Papers by Barry Pittendrigh
ABSTRACT
This study compared the efficacy of linguistically and dialectically
localized animated ... more ABSTRACT
This study compared the efficacy of linguistically and dialectically
localized animated educational videos (LAV) against traditional
learning extension (TLE) presentations for learning gains of
knowledge around agricultural- and healthcare-related topics
within a rural population in Benin. While both approaches
demonstrated learning gains, LAV resulted in significantly higher
test scores and more detailed knowledge retention. A key
contribution of this research, moreover, involves the use of mobile
phone technologies to further disseminate educational
information. That is, a majority of participants expressed both a
preference for the LAV teaching approach and a heightened
interest in digitally sharing the information from the educational
animations with others. Because the animations are, by design,
readily accessible to mobile phones via Africa’s explosively
expanding digital infrastructure, this heightened interest in
sharing the animated videos also transforms each study
participant into a potential a learning node and point of
dissemination for the educational video’s material as well.
Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in... more Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in sub-Saharan Africa. Kenya is no exception, with millions of cases and thousands of deaths reported annually. This pilot study looks at knowledge on malaria prevention and treatment among peri-urban communities in Western Kenya. Through a study on the use of animated videos as an informal educational tool, we examine baseline knowledge, sources of knowledge, and learning gains on a range of knowledge points on malaria prevention and treatment. The study has three significant findings: 1) participants in this study had relatively high levels of knowledge on malaria before the video intervention, 2) although the trend was an increase of correct answers post-animation viewing for all questions, and in some cases this went to 100% correct answers, the pre-knowledge levels were high enough for most questions that statistical significance was only detected in one question, and 3) we detected a significant correlation between Internet usage and baseline knowledge on malaria among the mostly literate sample population. These findings suggest that in heavily sensitized populations, for a particular topic, educational animations can be used to 'top off' knowledge on a given topic. Findings from this study can guide future malaria prevention and education efforts in Kenya and other developing nations.
Insect Molecular Biology, 2010
Bowman-Birk inhibitor (BBI) is toxic when fed to certain insects, including the fruit fly, Drosop... more Bowman-Birk inhibitor (BBI) is toxic when fed to certain insects, including the fruit fly, Drosophila melanogaster. Dietary BBI has been demonstrated to slow growth and increase insect mortality by inhibiting the digestive enzymes trypsin and chymotrypsin, resulting in a reduced supply of amino acids. In mammals, BBI influences cellular energy metabolism. Therefore, we tested the hypothesis that dietary BBI affects energy-associated pathways in the D. melanogaster midgut. Through microarray and metabolomic analyses, we show that dietary BBI affects energy utilization pathways in the midgut cells of D. melanogaster. In addition, ultrastructure studies indicate that microvilli are significantly shortened in BBI-fed larvae. These data provide further insights into the complex cellular response of insects to dietary protease inhibitors.
Proceedings of the Royal Society B: Biological Sciences, 2014
The rate of DNA mutation and divergence is highly variable across the tree of life. However, the ... more The rate of DNA mutation and divergence is highly variable across the tree of life. However, the reasons underlying this variation are not well understood. Comparing the rates of genetic changes between hosts and parasite lineages that diverged at the same time is one way to begin to understand differences in genetic mutation and substitution rates. Such studies have indicated that the rate of genetic divergence in parasites is often faster than that of their hosts when comparing single genes. However, the variation in this relative rate of molecular evolution across different genes in the genome is unknown. We compared the rate of DNA sequence divergence between humans, chimpanzees and their ectoparasitic lice for 1534 protein-coding genes across their genomes. The rate of DNA substitution in these orthologous genes was on average 14 times faster for lice than for humans and chimpanzees. In addition, these rates were positively correlated across genes. Because this correlation only occurred for substitutions that changed the amino acid, this pattern is probably produced by similar functional constraints across the same genes in humans, chimpanzees and their ectoparasites.
