Hasil untuk "African languages and literature"

Feixue Wei, D. Georges, I. Man et al.

BACKGROUND Understanding the proportion of invasive cervical cancer (ICC) caused by different human papillomavirus (HPV) genotypes can inform primary (ie, vaccination) and secondary (ie, screening) prevention efforts that target specific HPV genotypes. However, using the global literature to estimate population attributable fractions (AFs) requires a methodological framework to address HPV genotype-specific causality from aggregated data. We aimed to estimate the proportion of ICC caused by different HPV genotypes at the global, regional, and national level. METHODS This systematic review identified studies reporting HPV genotype-specific prevalence in ICC or people with normal cervical cytology. We searched PubMed, Embase, Scopus, and Web of Science up to Feb 29, 2024, using the search terms "cervix" and "HPV", with no language restrictions. Odds ratios (ORs) were estimated by comparing HPV genotype-specific prevalence between HPV-positive ICC and normal cervical cytology with logistic regression models, adjusting for region, year of paper publication, and HPV primer or test. HPV genotypes with a lower bound to the 95% CI of the OR greater than 1·0 were judged as causal to ICC. Corresponding regional genotype-specific AFs were calculated as regional HPV prevalence in ICC multiplied by (1 - [1 / OR]) and were proportionally adjusted to total 100%. Global AFs were calculated from regional AFs weighted by number of regional ICC cases in 2022 (GLOBOCAN). FINDINGS The systematic review identified 1174 studies with 111 902 cases of HPV-positive ICC and 2 755 734 of normal cervical cytology. 17 HPV genotypes were considered causal to ICC, with ORs ranging widely from 48·3 (95% CI 45·7-50·9) for HPV16 to 1·4 (1·2-1·7) for HPV51. HPV16 had the highest global AF (61·7%), followed by HPV18 (15·3%), HPV45 (4·8%), HPV33 (3·8%), HPV58 (3·5%), HPV31 (2·8%), and HPV52 (2·8%). Remaining causal genotypes (HPV35, 59, 39, 56, 51, 68, 73, 26, 69, and 82) had a combined global AF of 5·3%. AFs for HPV16 and 18 and HPV16, 18, 31, 33, 45, 52, and 58 combined were lowest in Africa (71·9% and 92·1%, respectively) and highest in central, western, and southern Asia (83·2% and 95·9%, respectively). HPV35 had a higher AF in Africa (3·6%) than other regions (0·6-1·6%). INTERPRETATION This study provides a comprehensive global picture of HPV genotype-specific AFs in ICC, before the influence of HPV vaccination. These data can inform HPV genotype-specific vaccination and screening strategies to reduce the burden of ICC. FUNDING EU Horizon 2020 Research and Innovation Programme.

Tim Vieira

This thesis develops a system for automatically analyzing and improving dynamic programs, such as those that have driven progress in natural language processing and computer science, more generally, for decades. Finding a correct program with the optimal asymptotic runtime can be unintuitive, time-consuming, and error-prone. This thesis aims to automate this laborious process. To this end, we develop an approach based on 1. a high-level, domain-specific language called Dyna for concisely specifying dynamic programs 2. a general-purpose solver to efficiently execute these programs 3. a static analysis system that provides type analysis and worst-case time/space complexity analyses 4. a rich collection of meaning-preserving transformations to programs, which systematizes the repeated insights of numerous authors when speeding up algorithms in the literature 5. a search algorithm for identifying a good sequence of transformations that reduce the runtime complexity, given an initial, correct program We show that, in practice, automated search -- like the mental search performed by human programmers -- can find substantial improvements to the initial program. Empirically, we show that many speed-ups described in the NLP literature could have been discovered automatically by our system. We provide a freely available prototype system at https://github.com/timvieira/dyna-pi.

