Robert Kent Kirya Robert
ID:
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Developing a Circular Motion Concept Inventory for evaluating understanding of students of Ugandan Secondary Schools.
REFNo: NS274ES
iii) To evaluate the students’ conceptual change using the circular motion concept inventory's pre-test and post-test scores.
ii) Use the circular motion concept inventory to examine the level of conceptual understanding of secondary school students.
i) To adapt and validate the statistical indices of circular motion concept inventory.
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Uganda |
2021-08-05 |
2024-08-05 |
Natural Sciences |
Non-Clinical Trial |
Degree Award |
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Susan Kironde Kizito
ID:
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THE ROLE, KNOWLEDGE, ATTITUDE AND PRACTICES OF TRADITIONAL HEALERS IN THE MANAGEMENT OF SNAKE BITES: A CASE OF GULU AND KAMULI DISTRICTS, UGANDA
REFNo: HS1434ES
1.Describe the role of traditional healers in the management of snakebites.
2.Assess the knowledge traditional healers have on snakes, snake bite symptoms and signs, and management of snakebite envenoming.
3.Describe the attitude traditional healers have about snakes, and the modes of first aid they use for management of snakebites.
4.Document traditional healers’ practices when providing first aid to snakebite victims.
5.Establish the willingness of traditional healers to contribute towards establishing a community surveillance system for snakebites in Uganda.
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Uganda |
2021-08-04 |
2024-08-04 |
Medical and Health Sciences |
Non-Clinical Trial |
Non-degree Award |
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Pontiano Kaleebu
ID: UNCST-2021-R013577
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An open label, Phase 2 study to evaluate the safety and immunogenicity of an Ad26.ZEBOV booster dose in Human Immunodeficiency Virus Positive (HIV+) adults previously vaccinated with the Ad26.ZEBOV, MVA-BN-Filo vaccine regimen
REFNo: HS1350ES
• To assess the safety and tolerability of a Ad26.ZEBOV booster dose in HIV positive adults previously vaccinated with the Ad26.ZEBOV, MVA-BN-Filo vaccine regimen.
• To assess humoral responses induced by the booster dose against EBOV glycoprotein (GP), as measured by Filovirus Animal Non-Clinical Group (FANG) Enzyme-Linked Immunosorbent Assay (ELISA) at 7 and 21 days.
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Uganda |
2021-08-04 |
2024-08-04 |
Medical and Health Sciences |
Clinical Trial |
Non-degree Award |
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Sarah Zalwango Karen
ID: UNCST-2021-R005660
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Identifying adolescents at high risk of neurocognitive disorder: Development and validation of composite risk index.
REFNo: HS1532ES
a. To develop a CRI by combining intake data on nutrition, immune parameters and HIV status and their interactions and perform internal and external validation of CRI as predictor of ND at 12 months. We hypothesize that the CRI evaluated at intake will successfully predict progressive/incident ND 12 months later.
b. To further internally and externally validate CRI for “out-of-time-window” prediction from 24 to 36 months. We hypothesize that the CRI developed at intake but evaluated at 24 months will successfully predict progressive/incident ND at 36 months.
c. For HEU and HIV-infected children, to refine CRI into CRI-HEU and CRI-HIV, respectively, by including type of maternal ART, viral genome parameters, current cART regimen/adherence (as applicable), and their interactions. We hypothesize that the CRI-HEU and CRI-HIV developed at intake and evaluated at intake and 24 months will successfully predict ND and ND/HAND respectively, 12 months later.
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Uganda |
2021-08-04 |
2024-08-04 |
Medical and Health Sciences |
Non-Clinical Trial |
Non-degree Award |
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Mary Goretti Nakabugo Goretti
ID: UNCST-2021-R013051
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DEVELOPING SUSTAINABLE MODELS FOR COMMUNITY-BASED PRESCHOOLS IN UGANDA
REFNo: SS714ES
The purpose of this study is to identify and refine models of ECCE provision which can help to increase its availability and enhance its quality in the context of Uganda. It is intended that these models should involve community ownership and management as far as possible and should be suitable for public subsidy in the future.
The main research questions are as follows and will apply to a variety of cases selected for in-depth and comparative study:
1. What structures, practices and resources can enable the preschool to be controlled by, and accountable to, representatives of a local community or other relevant community?
2. What structures, resources and system of funding can help to make the preschool accessible and affordable to all or most households in the locality? How far can these elements be sourced within the community?
3. What are the essential human and physical resources for the preschool to be of acceptable quality and how should the standards for these be stated for purposes of management and evaluation? How far can the community provide these resources?
4. Given the existing provision of resources, what should be the priorities for improving leadership, teaching and care in the preschool?
5. How can the preschool best be linked with schools, health and social welfare services and existing demand-side interventions?
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Uganda |
2021-08-03 |
2024-08-03 |
Social Science and Humanities |
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Non-degree Award |
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