Journal of Agricultural & Food Information
Insect Biochemistry and Molecular Biology, 1997
The molecular basis of metabolic resistance to pyrethroids in Helicoverpa armigera is currently u... more The molecular basis of metabolic resistance to pyrethroids in Helicoverpa armigera is currently under debate. Substantial indirect evidence supports a role for both esterase- and cytochrome-P450-mediated metabolism. However, the relative roles played by these two mechanisms in field-based resistance is uncertain. Our understanding of the importance of P450-mediated metabolism is hindered by the paucity of cloned genes from this species, and the corresponding absence of data on rates of insecticide metabolism by functionally expressed P450s. To facilitate P450 gene isolation from H. armigera we used degenerate primers in the reverse transcriptase-polymerase chain reaction (RT-PCR) to clone P450 gene fragments from the RNA of a pyrethroid-resistant strain. Here we report the isolation of eight new P450 genes: seven from the CYP4 family and one CYP9. One of these genes, CYP4G8, is two-fold over-expressed in the resistant strain, whereas the other CYP4s showed either similar or undetectable levels of expression. CYP9A3 appears to be a homolog of the putatively resistance-associated CYP9A1 of Heliothis virescens. However, no difference in expression between the H. armigera strains was detected. CYP6B2, a gene previously reported to be over-expressed in a different pyrethroid-resistant strain of H. armigera, also revealed non-detectable levels of expression in both strains. These observations suggest that different P450s may be over-expressed in different resistant strains, and emphasize that recombinant expression will be necessary in order to define precisely their individual substrate specificities and ability to metabolize pyrethroids. The gene fragments described here represent an important first step in this direction.
Although members of the general public have often heard of the terms genetic engineering and, mor... more Although members of the general public have often heard of the terms genetic engineering and, more
recently, genomics, they typically have little to no knowledge about these topics, and in some cases are
confused about basic concepts in these areas. There is currently a need for teaching models to explain
concepts behind genomics. Additionally, almost nothing exists for teaching the visually impaired and blind
about genomics. The purpose of the Genomics Analogy Model for Educators (GAME) approach is to
convey the basic concepts of genomics to students using analogies and inexpensive materials that students
encounter in their daily lives. In recent articles, we have introduced the GAME approach with several of its
components. In this article, we present the concept that a VELCRO® analogy model could be used to
enable learning of the concepts of DNA microarrays for both fully-sighted and potentially visually
impaired students. Classroom activities using VELCRO® are proposed as a teaching module to explain
how DNA microarrays work. In summary, differentially shaped VELCRO® pieces fixed to a solid base are
used to represent the array and the complementary pieces of VELCRO® are used to represent the cDNA.
Students can use this approach, for example, to explore expression patterns of “genes” (actually the mRNA
from these genes) between experimental groups. We term this teaching approach the VELCRO® Analogy
Model (VAM).
Journal of Theoretical Biology, 2004
Negative cross-resistance (NCR) toxins that hitherto have not been thought to have practical uses... more Negative cross-resistance (NCR) toxins that hitherto have not been thought to have practical uses may indeed be useful in the management of resistance alleles. Practical applications of NCR for pest management have been limited (i) by the scarcity of high toxicity NCR toxins among pesticides, (ii) by the lack of systematic methodologies to discover and develop such toxins, as well as (iii) by the lack of deployment tactics that would make NCR attractive. Here we present the concept that NCR toxins can improve the effectiveness of refuges in delaying the evolution of resistance by herbivorous insect pests to transgenic host plants containing insecticidal toxins. In our concept, NCR toxins are deployed in the refuge, and thus are physically separated from the transgenic plants containing the primary plant-protectant gene (PPPG) encoding an insecticidal toxin. Our models show: (i) that use of NCR toxins in the refuge dramatically delays the increase in the frequency of resistance alleles in the insect population; and (ii) that NCR toxins that are only moderately effective in killing insects resistant to the PPPG can greatly improve the durability of transgenic insecticidal toxins. Moderately toxic NCR toxins are more effective in minimizing resistance development in the field when they are deployed in the refuge than when they are pyramided with the PPPG. We explore the potential strengths and weaknesses of deploying NCR toxins in refuges. r
Cell-phone ready educational videos, translated into local languages, are a recent phenomenon in ... more Cell-phone ready educational videos, translated into local languages, are a recent phenomenon in developing nations. One of the reasons for the emergence of this approach is due to the scarcity of other forms of educational materials with appropriate content for low literate learners. Additionally, the World Wide Web (WWW) has very little to offer in regards to audio-visual training materials that could be used to educate people in their own local languages without the need for literacy. Scientific Animations Without Borders (SAWBO) creates and works with local groups to deploy educational videos in local languages facilitating access to information and knowledge to individuals in the developing world. This paper is based on a survey conducted with 83 individuals on the perception of three SAWBO educational animations -neem extracts for insect control, cholera and malaria prevention; and their potential as training tools for health and agricultural extension in Benin. These animations provide information and knowledge in a simple way, on complex ideas and techniques that could improve livelihoods. The results obtained in this study suggest that animated videos are a well-received approach as a training tool in agriculture and prevention of diseases amongst populations with diverse literacy levels.