Mohammad Moshtari, Alireza Safarpour

As it becomes more crucial to push the boundaries of science to develop new technologies and important global initiatives, internationalization can be instrumental in helping underdeveloped countries overcome challenges such as poverty, climate change, and educational inequalities. Higher education institutions have always faced challenges in the process of internationalization, which have occupied scholarly attention in recent decades, but little research has been conducted on the internationalization of higher education in less developed African countries. This qualitative study aims to shed light on the challenges of internationalization of higher education in low-income countries in East Africa. After reviewing the literature and interviewing academics, the obtained data were thematically analyzed. The results suggested 12 main challenges, which were classified into four major categories. The challenges include a lack of clear policies and guidelines; the inefficiency of the organizational structure of internationalization; financial, infrastructure, and equipment problems; weaknesses in scientific, skill, and language competences; cultural differences; non-reciprocal relationships; and a brain drain. Finally, strategies for responding to these challenges with regard to the internal and external environments of higher education institutions were proposed. Among the internal strategies of higher education institutions are the development of clear policies and visions, planning for the development of human resources, and sustainable budgeting for internationalization programs. External strategies emphasize the development of national policies and laws based on contextual and environmental conditions, as well as interaction and participation in international meetings to expand communication and use the scientific and economic capacities of international agencies and institutions.

Chinedu Emmanuel Mbonu, Kenechukwu Anigbogu, Doris Asogwa et al.

Food recognition systems has advanced significantly for Western cuisines, yet its application to African foods remains underexplored. This study addresses this gap by evaluating both deep learning and traditional machine learning methods for African food classification. We compared the performance of a fine-tuned ResNet50 model with a Support Vector Machine (SVM) classifier. The dataset comprises 1,658 images across six selected food categories that are known in Africa. To assess model effectiveness, we utilize five key evaluation metrics: Confusion matrix, F1-score, accuracy, recall and precision. Our findings offer valuable insights into the strengths and limitations of both approaches, contributing to the advancement of food recognition for African cuisines.

Mythili Menon, Nisha Vinayaga-Sureshkanth, Alec Schon et al.

Phishing and sophisticated email-based social engineering attacks disproportionately affect vulnerable populations, such as refugees and immigrant students. However, these groups remain understudied in cybersecurity research. This gap in understanding, coupled with their exclusion from broader security and privacy policies, increases their susceptibility to phishing and widens the digital security divide between marginalized and non-marginalized populations. To address this gap, we first conducted digital literacy workshops with newly resettled African refugee populations (n = 48) in the US to improve their understanding of how to safeguard sensitive and private information. Following the workshops, we conducted a real-world phishing deception study using carefully designed emails with linguistic cues for three participant groups: a subset of the African US-refugees recruited from the digital literacy workshops (n = 19), African immigrant students in the US (n = 142), and a control group of monolingual US-born students (n = 184). Our findings indicate that while digital literacy training for refugees improves awareness of safe cybersecurity practices, recently resettled African US-refugees still face significant challenges due to low digital literacy skills and limited English proficiency. This often leads them to ignore or fail to recognize phishing emails as phishing. Both African immigrant students and US-born students showed greater caution, though instances of data disclosure remained prevalent across groups. Our findings highlight, irrespective of literacy, the need to be trained to think critically about digital security. We conclude by discussing how the security and privacy community can better include marginalized populations in policy making and offer recommendations for designing equitable, inclusive cybersecurity initiatives.

Eve Fernando, Sasha Rubin, Rahul Gopinath

Language learning refers to the problem of inferring a mathematical model which accurately represents a formal language. Many language learning algorithms learn by asking certain types of queries about the language being modeled. Language learning is of practical interest in the field of cybersecurity, where it is used to model the language accepted by a program's input parser (also known as its input processor). In this setting, a learner can only query a string of its choice by executing the parser on it, which limits the language learning algorithms that can be used. Most practical parsers can indicate not only whether the string is valid or not, but also where the parsing failed. This extra information can be leveraged into producing a type of query we call the prefix query. Notably, no existing language learning algorithms make use of prefix queries, though some ask membership queries i.e., they ask whether or not a given string is valid. When these approaches are used to learn the language of a parser, the prefix information provided by the parser remains unused. In this work, we present PL*, the first known language learning algorithm to make use of the prefix query, and a novel modification of the classical L* algorithm. We show both theoretically and empirically that PL* is able to learn more efficiently than L* due to its ability to exploit the additional information given by prefix queries over membership queries. Furthermore, we show how PL* can be used to learn the language of a parser, by adapting it to a more practical setting in which prefix queries are the only source of information available to it; that is, it does not have access to any labelled examples or any other types of queries. We demonstrate empirically that, even in this more constrained setting, PL* is still capable of accurately learning a range of languages of practical interest.

