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Torralba-burrial Antonio - One of the best experts on this subject based on the ideXlab platform.

  • Uso y potencial del Programa LIFE para la Educación Ambiental en educación formal, no-formal e informal, y especialmente en Educación Primaria
    'Servicio de Publicaciones de la Universidad de Cadiz', 2020
    Co-Authors: Ramos Pérez Alberto, Torralba-burrial Antonio
    Abstract:

    The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy and a lack of knowledge of the program by active teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it.El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. Palabras clave: Educación Ambiental; Educación Primaria; Educación Formal; Programa LIFE. Use and potential of the LIFE Programme for Environmental Education in formal, not formal and informal education, and especially in Primary Education Abstract: The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to Age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it. Keywords: Environmental Education; Primary Education; Formal Education; LIFE Programme

  • Use and potential of the LIFE Programme for Environmental Education in formal, not formal and informal education, and especially in Primary Education
    'Servicio de Publicaciones de la Universidad de Cadiz', 2020
    Co-Authors: Ramos Pérez Alberto, Torralba-burrial Antonio
    Abstract:

    El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde.The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to Age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it

  • Uso y potencial del Programa LIFE para la Educación Ambiental en educación formal, no-formal e informal, y especialmente en Educación Primaria
    2020
    Co-Authors: Ramos Pérez Alberto, Torralba-burrial Antonio
    Abstract:

    El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. Abstract: The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to Age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it

Ramos Pérez Alberto - One of the best experts on this subject based on the ideXlab platform.

  • Uso y potencial del Programa LIFE para la Educación Ambiental en educación formal, no-formal e informal, y especialmente en Educación Primaria
    'Servicio de Publicaciones de la Universidad de Cadiz', 2020
    Co-Authors: Ramos Pérez Alberto, Torralba-burrial Antonio
    Abstract:

    The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy and a lack of knowledge of the program by active teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it.El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. Palabras clave: Educación Ambiental; Educación Primaria; Educación Formal; Programa LIFE. Use and potential of the LIFE Programme for Environmental Education in formal, not formal and informal education, and especially in Primary Education Abstract: The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to Age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it. Keywords: Environmental Education; Primary Education; Formal Education; LIFE Programme

  • Use and potential of the LIFE Programme for Environmental Education in formal, not formal and informal education, and especially in Primary Education
    'Servicio de Publicaciones de la Universidad de Cadiz', 2020
    Co-Authors: Ramos Pérez Alberto, Torralba-burrial Antonio
    Abstract:

    El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde.The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to Age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it

  • Uso y potencial del Programa LIFE para la Educación Ambiental en educación formal, no-formal e informal, y especialmente en Educación Primaria
    2020
    Co-Authors: Ramos Pérez Alberto, Torralba-burrial Antonio
    Abstract:

    El programa LIFE es un programa dependiente de la Unión Europea que, desde hace más de dos décadas, financia proyectos de acción medioambiental. Estos proyectos conllevan, además, una importante labor de difusión y divulgación científica en el entorno en el que se desarrollan, incluyendo la dirigida especialmente a la población infantil. Se analiza el potencial como recurso didáctico en Educación Ambiental de los proyectos LIFE en la educación formal, no-formal e informal, así como su actual implementación y conocimiento en el ámbito docente de Educación Primaria. Para ello, se acotó el radio de análisis a aquellos con incidencia en Asturias y a la última década, y se realizaron estudios de caso de proyectos, una encuesta a docentes en activo y un análisis del impacto en prensa. Los resultados reflejan, por un lado, un potencial didáctico importante, aunque también se aprecia una escasez de propuestas dedicadas a la educación formal, escasa estructuración de las acciones desde una orientación de la Didáctica de las Ciencias Experimentales (en metodología y adaptación a la edad y currículo oficial), así como un desconocimiento del programa por parte de los docentes en activo. Esta situación requiere de más trabajo recíproco con los actuales y futuros docentes, tanto para crear más y mejores materiales y propuestas, como para colocar el Programa LIFE en la condición de fuente de recursos didácticos que le corresponde. Abstract: The LIFE programme is the European Union instrument that, for more than two decades, has been funding environmental and climate action projects. These projects also entail an important work of dissemination and scientific outreach in the territories where they are developed, including those actions especially aimed at children. This document aims to analyze the potential of LIFE projects as a teaching resource in Environmental Education, in formal, not formal and informal education, as well as its current implementation and knowledge in the Primary Education teaching field. The analysis scope was focused on LIFE projects with actions in Asturias and the last decade, carrying out case studies of projects, a survey among active teachers and an analysis of the impact on the press, in relation to the actions on School-Age Population. The results reflect, on the one hand, an important didactic potential, although there is also a shortAge of proposals dedicated to formal education, a lack of didactic adequacy (in methodology and adaptation to Age and official curriculum)) and a lack of knowledge of the program by in-service teachers. This situation requires more reciprocal work with current and future teachers, both to create more and better materials and proposals, and to place the LIFE Programme in the condition of didactic resources source that corresponds to it