As an obligatory parasite of humans, the body louse (Pediculus
humanus humanus) is an important v... more As an obligatory parasite of humans, the body louse (Pediculus
humanus humanus) is an important vector for human diseases, including
epidemic typhus, relapsing fever, and trench fever. Here,
we present genome sequences of the body louse and its primary
bacterial endosymbiont Candidatus Riesia pediculicola. The body
louse has the smallest known insect genome, spanning 108 Mb.
Despite its status as an obligate parasite, it retains a remarkably
complete basal insect repertoire of 10,773 protein-coding genes
and 57 microRNAs. Representing hemimetabolous insects, the genome
of the body louse thus provides a reference for studies of
holometabolous insects. Compared with other insect genomes, the
body louse genome contains significantly fewer genes associated
with environmental sensing and response, including odorant and
gustatory receptors and detoxifying enzymes. The unique architecture
of the 18 minicircular mitochondrial chromosomes of the body
louse may be linked to the loss of the gene encoding the mitochondrial
single-stranded DNA binding protein. The genome of the
obligatory louse endosymbiont Candidatus Riesia pediculicola encodes
less than 600 genes on a short, linear chromosome and a circular
plasmid. The plasmid harbors a unique arrangement of genes
required for the synthesis of pantothenate, an essential vitamin
deficient in the louse diet. The human body louse, its primary endosymbiont,
and the bacterial pathogens that it vectors all possess
genomes reduced in size compared with their free-living close relatives.
Thus, the body louse genome project offers unique information
and tools to use in advancing understanding of coevolution
among vectors, symbionts, and pathogens.
Proceedings of the National Academy of Sciences, 2010
This study was based on the use of scientific educational animations as a learning tool in three ... more This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villag es. This study was conducted to understand the reception of some specific educational animations that can be watched on cell phones . We conducted a short survey regarding people's perceptions of these animat ions, clarity of the animat ions' messages, lessons lea rned based on remembering key elements from the animat ions and information usage. We also focused on other questions related to cell phones as a way of transmitting and deploying informat ion. Our study revealed that all of the participants liked the animatio ns and the vast majority of participants indicated that they could understand the basic content of the animations. Another a spect of the survey was the use of cell phones as a mode of co mmunication and transmission of educational materials. The majority of the respondents recognized that cell phones can be used as a logical technology for transmitting the animations but they also suggested, in terms of social pathways, that the animations could be deployed through farmer field schools, women associations, churches and youths. In the population surveyed, this study indicates that although cell phones are commun ication devices, th ere was a p ositive perception regarding their use as an educational tool, in trans mitting and sharing educational materials.
is part of the College of Liberal Arts and Sciences and the Center for African Studies on the Ill... more is part of the College of Liberal Arts and Sciences and the Center for African Studies on the Illinois campus. It promotes agricultural, health, and women's empowerment knowledge for people of all literacy levels and linguistic backgrounds throughout the world. The program reaches out to global experts on specific topics in a specific area to assist in the development of a script and storyboard that is then translated into a two to five minute 2D or 3D animation that is scientifically accurate as well as easily accessible and understandable to users of all literacy levels. The script for an animation is translated and receives audio overlay in diverse languages and dialects by volunteer native speakers. The result is a brief animation that is freely available to anyone who desires to use it for educational purposes.