Faiza Farhat Mohammad Mustafaz

This research paper explores the profound influence of African heritage on Afro-American literary expression. It begins by examining the historical context, emphasizing the impact of the transatlantic slave trade and early Afro-American literature's retention of African cultural elements. The Harlem Renaissance is highlighted as a pivotal moment that celebrated African roots and set the stage for future literary developments. Central themes derived from African heritage, such as resistance, resilience, and connection to ancestry, are analyzed, illustrating their prominence in both historical and contemporary works. The paper deal with storytelling techniques and narrative structures influenced by African oral traditions, folktales, and myths, highlighting how these elements enrich Afro-American literature. The use of rhythmic language, communal narration, and the call- and-response pattern are discussed as significant aspects that enhance narrative depth and cultural authenticity. The integration of African symbols, music, and communal values as cultural motifs is explored, showcasing how these elements infuse literary works with layers of meaning and cultural resonance. The reclamation of African identity is a key focus, with discussions on Afrocentric perspectives in modern literature, the impact of the Black Arts Movement, and contemporary literary movements. The challenges and opportunities of navigating dual heritage and cultural hybridity are addressed, emphasizing the complexities of identity formation and cultural expression.

Raphael Oyedele

As it is believed, Africa is the cradle of humankind, where humans also left for other parts of the world during the slave trade and also during World War I and II. At the abolition of the slave trade, many African descendants settled where they could call home, like in the Caribbean islands and other parts of the world, as a result of the ancestral and cultural attachment between Africa and the places where the descendants of the slaves where we could see some similarities in their ways of life. We can see these facts also translate into the African and Caribbean writers' literary works, among other spheres of life. The analyses show that while both literatures share common concerns related to colonial legacy and the quest for identity, they are distinguished by unique historical and socio-political contexts that influence their narrative perspectives. For example, African literature tends to focus more on the effects of colonization and decolonization on the African continent, while Caribbean literature often emphasizes the dynamics of the diaspora and the multiple facets of Caribbean identity. In addition, this study examines the use of language and literary techniques specific to each region, as well as the contributions of major literary figures such as aimé Césaire, Léopold Sédar Senghor, Monique Ilboudo, Werewe Liking, Wole Soyinka, Maryse Condé and many others. Finally, this comparison offers a deeper understanding of the richness and diversity of postcolonial literature while highlighting the unique voices and shared experiences of African and Caribbean writers.

C. Dladla

This study investigated the intersectionality of language anxiety, writing examinations in English, and outcomes for non-English mother-tongue learners in South Africa. The study focused on the impact of these three factors on learner performance and delved into this intersectionality by reviewing the literature on anxiety stemming from writing examinations and the impact of the language medium used in assessing learners. Qualitative document analysis was used to collect and analyse the data for this study. It involved gathering literature from psychology, education, and language studies to reveal a correlation between anxiety, writing examinations, and the Language of Learning and Teaching (LOLT). The study concluded that using English as a medium for examinations can have a negative impact on learners who may not be linguistically competent to express themselves effectively in English, even if they were taught using translanguaging pedagogies. It argued that the true potential and outcomes of learners will only be fully realised through the exam process if they are allowed to write examinations in their mother tongues; and recommended that the Department of Basic Education (DBE) should allow for examinations to be conducted in all official languages for all grades and encourage learners to write examinations in their mother tongues. The only examinations they should be required to write in English are those for English Additional Language, like Afrikaans mother tongue speakers who can write all their examinations in Afrikaans except for English as a subject. Keywords: Anxiety, English Hegemony, Examinations, Language of Learning and Teaching, Linguistic Injustice

