title: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea.

authors: Winis, Colleen

subjects: attitudes

abstract: The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

text: Determining the Attitudes of Elementary School Teachers towards the Inclusion of Children with Disabilities: A Case Study of Three Elementary Schools in Goroka, Eastern Highlands Province, Papua New Guinea. The global agenda for inclusive education led the Department of Education in Papua New Guinea to develop its policy on special education, which was then endorsed by the government to be implemented in all schools. The emphasis on inclusive education was to ensure that all children, both abled and disabled, were receiving education in schools in their community. The inclusive approach placed the onus on the regular classroom teachers, to establish an inclusive learning environment.

This study focused on the factors that were influencing teachers‟ attitudes in the rural elementary schools. Numerous studies show that successful implementation of inclusion of children with special needs largely depends on teachers‟ positive attitudes towards inclusion. The results of this study revealed a number of influential factors on teacher‟s attitudes, it indicated that inclusion of children with disability into mainstream schools is challenging when individual teachers‟ level of knowledge about special education is limited.

The aim of this study is to contribute knowledge relating to the elementary education sector in PNG. To date, research in inclusive education in PNG has been confined to primary schools. Seven elementary school teachers representing three schools in a rural district in Goroka, Eastern Highlands Province, PNG, participated in the study. A qualitative approach using semi-structured individual interviews and observations was used to gather data.

The study revealed that participants knew how important education was and supported the idea that education is important for all children, even those with disabilities. Further questioning revealed that teachers acceptance of inclusion was determined by a variety of factors. They included teacher training, teaching experience, gender, physical environment, class size, resources/materials, the type of disability, and the effects of cultural belief and geography on inclusion.

It also revealed that failure to establish collaborative and trusting relationships between teachers, parents, professionals and very importantly, adequate financial support from the government can have serious impact on the outcomes of inclusion.

Though inclusive education is beneficial to all children it is also challenging for educators. Therefore the identified factors need addressing. Addressing these barriers could result in positive attitudinal changes among teachers.

year: 2013

title: Implications for COVID-19 vaccine uptake: A systematic review

authors: Adu, Peter

subjects: Vaccine uptake

abstract: Abstract
Background
Globally, increasing coronavirus disease (COVID-19) vaccination coverage remains a major public health concern in the face of high rates of COVID-19 hesitancy among the general population. We must understand the impact of the determinants of COVID-19 vaccine uptake when designing national vaccination programmes. We aimed to synthesise nationwide evidence regarding COVID-19 infodemics and the demographic, psychological, and social predictors of COVID-19 vaccination uptake.

Methods
We systematically searched seven databases between July 2021 and March 2022 to retrieve relevant articles published since COVID-19 was first reported on 31 December 2019 in Wuhan, China. Of the 12,502 peer-reviewed articles retrieved from the databases, 57 met the selection criteria and were included in this systematic review. We explored COVID-19 vaccine uptake determinants before and after the first COVID-19 vaccine roll-out by the Food and Drug Authority (FDA).

Results
Increased COVID-19 vaccine uptake rates were associated with decreased hesitancy. Concerns about COVID-19 vaccine safety, negative side effects, rapid development of the COVID-19 vaccine, and uncertainty about vaccine effectiveness were associated with reluctance to be vaccinated. After the US FDA approval of COVID-19 vaccines, phobia of medical procedures such as vaccine injection and inadequate information about vaccines were the main determinants of COVID-19 vaccine hesitancy.

Conclusion
Addressing effectiveness and safety concerns regarding COVID-19 vaccines, as well as providing adequate information about vaccines and the impacts of pandemics, should be considered before implementation of any vaccination programme. Reassuring people about the safety of medical vaccination and using alternative procedures such as needle-free vaccination may help further increase vaccination uptake.

text: Implications for COVID-19 vaccine uptake: A systematic review Abstract
Background
Globally, increasing coronavirus disease (COVID-19) vaccination coverage remains a major public health concern in the face of high rates of COVID-19 hesitancy among the general population. We must understand the impact of the determinants of COVID-19 vaccine uptake when designing national vaccination programmes. We aimed to synthesise nationwide evidence regarding COVID-19 infodemics and the demographic, psychological, and social predictors of COVID-19 vaccination uptake.

Methods
We systematically searched seven databases between July 2021 and March 2022 to retrieve relevant articles published since COVID-19 was first reported on 31 December 2019 in Wuhan, China. Of the 12,502 peer-reviewed articles retrieved from the databases, 57 met the selection criteria and were included in this systematic review. We explored COVID-19 vaccine uptake determinants before and after the first COVID-19 vaccine roll-out by the Food and Drug Authority (FDA).

Results
Increased COVID-19 vaccine uptake rates were associated with decreased hesitancy. Concerns about COVID-19 vaccine safety, negative side effects, rapid development of the COVID-19 vaccine, and uncertainty about vaccine effectiveness were associated with reluctance to be vaccinated. After the US FDA approval of COVID-19 vaccines, phobia of medical procedures such as vaccine injection and inadequate information about vaccines were the main determinants of COVID-19 vaccine hesitancy.

Conclusion
Addressing effectiveness and safety concerns regarding COVID-19 vaccines, as well as providing adequate information about vaccines and the impacts of pandemics, should be considered before implementation of any vaccination programme. Reassuring people about the safety of medical vaccination and using alternative procedures such as needle-free vaccination may help further increase vaccination uptake.

year: 2023-03

title: Sharemilking with the Te Raparahi Lands Trust (Wāotū)

authors: Hutcheson, Gail Yvonne

subjects: Place

abstract: This paper discusses sharemilking  in New Zealand.

text: Sharemilking with the Te Raparahi Lands Trust (Wāotū) This paper discusses sharemilking  in New Zealand.

year: 2017