The lived experiences of the African middle classes

What are the experiences of the African middle classes, and what do their experiences tell us about social change on the continent? While there have been ample attempts to demarcate the parameters of this social group, the necessary work of tracing the social life and social relations of the middle classes is just beginning. The articles in this special issue provide compelling accounts of the ways in which the middle classes are as much made through their social relations and social practices as they are (if indeed they are) identifiable through aggregate snapshots of income, consumption habits and voting behaviours. Rachel Spronk (2018: 316) has argued that ‘the middle class is not a clear object in the sense of an existing group that can be clearly delineated; rather, it is a classification-in-the-making’. We agree, and our aim in bringing these contributions together in this special issue is to develop our understanding of how this process is emerging in different contexts across Africa. In her opening contribution, Carola Lentz suggests that we need more research on ‘the social dynamics of “doing being middle-class”’, or what we term here ‘middle-classness’, which attends to this ‘classification-in-the-making’ through urban–rural changes over intergenerational life courses, multi-class households, kinship and social relations. Such an agenda has recently been opened up by two edited volumes on the African middle classes (Melber 2016; Kroeker et al. 2018). We further develop this agenda here through a series of empirically rich articles by scholars in African studies, anthropology, literature and sociology that explicitly address the question of the lived experiences of the middle classes. Echoing Spronk's unease with taking ‘the middle class’ as an already constituted social group, what emerges across the articles is rather the unstable, tenuous and context-specific nature of middle-class prosperity in contemporary Africa. Social positions shift – or are questioned – as one moves from the suburb to the township (Ndlovu on South Africa) or into state-subsidized high-rise apartments (Gastrow on Angola). Stability gives way over time to precarity (Southall on Zimbabwe). Wealth is not tied to the individual but circulates more widely through social relations. Should one invest in the nuclear or the extended family (Hull on South Africa; Spronk on Ghana)? In a house or a car (Durham on Botswana)? And why does it matter – for the individual, the household, the family, the city, the nation and the continent? To grasp what it means to be middle-class in Africa today necessarily requires an understanding of the historical, social and spatial embeddedness of lived experiences at multiple scales

(Re)learning to Love Ourselves

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Middle class construction: domestic architecture, aesthetics and anxieties in Tanzania

This paper examines the new styles of houses under construction in contemporary Tanzania and suggests that they can be understood as the material manifestation of middle class growth. Through an examination of the architecture, interior decor and compound space in a sample of these new houses in urban Dar es Salaam and rural Kilimanjaro, the paper identifies four domestic aesthetics: the respectable house, the locally aspirant house, the globally aspirant house and the minimalist house, each of which map on to ideas about ujamaa, liberalisation and the consumption of global consumer goods in distinct ways. The paper argues that these different domestic aesthetics demonstrate intra-class differences, and in particular the emergence of a new middle class

Calculating individual lifetime effective risk from initial mean glandular dose arising from the first screening mammogram

Objectives: To use the initial mean glandular dose (MGD) arising from the first screening mammogram to estimate the individual total screening lifetime effective risk. Methods: Organ doses from FFDM screening exposures (craniocaudal and mediolateral oblique for each breast) were measured using a simulated approach, with average breast thickness and adult ATOM phantoms, on 16 FFDM machines. Doses were measured using TLDs accommodated inside the ATOM phantom; examined breast MGD was calculated. Total effective risk during a client’s lifetime was calculated for 150 screening scenarios of different screening commencement ages and frequencies. For each scenario, a set of conversion factors were obtained to convert MGD values into total effective risk. Results: For the 16 FFDM machines, MGD contributes approximately 98% of total effective risk. This contribution is approximately constant for different screening regimes of different screening commencement ages. MGD contribution remains constant but the risk reduced because the radio-sensitivity of all body tissues, including breast tissue, reduces with age. Three sets of conversion factors were obtained for three screening frequencies (annual, biennial, triennial). Three relationship graphs between screening commencement age and total effective risk, as percentages of MGD, were created. Conclusions: Graphical representation of total risk could be an easy way to illustrate the total effective risk during a client’s lifetime. Screening frequency, commencement age, and MGD are good predictors for total effective risk generating more understandable data by clients than MGD

Talking and thinking together at Key Stage 1

In this paper, we describe an innovative approach to promoting effective classroom-based groupwork and the development of children's speaking and listening at Key Stage 1. This approach, known as Thinking Together, was initially developed for use with Key Stage 2 children. The work reported here explains how this approach has now been applied to the teaching of speaking and listening at Key Stage 1. The approach is founded on contemporary sociocultural theory and research. At the heart of the Thinking Together approach is a concern to help children build and develop their knowledge and understanding together, through enabling them to practise and develop ways of reasoning with language