This study was based on the use of scientific educational animations as a learning tool in three ... more This study was based on the use of scientific educational animations as a learning tool in three southeastern Nigerian villages. This study was conducted to understand the reception of some specific educational animations that can be watched on cell phones. We conducted a short survey regarding people’s perceptions of these animations, clarity of the animations’ messages, lessons learned based on remembering key elements from the animations and information usage. We also focused on other questions related to cell phones as a way of transmitting and deploying information. Our study revealed that all of the participants liked the animations and the vast majority of participants indicated that they could understand the basic content of the animations. Another aspect of the survey was the use of cell phones as a mode of communication and transmission of educational materials. The majority of the respondents recognized that cell phones can be used as a logical technology for transmitting the animations but they also suggested, in terms of social pathways, that the animations could be deployed through farmer field schools, women associations, churches and youths. In the population surveyed, this study indicates that although cell phones are communication devices, there was a positive perception regarding their use as an educational tool, in transmitting and sharing educational materials.
International organizations, government agencies, non-governmental agencies, researchers,
adult e... more International organizations, government agencies, non-governmental agencies, researchers,
adult educators, and extension agents have long sought effective ways to provide useful information
to the least educated people throughout the world. Although there is no absolute relationship between
poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in
rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals
have involved the use of books, radio programs, or television. However, an estimated 80%
of people living in rural areas of developing countries now have access to information via cell phones.
The rapid development of cell phones and the Internet has also changed how people learn in that both
literate and illiterate learners are increasingly familiar with and receptive to technology-mediated
activities. Regardless of their level of formal education, many people interact with technology, discover
things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate
individuals should no longer depend only on books, radio, or television programs; educators
should now recognize that the cell phone is a valuable learning tool. Here we describe how information
in the form of short animations can be transferred to those who deliver information to low-literate
learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can
be added to these animations so that ideas can be efficiently shared across language groups. The animated
videos, which are being developed by Scientific Animations Without Borders℠ (SAWBO℠),
can be viewed on cell phones or other video capable electronic devices. The development of these animations
is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst
collaborators through the utilization of social networks and cell phone technology.
Indigenous knowledge can be defined as a set of perceptions, information and behaviors
that guide... more Indigenous knowledge can be defined as a set of perceptions, information and behaviors
that guide local community members in terms of their use of natural resources. This
knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical
circumstances, based on the creativity and innovation of community members and as a
result of the influence of other cultures and outside technologies. Capturing, understanding
and sharing the complexity of indigenous knowledge among rural communities is crucial to
preserve and validate information that has been transmitted in the form of oral history through
generations. Making use of state of the art technology, “Scientific Animations Without Borders”
(SAWBO) proposes a new approach to capture, preserve and share this knowledge with the
rest of the world. The SAWBO program uses short, one to three minute animations showing
indigenous practices that have been validated with scientific knowledge. Such animations can
be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge
across geopolitical, cultural and linguistic boundaries.
Over the past several decades, researchers and extension agents have described
methods that cowp... more Over the past several decades, researchers and extension agents have described
methods that cowpea farmers can use to reduce insect damage to the cowpea crop
in the field and in storage. Some of these methods, which are based on both scientific
research and indigenous knowledge, are currently being used in local, regional, national,
and transnational extension programs. Cowpea farmers in Africa and other developing
regions, however, often remain unaware of the methods based on scientific research
because the farmers are low-literate and the information may be available only in a written
form. Farmers also may remain unaware of methods based on indigenous knowledge
because such information usually remains local. These problems are exacerbated by the
limited resources of extension programs. Here we describe how pest control information
in the form of short animations can be transferred to low-literate farmers via cell-phone
technology and through the World Wide Web. Voice overlays in a diversity of languages
can be easily added to these animations so that ideas can be efficiently shared across
cultural groups. The animated videos, which are being developed by the organization
Scientific Animations Without BordersTM (SAWBO), can be viewed on cell phones and can
be transmitted between cell phones using Bluetooth® technology.
Ensuring the success of deployment initiatives of specific programs in developing countries
comes... more Ensuring the success of deployment initiatives of specific programs in developing countries
comes with the commitment of local, public and private institutions. Scientific Animations
Without Borders (SAWBO) creates educational content for low literate learners, in their own
local languages that can be deployed on video capable devices by in country groups. In other
words, SAWBO creates content, for local communities of practice to use in their educational
programs. Although SAWBO creates and deploys this content virtually, it is the domain of
local groups to develop strategies and approaches for local and meaningful impact.