Wan-Hua Her, Udo Kruschwitz

Machine Translation has made impressive progress in recent years offering close to human-level performance on many languages, but studies have primarily focused on high-resource languages with broad online presence and resources. With the help of growing Large Language Models, more and more low-resource languages achieve better results through the presence of other languages. However, studies have shown that not all low-resource languages can benefit from multilingual systems, especially those with insufficient training and evaluation data. In this paper, we revisit state-of-the-art Neural Machine Translation techniques to develop automatic translation systems between German and Bavarian. We investigate conditions of low-resource languages such as data scarcity and parameter sensitivity and focus on refined solutions that combat low-resource difficulties and creative solutions such as harnessing language similarity. Our experiment entails applying Back-translation and Transfer Learning to automatically generate more training data and achieve higher translation performance. We demonstrate noisiness in the data and present our approach to carry out text preprocessing extensively. Evaluation was conducted using combined metrics: BLEU, chrF and TER. Statistical significance results with Bonferroni correction show surprisingly high baseline systems, and that Back-translation leads to significant improvement. Furthermore, we present a qualitative analysis of translation errors and system limitations.

Namkyeong Lee, Siddhartha Laghuvarapu, Chanyoung Park et al.

Recently, there has been a growing interest among researchers in understanding molecules and their textual descriptions through molecule language models (MoLM). However, despite some early promising developments, the advancement of MoLM still trails significantly behind that of vision language models (VLM). This is because unique challenges exist apart from VLM in the field of MoLM due to 1) a limited amount of molecule-text paired data and 2) missing expertise that occurred due to the specialized areas of focus among the experts. To this end, we propose AMOLE, which 1) augments molecule-text pairs with structural similarity preserving loss, and 2) transfers the expertise between the molecules. Specifically, AMOLE enriches molecule-text pairs by sharing descriptions among structurally similar molecules with a novel structural similarity preserving loss. Moreover, we propose an expertise reconstruction loss to transfer knowledge from molecules that have extensive expertise to those with less expertise. Extensive experiments on various downstream tasks demonstrate the superiority of AMOLE in comprehending molecules and their descriptions, highlighting its potential for application in real-world drug discovery. The source code for AMOLE is available at https://github.com/Namkyeong/AMOLE.

Maeve Bognini, C. Oko, M. Kebede et al.

Abstract The global shortage of skilled anaesthesiologists, surgeons and obstetricians is a leading cause of high unmet surgical need. Although anaesthetic and surgical task-shifting are widely practised to mitigate this barrier, little is known about their safety and efficacy. This systematic review seeks to highlight the existing evidence on the clinical outcomes of patients operated on by non-physicians or non-specialist physicians globally. Relevant articles were identified by searching four databases (MEDLINE, EMBASE, CINAHL and Global Health) in all languages between January 2008 and February 2022. Retrieved documents were screened against pre-specified inclusion and exclusion criteria, and their qualities were appraised critically. Data were extracted by two independent reviewers and findings were synthesized narratively. In total, 40 studies have been included. Thirty-five focus on task-shifting for surgical and obstetric procedures, whereas four studies address anaesthetic task-shifting; one study covers both interventions. The majority are located in sub-Saharan Africa and the USA. Seventy-five per cent present perioperative mortality outcomes and 85% analyse morbidity measures. Evidence from low- and middle-income countries, which primarily concentrates on caesarean sections, hernia repairs and surgical male circumcisions, points to the overall safety of non-surgeons. On the other hand, the literature on surgical task-shifting in high-income countries (HICs) is limited to nine studies analysing tube thoracostomies, neurosurgical procedures, caesarean sections, male circumcisions and basal cell carcinoma excisions. Finally, only five studies pertaining to anaesthetic task-shifting across all country settings answer the research question with conflicting results, making it difficult to draw conclusions on the quality of non-physician anaesthetic care. Overall, it appears that non-specialists can safely perform high-volume, low-complexity operations. Further research is needed to understand the implications of surgical task-shifting in HICs and to better assess the performance of non-specialist anaesthesia providers. Future studies must adopt randomized study designs and include long-term outcome measures to generate high-quality evidence.

