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- Abelsson, Anna, 1971-, et al.
(author)
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Enhanced self-assessment of CPR by low-dose, high-frequency training
- 2021
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In: International Journal of Emergency Services. - : Emerald Group Publishing Limited. - 2047-0894 .- 2047-0908. ; 10:1, s. 93-100
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Journal article (peer-reviewed)abstract
- Purpose: The purpose was to investigate what effect an intervention of low-dose, high-frequency cardiopulmonary resuscitation (CPR) training with feedback for one month would have on professionals' subjective self-assessment skill of CPR.Design/methodology/approach: This study had a quantitative approach. In total, 38 firefighters performed CPR for two minutes on a Resusci Anne QCPR. They then self-assessed their CPR through four multiple-choice questions regarding compression rate, depth, recoil and ventilation volume. After one month of low-dose, high-frequency training with visual feedback, the firefighters once more performed CPR and self-assessed their CPR.Findings: With one month of low-dose, high-frequency training with visual feedback, the level of self-assessment was 87% (n = 33) correct self-assessment of compression rate, 95% (n = 36) correct self-assessment of compression depth, 68% (n = 26) correct self-assessment of recoil and 87% (n = 33) correct self-assessment of ventilations volume. The result shows a reduced number of firefighters who overestimate their ability to perform CPR.Originality/value: With low-dose, high-frequency CPR training with visual feedback for a month, the firefighters develop a good ability to self-assess their CPR to be performed within the guidelines. By improving their ability to self-assess their CPR quality, firefighters can self-regulate their compression and ventilation quality. © 2020, Emerald Publishing Limited.
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- Abraham, Getahun Yacob, 1958-
(author)
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A post-colonial perspective on African education systems
- 2020
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In: African Journal of Education and Practice. - : International Peer Reviewed Journals and Books (IPRJB). - 2519-0296. ; 6:5, s. 40-54
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Journal article (peer-reviewed)abstract
- Purpose: The purpose of this article is to discuss about precolonial and colonial education and the development of the education systems in the postcolonial Africa. The paper will deal with the questions whether there were any education systems in precolonial Africa and motives for introducing the colonial education systems. Further the relation of the colonial education systems with the needs of the local society, the postcolonial education systems and their future will be analysed. Methodology: Postcolonial perspective is a theoretical frame for the study. A desk-research was conducted to identify and select the relevant literature. Content analysis was used as a method to understand, analyse and interpret the literature. Findings: The results of the literature review show that there were socialization mechanisms before colonialism in African societies. Education introduced in its modern form by missionaries was supposed to serve mainly religious purposes and to train low level functionaries by colonial states. Instead of focusing on local realities education was used to teach the glories of the colonial countries, spread their language and culture as well as introduce a new way of life by condemning all that was native. After independence the inherited colonial education systems continued isolating the masses who had no access to the colonial languages. Unique contribution to theory, practice and policy: Findings of this study shows some limitations in African education systems. It is necessary that education policy makers and other concerned stakeholders´ to increase the use of local languages to reach the society at large, to focus on contents relevant to their contexts, to provide both theoretical and skill-based education useful for development of society and to aim towards educating productive, conscious, critical and democratic citizens.
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| 6. |
- Abraham, Getahun Yacob
(author)
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Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94).
- 2008
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In: Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94)..
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Conference paper (peer-reviewed)abstract
- Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).AbstractThe aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough’s Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff’s rights and responsibilities, and on relations between school, home and society.Key words: South Africa, Sweden, Curricula, and Democratic values
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| 7. |
- Abraham, Getahun Yacob
(author)
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Critical Pedagogy: Origin, Vision, Action & Consequences
- 2014
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In: KAPET. - Karlstad : Karlstads universitet. - 1653-4743. ; 10:1, s. 90-98
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Journal article (other academic/artistic)abstract
- Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators’ possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it. Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.
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| 9. |
- Abraham, Getahun Yacob
(author)
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Democratic Values in the Comprehensive Schools Curricula of the Nordic Countries.
- 2013
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Conference paper (peer-reviewed)abstract
- Democratic values in the comprehensive schools curricula of the Nordic countries. The major focus of this paper is to find out which aspects of democratic values are emphasised in the comprehensive schools curricula of the five Nordic countries. It is also an intention of the paper to find out similarities and differences in emphasis and if available data allows to further investigate the reasons for differences and similarities.Major sources for the work were curricula of comprehensive schools from the different Nordic countries. Each countries current curriculum was closely read to understand their contents and to undertake comparative analysis. Text analysis was used as a major tool to look closely at the text and context. For further knowledge journals on curriculum studies and other relevant materials were consulted.A preliminary review of the general section of comprehensive schools curricula of these countries show:In the Danish curriculum participation, responsibility and understanding rights and duties are emphasised.The Finnish curriculum raises issues on human rights, equality, natural diversity, preservation of environment and multiculturalism. Responsibility, a sense of community and respect for the right and freedom of the individual are emphasised. General diversity and gender equality are given significant attention.In the Icelandic curriculum the major focus is human rights, collective responsibility, participation, influencing, and respect. Concern for people, animal and the environment are included in the curriculum. Critical thinking and reflection, active cooperation & collective responsibility are also emphasised.The Norwegian curriculum mentions understanding, cooperation, independence, individual freedom and tolerance as important issues.Swedish curriculum raises issues on respect for human rights, respect for persons and the environment. It considers inviolability of human life, individual freedom and integrity, equality between women and men, solidarity with the weak and vulnerable as crucial points. Sense of justice, generosity of spirit, tolerance and responsibility, well-being and development of the individual, no discrimination and personal responsibility were among the areas the curriculum lifted up.The curricula in these five countries give room for democratic values. There are some variations on emphasises on specific issues. But all the curricula include issues of rights and responsibilities.Keywords: curricula, democratic values, Nordic countries
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| 10. |
- Abraham, Getahun Yacob
(author)
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Education for Democracy? : Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools
- 2010
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Doctoral thesis (other academic/artistic)abstract
- This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren’s Frame Factor Theory is used to study school organization. Basil Bernstein’s Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners’ understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders’ roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.
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