Establishing partnership between local stakeholders, public and private institutions bring new
opportunities to the deployment of educational materials in developing nations. In regards to
this statement, the consultative group on a project entitled “Promotion and Pilot Deployment
of Educational Materials for Low Literate Learners around Adama” offers a case study in
commitment between participants. This paper explains the opportunities for, and challenges
to, creating a community of practice and making decisions between public and private
institutions leading to the deployment of educational materials in a form of animated videos
around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of
local, public and private institutions to enter into partnership to participate in a specific
deployment of a project perceived to be beneficial for low literate learners in their
communities. The report of the consultative meeting suggests that while initiatives and
perceptions may differ among the different groups involved in the deployment, common
goals facilitate the decision making to move forward. This paper is part of an ongoing effort
to develop community of practice models, for deployment of cross-culturally adaptable
educational animations, with the intent of reproducing similar approaches in other regions of
the world.
Cell-phone ready educational videos, translated into local languages, are a recent phenomenon in ... more Cell-phone ready educational videos, translated into local languages, are a recent phenomenon in developing nations. One of the reasons for the emergence of this approach is due to the scarcity of other forms of educational materials with appropriate content for low literate learners. Additionally, the World Wide Web (WWW) has very little to offer in regards to audio-visual training materials that could be used to educate people in their own local languages without the need for literacy. Scientific Animations Without Borders (SAWBO) creates and works with local groups to deploy educational videos in local languages facilitating access to information and knowledge to individuals in the developing world. This paper is based on a survey conducted with 83 individuals on the perception of three SAWBO educational animations -neem extracts for insect control, cholera and malaria prevention; and their potential as training tools for health and agricultural extension in Benin. These animations provide information and knowledge in a simple way, on complex ideas and techniques that could improve livelihoods. The results obtained in this study suggest that animated videos are a well-received approach as a training tool in agriculture and prevention of diseases amongst populations with diverse literacy levels.
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Papers by Barry Pittendrigh
This study compared the efficacy of linguistically and dialectically
localized animated educational videos (LAV) against traditional
learning extension (TLE) presentations for learning gains of
knowledge around agricultural- and healthcare-related topics
within a rural population in Benin. While both approaches
demonstrated learning gains, LAV resulted in significantly higher
test scores and more detailed knowledge retention. A key
contribution of this research, moreover, involves the use of mobile
phone technologies to further disseminate educational
information. That is, a majority of participants expressed both a
preference for the LAV teaching approach and a heightened
interest in digitally sharing the information from the educational
animations with others. Because the animations are, by design,
readily accessible to mobile phones via Africa’s explosively
expanding digital infrastructure, this heightened interest in
sharing the animated videos also transforms each study
participant into a potential a learning node and point of
dissemination for the educational video’s material as well.
recently, genomics, they typically have little to no knowledge about these topics, and in some cases are
confused about basic concepts in these areas. There is currently a need for teaching models to explain
concepts behind genomics. Additionally, almost nothing exists for teaching the visually impaired and blind
about genomics. The purpose of the Genomics Analogy Model for Educators (GAME) approach is to
convey the basic concepts of genomics to students using analogies and inexpensive materials that students
encounter in their daily lives. In recent articles, we have introduced the GAME approach with several of its
components. In this article, we present the concept that a VELCRO® analogy model could be used to
enable learning of the concepts of DNA microarrays for both fully-sighted and potentially visually
impaired students. Classroom activities using VELCRO® are proposed as a teaching module to explain
how DNA microarrays work. In summary, differentially shaped VELCRO® pieces fixed to a solid base are
used to represent the array and the complementary pieces of VELCRO® are used to represent the cDNA.
Students can use this approach, for example, to explore expression patterns of “genes” (actually the mRNA
from these genes) between experimental groups. We term this teaching approach the VELCRO® Analogy
Model (VAM).
humanus humanus) is an important vector for human diseases, including
epidemic typhus, relapsing fever, and trench fever. Here,
we present genome sequences of the body louse and its primary
bacterial endosymbiont Candidatus Riesia pediculicola. The body
louse has the smallest known insect genome, spanning 108 Mb.