Yimin Zhu - One of the best experts on this subject based on the ideXlab platform.

  • genetic variations in sec16b mc4r map2k5 and kctd15 were associated with childhood obesity and interacted with dietary behaviors in chinese School Age Population
    Gene, 2015
    Co-Authors: Dandan Zhang, Hao Wang, Yan Zhang, Li Liang, Feng Xiong, Geli Liu, Chunxiu Gong, Feihong Luo, Shaoke Chen, Yimin Zhu
    Abstract:

    Both genetic predisposition and lifestyle factors are associated with the risk for obesity. Multiple obesity loci have been identified using genome-wide association studies mainly in European Populations. The aims of this study were to examine the associations of these loci with obesity and gene×dietary behavior interactions among Chinese children and adolescents. Nineteen candidate SNPs were genotyped using Sequenom technology in the Chinese children (N=2977, 853 obese and 2124 controls, Aged 7-17). Dietary behaviors were assessed using self-administered questionnaires. After adjusting for Age, sex and multiple testing, MC4R rs17782313, SEC16B rs543874, MAP2K5 rs2241423 and KCTD15 rs11084753 were associated with obesity and obesity-related traits (all P<0.005), with odd ratios ranging from 1.22 to 2.15. Dose-response association was significant between genetic risk score, which was calculated by summing the risk alleles, and the risk of obesity (P<0.001). Multiplicative interaction was found between rs543874 and salt preference on obesity with an OR of 4.40 (95% CI, 1.12-17.30). Additive interactions with salt preference were found in rs17782313 and rs11084753. Our findings indicated that rs17782313, rs543874, rs2241423 and rs11084753 were associated with the risk for children obesity in China, and interaction of genetic variants with diet behaviors on obesity.

  • rs7206790 and rs11644943 in fto gene are associated with risk of obesity in chinese School Age Population
    PLOS ONE, 2014
    Co-Authors: Jie Ling, Min Yang, Hao Wang, Shuai Zhang, Xuhui Zhang, Yimin Zhu
    Abstract:

    To evaluate the associations between candidate FTO single nucleotide polymorphisms (SNPs) and obesity, a case-control study was conducted among Chinese School-Age children, which included 500 obese cases and 500 matched controls (Age, gender and location). We selected 24 candidate FTO tag-SNPs via bio-informatics analysis and performed genotyping using SNPScan technology. Results indicated that rs7206790 and rs11644943 were significantly associated with obesity among School-Age children in both additive and recessive models (P<0.05) after adjusting confounders. Comparing rs7206790 CC and CG genotype of carriers, those carrying the GG genotype had an increased risk of obesity (adjusted odds ratio [OR], 3.76; 95% Confidence interval [CI], 1.24–11.43). Carriers of the AA allele of rs11644943 had a lower risk of obesity (adjusted OR, 0.16; 95% CI, 0.04–0.72) compared with those of the T allele (TT and TA). These two SNPs (rs7206790 and rs11644943) were not LinkAge Disequilibrium (LD) with previous reported obesity-associated SNPs. Under the recessive model adjusted for Age and gender and location, rs7206790 GG allele carriers had significantly increased BMIs (P = 0.012), weight (P = 0.012), waist circumferences (WC) (P = 0.045) and hip circumferences (HC) (P = 0.033). Conversely, rs11644943 AA allele carriers had significantly decreased BMIs (P = 0.006), WC (P = 0.037) and Waist-to-height ratios (WHtR) (P = 0.012). A dose-response relationship was found between the number of risk alleles in rs7206790, rs11644943 and rs9939609 and the risk of obesity. The Genetic Risk Score (GRS) of the reference group was 3; in comparison, those of 2, 4, and ≥5 had ORs for obesity of 0.24 (95%CI, 0.05–1.13), 1.49 (95%CI, 1.10–2.01), and 5.20 (95%CI, 1.75–15.44), respectively. This study confirmed the role of FTO variation on genetic susceptibility to obesity. We reported two new obesity-related FTO SNPs (rs7206790 and rs11644943) among Chinese School-Age children.

