to show higher levels of engagement by survey measures throughout the program. However, when examined by smaller time intervals, certain activities appeared to be more engaging. Planning of maker activities was one space where engagement was higher. Completing sewing projects with minimal social interaction appeared to be less engaging. Specific activities involving common maker technologies yielded mixed levels of engagement.Originality/valueSome research is emerging that uses EDA data as a basis for generating inferences about various states while participating in maker learning activities. This paper provides a novel analysis building on some techniques established in the still emergent body of prior research in this area.