Despite its status as an obligate parasite, it retains a remarkably
complete basal insect repertoire of 10,773 protein-coding genes
and 57 microRNAs. Representing hemimetabolous insects, the genome
of the body louse thus provides a reference for studies of
holometabolous insects. Compared with other insect genomes, the
body louse genome contains significantly fewer genes associated
with environmental sensing and response, including odorant and
gustatory receptors and detoxifying enzymes. The unique architecture
of the 18 minicircular mitochondrial chromosomes of the body
louse may be linked to the loss of the gene encoding the mitochondrial
single-stranded DNA binding protein. The genome of the
obligatory louse endosymbiont Candidatus Riesia pediculicola encodes
less than 600 genes on a short, linear chromosome and a circular
plasmid. The plasmid harbors a unique arrangement of genes
required for the synthesis of pantothenate, an essential vitamin
deficient in the louse diet. The human body louse, its primary endosymbiont,
and the bacterial pathogens that it vectors all possess
genomes reduced in size compared with their free-living close relatives.
Thus, the body louse genome project offers unique information
and tools to use in advancing understanding of coevolution
among vectors, symbionts, and pathogens.
adult educators, and extension agents have long sought effective ways to provide useful information
to the least educated people throughout the world. Although there is no absolute relationship between
poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in
rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals
have involved the use of books, radio programs, or television. However, an estimated 80%
of people living in rural areas of developing countries now have access to information via cell phones.
The rapid development of cell phones and the Internet has also changed how people learn in that both
literate and illiterate learners are increasingly familiar with and receptive to technology-mediated
activities. Regardless of their level of formal education, many people interact with technology, discover
things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate
individuals should no longer depend only on books, radio, or television programs; educators
should now recognize that the cell phone is a valuable learning tool. Here we describe how information
in the form of short animations can be transferred to those who deliver information to low-literate
learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can
be added to these animations so that ideas can be efficiently shared across language groups. The animated
videos, which are being developed by Scientific Animations Without Borders℠ (SAWBO℠),
can be viewed on cell phones or other video capable electronic devices. The development of these animations
is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst
collaborators through the utilization of social networks and cell phone technology.
that guide local community members in terms of their use of natural resources. This
knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical
circumstances, based on the creativity and innovation of community members and as a
result of the influence of other cultures and outside technologies. Capturing, understanding
and sharing the complexity of indigenous knowledge among rural communities is crucial to
preserve and validate information that has been transmitted in the form of oral history through
generations. Making use of state of the art technology, “Scientific Animations Without Borders”
(SAWBO) proposes a new approach to capture, preserve and share this knowledge with the
rest of the world. The SAWBO program uses short, one to three minute animations showing
indigenous practices that have been validated with scientific knowledge. Such animations can
be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge
across geopolitical, cultural and linguistic boundaries.
methods that cowpea farmers can use to reduce insect damage to the cowpea crop
in the field and in storage. Some of these methods, which are based on both scientific
research and indigenous knowledge, are currently being used in local, regional, national,
and transnational extension programs. Cowpea farmers in Africa and other developing
regions, however, often remain unaware of the methods based on scientific research
because the farmers are low-literate and the information may be available only in a written
form. Farmers also may remain unaware of methods based on indigenous knowledge
because such information usually remains local. These problems are exacerbated by the
limited resources of extension programs. Here we describe how pest control information
in the form of short animations can be transferred to low-literate farmers via cell-phone
technology and through the World Wide Web. Voice overlays in a diversity of languages
can be easily added to these animations so that ideas can be efficiently shared across
cultural groups. The animated videos, which are being developed by the organization
Scientific Animations Without BordersTM (SAWBO), can be viewed on cell phones and can
be transmitted between cell phones using Bluetooth® technology.
comes with the commitment of local, public and private institutions. Scientific Animations
Without Borders (SAWBO) creates educational content for low literate learners, in their own
local languages that can be deployed on video capable devices by in country groups. In other
words, SAWBO creates content, for local communities of practice to use in their educational
programs. Although SAWBO creates and deploys this content virtually, it is the domain of
local groups to develop strategies and approaches for local and meaningful impact.