Albis Francesco Gabrielli - One of the best experts on this subject based on the ideXlab platform.

  • two year impact of single praziquantel treatment on infection in the national control programme on schistosomiasis in burkina faso
    Bulletin of The World Health Organization, 2008
    Co-Authors: Seydou Touré, Albis Francesco Gabrielli, Bertrand Sellin, Yaobi Zhang, Elisa Bosqueoliva, Amado Ouedraogo, Artemis Koukounari, Joanne P Webster, Alan Fenwick
    Abstract:

    Objective To evaluate the impact on schistosomiasis of biennial treatment with praziquantel (PZQ) among School-Age children in Burkina Faso, the first country that achieved full national coverAge with treatment of more than 90% of the School-Age Population. Methods A cohort of 1727 Schoolchildren (6–14 years old) was monitored at yearly intervals through a longitudinal survey. Additional groups of Schoolchildren were monitored in cross-sectional surveys. Parasitological examinations for Schistosoma haematobium and Schistosoma mansoni were performed, and prevalence and intensity of infection before and after treatment were analysed. Findings Data from the longitudinal cohort show that a single round of PZQ treatment significantly reduced prevalence of S. haematobium infection by 87% (from 59.6% to 7.7%) and intensity of infection by 92.8% (from 94.2 to 6.8 eggs/10 ml of urine) 2 years posttreatment. The impact on infection was also confirmed by a cross-sectional survey 2 years post-treatment. Importantly, the proportion of School-Age children with heavy S. haematobium infection decreased from around 25% before treatment to around 2–3% 2 years post-treatment. Cross-sectional comparison of S. haematobium infection in 7-year-old children in their first year at School, who received treatment through community-based drug delivery, also showed significant reduction in both prevalence (65.9%) and intensity of S. haematobium infection (78.4%) 2 years after single treatment. A significant reduction in S. mansoni infection was also achieved. Conclusion Significant and sustained reduction in S. haematobium infection was achieved by biennial treatment in School-Age children in Burkina Faso. This may provide a cost-effective treatment strategy for similar national schistosomiasis control programmes in sub-Saharan Africa. Bulletin of the World Health Organization 2008;86:780–787.

  • A combined School- and community-based campaign targeting all School-Age children of Burkina Faso against schistosomiasis and soil-transmitted helminthiasis: performance, financial costs and implications for sustainability.
    Acta tropica, 2006
    Co-Authors: Albis Francesco Gabrielli, Seydou Touré, Bertrand Sellin, Elisabeth Sellin, Césaire Ky, Hamado Ouedraogo, Malachie Yaogho, Howard Thompson, Michael D. Wilson, Souleymane Sanou
    Abstract:

    A combined School- and community-based campaign targeting the entire School-Age Population of Burkina Faso with drugs against schistosomiasis (praziquantel) and soil-transmitted helminthiasis (albendazole) was implemented in 2004-2005. In total, 3,322,564 children from 5 to 15 years of Age were treated, equivalent to a 90.8% coverAge of the total School-Age Population of the country. The total costs of the campaign were estimated to be US 1,067,284 dollars, of which 69.4% was spent on the drugs. Delivery costs per child treated were US 0.098 dollar, in the same range as School-based only interventions implemented in other countries; total costs per child treated (including drugs) were US 0.32 dollar. We conclude that a combined School- and community-based strategy is effective in attaining a high coverAge among School-Age children in countries where School enrolment is low and where primary Schools cannot serve as the exclusive drug distribution points. The challenge for Burkina Faso will now be to ensure the sustainability of these disease control activities.

