From Epidemic Meningitis Vaccines for Africa to the Meningitis Vaccine Project.

Background: Polysaccharide vaccines had been used to control African meningitis epidemics for >30 years but with little or modest success, largely because of logistical problems in the implementation of reactive vaccination campaigns that are begun after epidemics are under way. After the major group A meningococcal meningitis epidemics in 1996-1997 (250,000 cases and 25,000 deaths), African ministers of health declared the prevention of meningitis a high priority and asked the World Health Organization (WHO) for help in developing better immunization strategies to eliminate meningitis epidemics in Africa.

Methods: WHO accepted the challenge and created a project called Epidemic Meningitis Vaccines for Africa (EVA) that served as an organizational framework for external consultants, PATH, the US Centers for Disease Control and Prevention (CDC), and the Bill & Melinda Gates Foundation (BMGF).

Some movement disorders.

As with my previous writings on the neurology of literature, all the references used have been personally read. Indeed, I should hasten to stress that the prime motive in my reading has been a love of literature, a secondary gain being an insight into the way in which a variety of writers has viewed neurological disease. Some of the descriptions leave no doubt as to the condition being described: in other descriptions, I have used a degree of imagination! All the references to foreign texts have been read in translation.

The neurology of literature.

The confines of this chapter are necessarily arbitrary. Its limits are partly imposed by the extent of my reading (all the references have been read in full!) and partly by the restrictions of space - as a consequence of that restriction there are innumerable examples which I have been unable to cover. I have concentrated, though not exclusively, on the literature of the 19th century.

The dyslexic student and mathematics in higher education.

Difficulties that are encountered by dyslexic undergraduates with their learning and understanding of mathematics are explored. Specific consideration is given to issues arising through mathematical content, its delivery, the procedures and processes of 'doing' mathematics, and its assessment. Particular difficulties, which have emerged through exploratory and explanatory multiple-case studies, and witnessed through the provision of one-to-one support to a dyslexic and dyspraxic engineering undergraduate, are detailed.