Establishing partnership between local stakeholders, public and private institutions bring new
opportunities to the deployment of educational materials in developing nations. In regards to
this statement, the consultative group on a project entitled “Promotion and Pilot Deployment
of Educational Materials for Low Literate Learners around Adama” offers a case study in
commitment between participants. This paper explains the opportunities for, and challenges
to, creating a community of practice and making decisions between public and private
institutions leading to the deployment of educational materials in a form of animated videos
around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of
local, public and private institutions to enter into partnership to participate in a specific
deployment of a project perceived to be beneficial for low literate learners in their
communities. The report of the consultative meeting suggests that while initiatives and
perceptions may differ among the different groups involved in the deployment, common
goals facilitate the decision making to move forward. This paper is part of an ongoing effort
to develop community of practice models, for deployment of cross-culturally adaptable
educational animations, with the intent of reproducing similar approaches in other regions of
the world.
This study compared the efficacy of linguistically and dialectically
localized animated educational videos (LAV) against traditional
learning extension (TLE) presentations for learning gains of
knowledge around agricultural- and healthcare-related topics
within a rural population in Benin. While both approaches
demonstrated learning gains, LAV resulted in significantly higher
test scores and more detailed knowledge retention. A key
contribution of this research, moreover, involves the use of mobile
phone technologies to further disseminate educational
information. That is, a majority of participants expressed both a
preference for the LAV teaching approach and a heightened
interest in digitally sharing the information from the educational
animations with others. Because the animations are, by design,
readily accessible to mobile phones via Africa’s explosively
expanding digital infrastructure, this heightened interest in
sharing the animated videos also transforms each study
participant into a potential a learning node and point of
dissemination for the educational video’s material as well.
recently, genomics, they typically have little to no knowledge about these topics, and in some cases are
confused about basic concepts in these areas. There is currently a need for teaching models to explain
concepts behind genomics. Additionally, almost nothing exists for teaching the visually impaired and blind
about genomics. The purpose of the Genomics Analogy Model for Educators (GAME) approach is to
convey the basic concepts of genomics to students using analogies and inexpensive materials that students
encounter in their daily lives. In recent articles, we have introduced the GAME approach with several of its
components. In this article, we present the concept that a VELCRO® analogy model could be used to
enable learning of the concepts of DNA microarrays for both fully-sighted and potentially visually
impaired students. Classroom activities using VELCRO® are proposed as a teaching module to explain
how DNA microarrays work. In summary, differentially shaped VELCRO® pieces fixed to a solid base are
used to represent the array and the complementary pieces of VELCRO® are used to represent the cDNA.
Students can use this approach, for example, to explore expression patterns of “genes” (actually the mRNA
from these genes) between experimental groups. We term this teaching approach the VELCRO® Analogy
Model (VAM).
humanus humanus) is an important vector for human diseases, including
epidemic typhus, relapsing fever, and trench fever. Here,
we present genome sequences of the body louse and its primary
bacterial endosymbiont Candidatus Riesia pediculicola. The body
louse has the smallest known insect genome, spanning 108 Mb.
Despite its status as an obligate parasite, it retains a remarkably
complete basal insect repertoire of 10,773 protein-coding genes
and 57 microRNAs. Representing hemimetabolous insects, the genome
of the body louse thus provides a reference for studies of
holometabolous insects. Compared with other insect genomes, the
body louse genome contains significantly fewer genes associated
with environmental sensing and response, including odorant and
gustatory receptors and detoxifying enzymes. The unique architecture
of the 18 minicircular mitochondrial chromosomes of the body
louse may be linked to the loss of the gene encoding the mitochondrial
single-stranded DNA binding protein. The genome of the
obligatory louse endosymbiont Candidatus Riesia pediculicola encodes
less than 600 genes on a short, linear chromosome and a circular
plasmid. The plasmid harbors a unique arrangement of genes
required for the synthesis of pantothenate, an essential vitamin
deficient in the louse diet. The human body louse, its primary endosymbiont,
and the bacterial pathogens that it vectors all possess
genomes reduced in size compared with their free-living close relatives.