Seydou Touré - One of the best experts on this subject based on the ideXlab platform.

  • two year impact of single praziquantel treatment on infection in the national control programme on schistosomiasis in burkina faso
    Bulletin of The World Health Organization, 2008
    Co-Authors: Seydou Touré, Albis Francesco Gabrielli, Bertrand Sellin, Yaobi Zhang, Elisa Bosqueoliva, Amado Ouedraogo, Artemis Koukounari, Joanne P Webster, Alan Fenwick
    Abstract:

    Objective To evaluate the impact on schistosomiasis of biennial treatment with praziquantel (PZQ) among School-Age children in Burkina Faso, the first country that achieved full national coverAge with treatment of more than 90% of the School-Age Population. Methods A cohort of 1727 Schoolchildren (6–14 years old) was monitored at yearly intervals through a longitudinal survey. Additional groups of Schoolchildren were monitored in cross-sectional surveys. Parasitological examinations for Schistosoma haematobium and Schistosoma mansoni were performed, and prevalence and intensity of infection before and after treatment were analysed. Findings Data from the longitudinal cohort show that a single round of PZQ treatment significantly reduced prevalence of S. haematobium infection by 87% (from 59.6% to 7.7%) and intensity of infection by 92.8% (from 94.2 to 6.8 eggs/10 ml of urine) 2 years posttreatment. The impact on infection was also confirmed by a cross-sectional survey 2 years post-treatment. Importantly, the proportion of School-Age children with heavy S. haematobium infection decreased from around 25% before treatment to around 2–3% 2 years post-treatment. Cross-sectional comparison of S. haematobium infection in 7-year-old children in their first year at School, who received treatment through community-based drug delivery, also showed significant reduction in both prevalence (65.9%) and intensity of S. haematobium infection (78.4%) 2 years after single treatment. A significant reduction in S. mansoni infection was also achieved. Conclusion Significant and sustained reduction in S. haematobium infection was achieved by biennial treatment in School-Age children in Burkina Faso. This may provide a cost-effective treatment strategy for similar national schistosomiasis control programmes in sub-Saharan Africa. Bulletin of the World Health Organization 2008;86:780–787.

  • A combined School- and community-based campaign targeting all School-Age children of Burkina Faso against schistosomiasis and soil-transmitted helminthiasis: performance, financial costs and implications for sustainability.
    Acta tropica, 2006
    Co-Authors: Albis Francesco Gabrielli, Seydou Touré, Bertrand Sellin, Elisabeth Sellin, Césaire Ky, Hamado Ouedraogo, Malachie Yaogho, Howard Thompson, Michael D. Wilson, Souleymane Sanou
    Abstract:

    A combined School- and community-based campaign targeting the entire School-Age Population of Burkina Faso with drugs against schistosomiasis (praziquantel) and soil-transmitted helminthiasis (albendazole) was implemented in 2004-2005. In total, 3,322,564 children from 5 to 15 years of Age were treated, equivalent to a 90.8% coverAge of the total School-Age Population of the country. The total costs of the campaign were estimated to be US 1,067,284 dollars, of which 69.4% was spent on the drugs. Delivery costs per child treated were US 0.098 dollar, in the same range as School-based only interventions implemented in other countries; total costs per child treated (including drugs) were US 0.32 dollar. We conclude that a combined School- and community-based strategy is effective in attaining a high coverAge among School-Age children in countries where School enrolment is low and where primary Schools cannot serve as the exclusive drug distribution points. The challenge for Burkina Faso will now be to ensure the sustainability of these disease control activities.