Search results

Sexuality / Marianne Matzo -- Bereavement / Inge B. Corless -- Supporting families in palliative care / Rose Steele and Betty Davies -- Planning for the actual death / Patricia Berry -- Cultural considerations in palliative care / Polly Mazanec and Joan T. Panke -- Self-assessment test questions

Contents: Change and continuity in the Gezira region of the Sudan, by Georges Brauch; The integration of social development plans with over-all development planning: the example of Sierra Leone, by David Carney; The development of subsistence and peasant economies in Africa, by George Dalton; Some social policy implications of industrial development in East Africa, by Walter Elkan; Problems in the development of family relations in West Africa, by Artem Letnev.

"As an Alaska Native (Unangax) raised among my Elders, I was taught Indigenous ways of thinking, the importance of honoring and respecting our Elders and all people and as I moved through the Western education system, I came to realize the knowledge of the land, the water, and the environment taught to me by Elders in my family and community was not in the textbooks, not shared by others, not honored or respected when shared in a group setting"--

Pt.1, General aspects; pt.2, Mental hygiene in education and in mercantile life; pt.3, Institutional treatment and community organization.

The Meiji Restoration of 1868 resumed the early Japanese practice, which had been interrupted for 1,000 yrs of importing culture from abroad & adapting it to Japanese needs & conditions. One means it used to accomplish this was to endorse the policy of sending S's abroad to study & do res. The door was closed on the practice by WWII but opened again in 1945. In the period 1949-1955 Japan has sent 1,473 S's to the US, France, GB, Germany, India, & Italy. Also during the same period Japan participated in 318 internat conferences. Since 1954 Japan herself has invited 38 undergrads & res S's to study in Japan at her expense. During the yrs immediately following the Meiji Restoration Japanese S's could bring home the knowledge & techniques of Western culture. They helped lay the foundation for modern Japan. Later S's found it more difficult to make such radical & important influences on national life & policy. The nationalism & xenophobia which became more & more dominant in Japan reduced incentives to study abroad. Self-examination after WWII has led to a resumption of the policy of learning as much as possible from foreign nations. Technical knowledge & world understanding should both be emphasized in foreign study probrams. Needed adjustments in the program include the desirability of providing orientation courses (in language & customs) for the participants, making it possible for married S's to bring their families with them, improving the means for selecting exchange S's & scholars, & for increasing the scope of the exchanges. B. J. Keeley.

Analyzed are the social & historical causes of the Eritrean revolution, with focus on the repressive policies of Italian, British, & most recently, Ethiopian occupiers. The social & revolutionary accomplishments of the Eritrean People's Liberation Front (EPLF) in the areas of land reform, liberation of towns, & politicalization of workers & peasants are described. Also assessed is the impact of the EPLF on education, health, & the liberation of women. The deterrent effect of entrenched feudal interests & of early mistakes on revolutionary progress is hypothesized. D. Dunseath.