Agnetha Gallant, J. Watermeyer, Cynthia Sawasawa

BACKGROUND The COVID-19 pandemic necessitated that speech-language therapists (SLTs) make a radical change to provide services to their clients safely via telepractice. For many practitioners, telepractice was an unfamiliar mode of practice that had to be implemented under emergency conditions. Limited literature on SLTs' experiences of implementing telepractice in the Global South during this time is available. AIMS To explore the experiences of South African SLTs (N = 45) who implemented telepractice services during the COVID-19 pandemic. METHODS & PROCEDURES SLTs across the country were invited via professional bodies to participate in an online qualitative survey distributed in 2021. Data were analysed using thematic analysis principles. OUTCOMES & RESULTS We describe participants' reports of their current telepractices, discuss their perspectives on accessibility to telepractice for SLTs, clients and caregivers, and working with specific diagnoses, and consider the support needs of SLTs to enhance telepractice services. Most participants work in private practice or school settings with primarily paediatric caseloads. They reported telepractice as a positive experience and felt it was effective, although they judged that some clients were not well served by telepractice. SLTs felt underprepared for the rapid switch to telepractice and the flexibility required, especially given the limited availability of guidelines given the pandemic crisis. Greater preparation is required for telepractice sessions and more attention needs to be paid to supporting caregiver involvement online. CONCLUSIONS & IMPLICATIONS Telepractice involves various barriers and facilitators, many of which seem common across Global North and South contexts. Support is required to enhance current telepractices in terms of computer literacy, technical education, different telepractice methods and caregiver coaching. Our findings have the potential to enable the development of support, training and guidelines to improve SLTs' confidence in providing telepractice whilst delivering quality services in an accessible and safe manner. WHAT THIS PAPER ADDS What is already known on the subject Many SLTs had to transition quickly to telepractice service provision during COVID-19, with limited existing guidelines and support. Although there is some literature available on SLTs' experiences of implementing telepractice in the Global North, perspectives from the Global South during this time are limited. It is important to understand experiences, barriers and facilitators to telepractice provision to provide tailored support to practitioners. What this paper adds to existing knowledge Telepractice provides a viable alternative to in-person therapy for specific clients and contexts. Telepractice presents both benefits and barriers for effective clinical practice across Global North and South contexts. Greater preparation is required for telepractice sessions and more attention needs to be paid to enhancing caregiver involvement online, especially since many practitioners are likely to continue offering telepractice services post-pandemic. What are the potential or actual clinical implications of this work? Clinicians felt underprepared for the rapid switch from service delivery mode to telepractice. Greater support, training and guidelines for students and practitioners are required to enhance current practices and ensure practitioners are equipped to provide effective telepractice in the future. In particular, support should cover technological aspects, caregiver coaching and online assessment options, especially for paediatric clients.

H. Singh, Semtetam Patience Fakembe, Racquel K. Brown et al.

Background Stroke service disparities experienced by individuals of African descent highlight the need to optimize services. While qualitative studies have explored participants’ unique experiences and service needs, a comprehensive synthesis is lacking. To address current knowledge gaps, this review aimed to synthesize existing literature on the experiences of individuals of African descent impacted by a stroke living in high-income economy countries in terms of stroke prevention, management, and care. Methods A qualitative meta-synthesis incorporating a meta-study approach was conducted to obtain comprehensive and interpretive insights on the study topic. Four databases were searched to identify qualitative English-language studies published in the year 2022 or earlier on the experiences of adults of African descent who were at risk or impacted by a stroke and living in high-income economy countries. Study methods, theory, and data were analyzed using descriptive and interpretive analyses. Results Thirty-seven studies met our inclusion criteria, including 29 journal articles and 8 dissertations. Multiple authors reported recruitment as a key challenge in study conduct. Multiple existing theories and frameworks of health behaviours, beliefs, self-efficacy, race, and family structure informed research positionality, questions, and analysis across studies. Participant experiences were categorized as (1) engagement in stroke prevention activities and responses to stroke symptoms, (2) self-management and self-identity after stroke, and (3) stroke care experiences. Conclusions This study synthesizes the experiences and needs of individuals of African descent impacted by stroke. Findings can help tailor stroke interventions across the stroke care continuum, as they suggest the need for intersectional and culturally humble care approaches.