Practitioner compression force variation in mammography : a 6 year study

The application of breast compression in mammography may be more heavily influenced by the practitioner rather than the client. This could affect image quality and will affect client experience. This study builds on previous research to establish if mammography practitioners vary in the compression force they apply over a six year period. This longitudinal study assessed 3 consecutive analogue screens of 500 clients within one screening centre in the UK. Recorded data included: practitioner code, applied pressure (daN), breast thickness (mm), BI-RADS® density category and breast dose. Exclusion criteria included: previous breast surgery, previous/ongoing assessment, breast implants. 344 met inclusion criteria. Data analysis: assessed variation of compression force (daN) and breast thickness (mm) over 3 sequential screens to determine whether compression force and breast thickness were affected by practitioner variations. Compression force over the 3 screens varied significantly; variation was highly dependent upon the practitioner who performed the mammogram. Significant thickness and compression force differences over the 3 screens were noted for the same client (<0.0001). The amount of compression force applied was highly dependent upon the practitioner. Practitioners fell into one of three practitioner compression groups by their compression force mean values; high (mean 12.6daN), intermediate (mean 8.9daN) and low (mean 6.7daN). For the same client, when the same practitioner performed the 3 screens, maximum compression force variations were low and not significantly different (p>0.31). When practitioners from different compression force groups performed 3 screens, maximum compression force variations were higher and significantly different (p<0.0001). The amount of compression force used is highly dependent upon practitioner rather than client. This has implications for radiation dose, patient experience and image quality consistency

An exploration of factors involved in the roll out of a digital application in breast services: A case study approach.

Acceptance of new technologies in health care, by those who use them as part of their role, is challenging with confounding contextual factors surrounding the acceptance of technology. As healthcare is rapidly digitising, stakeholder groups should be included in each stage of evaluation and implementation to allow opportunities to influence and contribute to digital health policies. This research employed a case study methodology to initiate an exploration into the factors associated with implementing a digital application into a mammography service. It examined the initial implementation and subsequent impact of the rollout of a digital application (VA) within a breast service in South Australia. Stakeholders' opinions on team performance and feedback mechanisms of the digital application were evaluated through a staff questionnaire distributed through an online survey JISC. The incorporation of digitised technology into a service is evidently met with challenges. Although there is potential value in utelising automated feedback for workflow improvement and patient services, it appears imperative to provide targeted and developmental resources for educational development and staff well-being during the implementation phase. This case study approach delves into key discussion areas and serves as the initial insight into the implementation of a digital application. It could be regarded as a foundational reference for future evaluations of digital applications. Research around digital fluency within the radiography profession requires further consideration. Under-utilisation or resistance may result in missed opportunities to enhance patient experiences and care outcomes and support staff wellbeing. Therefore, continued engagement and the encouragement of user feedback during the implementation phase are crucial to demonstrate future acceptance of digital applications in clinical settings. [Abstract copyright: Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.

Conspiracy theory beliefs in the adolescent population: A systematic review

© 2024 The Authors. Published by Wiley. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1002/jad.12316Introduction While the study of conspiracy theory beliefs is a relatively new research area, there has been a rise in academic interest in recent years. The literature provides evidence of relationships between conspiracy theory beliefs and a range of factors, but the vast majority of studies are limited to adult samples, and it is unclear how such beliefs present in adolescence. Methods The systematic review was conducted according to the PRISMA-S format. Relevant databases were searched up to February 23, 2023, for quantitative studies related to adolescent conspiracy theory beliefs. Results The six included articles show that conspiracy theory beliefs are present from the start of adolescence, and stable from age 14 upwards, with correlations reported for mistrust and paranoid thinking. Negative relationships were reported for cognitive factors such as ontological confusion, cognitive ability, and actively open-minded thinking. Health-related beliefs correlated with adverse childhood experiences, peer problems, conduct, and sociodemographic factors. Right-wing authoritarianism and anxiety positively correlated with intergroup conspiracy theory beliefs. Conclusion While some factors from adult studies are replicated in the review, there are differences between age groups. The age at which conspiracy theory beliefs begin to form indicate developmental aspects of adolescence, and possibly childhood, that require further examination. Cognitive factors show promise for interventions and should be explored further. However, the lack of studies using adolescent populations is an issue that must be resolved for a greater understanding of conspiracy theory beliefs and a move toward effective interventions

The WHO UNESCO FIP Pharmacy Education Taskforce: enabling concerted and collective global action

Pharmacy Education is a priority area for the International Pharmaceutical Federation (FIP), the global federation representing pharmacists and pharmaceutical scientists worldwide that is spearheading the Global Pharmacy Education Taskforce. This paper describes the work of the Taskforce that was established in March 2008, explores key issues in pharmacy education development, and describes the Global Pharmacy Action Plan 2008-2010. Given the significance of pharmacy education to the diverse practice of contemporary pharmacists and pharmacy support personnel, there is a need for pharmacy education to attain greater visibility on the global human resources for health agenda. From this perspective, FIP is steering the development of holistic and comprehensive pharmacy education and pharmacy workforce action to support and strengthen regional, national, and local efforts. The role of a global organization such as FIP is to facilitate, catalyze, and share efforts to maximize pharmacy education development and stimulate international research to develop guidance, tools, and better understanding of key issues. To achieve this goal, FIP has (1) established a formal collaborative partnership with the 2 United Nations agencies representing the education and health sectors, United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Health Organization (WHO); and (2) established the Global Pharmacy Education Taskforce to serve as the coordinating body of these efforts. The initial effort will serve to leverage strategic leadership and maximize the impact of collective actions at global, regional, and national levels. Three project teams have been convened to conduct research, consultations and develop guidance in the domains of vision for pharmacy education, competency, quality assurance, academic workforce, and institutional capacity