Thus, the body louse genome project offers unique information
and tools to use in advancing understanding of coevolution
among vectors, symbionts, and pathogens.
adult educators, and extension agents have long sought effective ways to provide useful information
to the least educated people throughout the world. Although there is no absolute relationship between
poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in
rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals
have involved the use of books, radio programs, or television. However, an estimated 80%
of people living in rural areas of developing countries now have access to information via cell phones.
The rapid development of cell phones and the Internet has also changed how people learn in that both
literate and illiterate learners are increasingly familiar with and receptive to technology-mediated
activities. Regardless of their level of formal education, many people interact with technology, discover
things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate
individuals should no longer depend only on books, radio, or television programs; educators
should now recognize that the cell phone is a valuable learning tool. Here we describe how information
in the form of short animations can be transferred to those who deliver information to low-literate
learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can
be added to these animations so that ideas can be efficiently shared across language groups. The animated
videos, which are being developed by Scientific Animations Without Borders℠ (SAWBO℠),
can be viewed on cell phones or other video capable electronic devices. The development of these animations
is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst
collaborators through the utilization of social networks and cell phone technology.
that guide local community members in terms of their use of natural resources. This
knowledge is not static, but evolves in response to changing ecological, economic and sociopolitical
circumstances, based on the creativity and innovation of community members and as a
result of the influence of other cultures and outside technologies. Capturing, understanding
and sharing the complexity of indigenous knowledge among rural communities is crucial to
preserve and validate information that has been transmitted in the form of oral history through
generations. Making use of state of the art technology, “Scientific Animations Without Borders”
(SAWBO) proposes a new approach to capture, preserve and share this knowledge with the
rest of the world. The SAWBO program uses short, one to three minute animations showing
indigenous practices that have been validated with scientific knowledge. Such animations can
be viewed on the Internet or with video capable cell-phones. We argue that this approach has
the potential not only to keep indigenous knowledge alive but also to share this knowledge
across geopolitical, cultural and linguistic boundaries.
methods that cowpea farmers can use to reduce insect damage to the cowpea crop
in the field and in storage. Some of these methods, which are based on both scientific
research and indigenous knowledge, are currently being used in local, regional, national,
and transnational extension programs. Cowpea farmers in Africa and other developing
regions, however, often remain unaware of the methods based on scientific research
because the farmers are low-literate and the information may be available only in a written
form. Farmers also may remain unaware of methods based on indigenous knowledge
because such information usually remains local. These problems are exacerbated by the
limited resources of extension programs. Here we describe how pest control information
in the form of short animations can be transferred to low-literate farmers via cell-phone
technology and through the World Wide Web. Voice overlays in a diversity of languages
can be easily added to these animations so that ideas can be efficiently shared across
cultural groups. The animated videos, which are being developed by the organization
Scientific Animations Without BordersTM (SAWBO), can be viewed on cell phones and can
be transmitted between cell phones using Bluetooth® technology.
comes with the commitment of local, public and private institutions. Scientific Animations
Without Borders (SAWBO) creates educational content for low literate learners, in their own
local languages that can be deployed on video capable devices by in country groups. In other
words, SAWBO creates content, for local communities of practice to use in their educational
programs. Although SAWBO creates and deploys this content virtually, it is the domain of
local groups to develop strategies and approaches for local and meaningful impact.
Establishing partnership between local stakeholders, public and private institutions bring new
opportunities to the deployment of educational materials in developing nations. In regards to
this statement, the consultative group on a project entitled “Promotion and Pilot Deployment
of Educational Materials for Low Literate Learners around Adama” offers a case study in
commitment between participants. This paper explains the opportunities for, and challenges
to, creating a community of practice and making decisions between public and private
institutions leading to the deployment of educational materials in a form of animated videos
around Adama City in the region of Oromia, Ethiopia. This paper presents the willingness of
local, public and private institutions to enter into partnership to participate in a specific
deployment of a project perceived to be beneficial for low literate learners in their
communities. The report of the consultative meeting suggests that while initiatives and
perceptions may differ among the different groups involved in the deployment, common
goals facilitate the decision making to move forward. This paper is part of an ongoing effort
to develop community of practice models, for deployment of cross-culturally adaptable
educational animations, with the intent of reproducing similar approaches in other regions of
the world.