Maryan A Dualle, Lisa M. Robinette, I. Hatsu

Sizo Nkala, S. Masuku

ABSTRACT This article used a critical discourse approach to understand how linguistic practices in the South African media construct international immigrants of African origin. We created an 88 000-word corpus of online South African news articles on immigrants from 2008 to 2020, which we then uploaded onto a corpus analysis software, Sketch Engine. Through the software, we were able to generate patterns of language use in the construction of immigrant identity and subject position in the media. While most literature on South Africa has focused on the violence associated with xenophobia, this paper zeroes in on ‘the language of xenophobia’ to provide a good reflection of the sociological construction of ‘self’ and ‘other’ in the country. By examining the discursive practices of the media on foreign nationals, the paper maps out not only the circulation but also the reproduction of power, social relations and other sociologies behind the prejudices that inform xenophobia in all its various forms.

Choice Dimakatso Mpanza

This paper reports one of the findings of a study that was conducted to determine strategies that can be used to promote the use of indigenous African languages as languages of teaching and learning in South African schools. The problem that I sought to address was the lack of or insufficient use of indigenous African languages for teaching and learning in the South African education system, despite these languages being constitutionally recognised as official languages in the country since 1994. The study was conducted against the background of existing research both locally and internationally, which highlights the negative effects of offering education in a language that is not the learner’s first language or mother tongue. It was conducted in KwaZulu-Natal, one of the nine provinces of the Republic of South Africa, in which isiZulu is the predominant indigenous African language. Participants included a random sample of educators from primary schools and high schools, a random sample of language and education specialists in institutions of higher learning found in the province, as well as a random sample of learners in the Further Education and Training (FET) phase. Questionnaires, an observation schedule, and focus group interviews were used to collect data for the study. As part of the literature review, language policies formulated after the adoption of the new constitution in 1994, in particular the Language-in-Education Policy (LiEP) of 1997, were reviewed to determine their contribution to the language provision dilemmas suffered by indigenous African languages in teaching and learning. This paper reports on one of the effects that language provisions made in the LiEP seem to have had, which manifests as a lack of competence in both the language of teaching and learning and in the home (native) language among most black learners, a condition that has been termed “semilingualism” by some scholars. The implications of this phenomenon for language in teaching and learning are also highlighted. The paper concludes by making suggestions for a need to revise the LiEP to help overcome this emergent problem and improve the use of indigenous African languages in teaching and learning.

John Daugman, Cathryn Downing, Oluwatobi Noah Akande et al.

We conducted more than 1.3 million comparisons of iris patterns encoded from images collected at two Nigerian universities, which constitute the newly available African Human Iris (AFHIRIS) database. The purpose was to discover whether ethnic differences in iris structure and appearance such as the textural feature size, as contrasted with an all-Chinese image database or an American database in which only 1.53% were of African-American heritage, made a material difference for iris discrimination. We measured a reduction in entropy for the AFHIRIS database due to the coarser iris features created by the thick anterior layer of melanocytes, and we found stochastic parameters that accurately model the relevant empirical distributions. Quantile-Quantile analysis revealed that a very small change in operational decision thresholds for the African database would compensate for the reduced entropy and generate the same performance in terms of resistance to False Matches. We conclude that despite demographic difference, individuality can be robustly discerned by comparison of iris patterns in this West African population.

Ainayya Almira, Anisah Rachmawati, Insi Norma Jelita et al.

The aim of this research is to provide insight to chemistry education teachers and researchers regarding the effectiveness of the guided inquiry learning model and provide direction for further research in this field. The research method used in this article is Systematic Literature Review (SLR), to help compile and evaluate various research related to the guided inquiry learning model. The instrument used in this research is to present the results of a literature review of various articles discussing the application of this model in chemistry learning by exploring the definition, application, strengths, weaknesses and effectiveness of the guided inquiry learning model in chemistry learning. The research results show that the application of this model can be carried out both in the theoretical and practical aspects of chemistry learning. The advantages of the guided inquiry model involve students actively, increase learning independence, and provide students with the opportunity to discuss and find their own answers. Students who study with this model tend to have higher learning achievements. However, there are also disadvantages, such as the time required to implement this model and obstacles in dealing with students who are not yet familiar with this approach.

Rodney P. Joseph, B. Ainsworth, C. Keller et al.