445 research outputs found

    Women in Iraq: beyond the rhetoric

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    At a press conference two weeks before the US-led invasion of Iraq, flanked by four “Women for a Free Iraq,”1 Paula Dobriansky, then undersecretary of state for global affairs, declared: “We are at a critical point in dealing with Saddam Hussein. However this turns out, it is clear that the women of Iraq have a critical role to play in the future revival of their society.” For the Bush administration, Iraqi women would not only be “helping give birth to freedom” in the post-Saddam order.2 US officials spoke publicly about rape, torture and executions of women under Ba‘th Party rule, implicitly linking these atrocities to the necessity for US military action.

    A Mirror of Political Culture in Contemporary Egypt: Divisions and Debates Among Women Activists

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    The fourth of four volumes, this volume covers contemporary political and social issues in Egypt. The contributors include: Mona Abaza, Nadje Sadeg al-Ali, Iman Hamdy, Noha el-Mikawy, Reem Saad.https://fount.aucegypt.edu/faculty_book_chapters/2004/thumbnail.jp

    Views on Social Accountability in Medical Education “If you can’t explain it simply, you don’t understand it well enough” Albert Einstein

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    Socially Accountable Medical Schools hold themselves responsible for producing outcomes aligned with health workforce, priority health, and health systems needs oftheir communities. Social Accountability carries the promise of social justice and better wellbeing of societiestherefor it is gaining support and popularity. Nevertheless, this term is ambiguous and needs clarification. The goal of this paper was to find some of the possible causes of ambiguity and join the ongoing discourse on Social Accountability. This is an opinion paper.Internet search was performed to reviewbasic concepts on Social Accountability in Medical Education. Three interrelated areas were found as possible ambiguity factors: context difference, words used to explain it/semantics and the evolution of Medical Education in developed versus developing worlds. To cope with local and global challenges such as COVID-19 pandemic, the values of Social Accountability are dearly needed. Currently allies are working to contextualizethis concept by building up evidence and formulating reflective standards. Eventually Social Accountability will rightly be considered as a mark of excellence in ME

    Effect of Breast Cyst Fluid on Oestrone Sulphatase Activity in Breast Cancer Celllines

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    Breast cancer is the most common cancer in women worldwide. Although breast cancers are generally oestrogen receptor positive initially, a substantial proportion become oestrogen receptor negative. Oestrogen receptor positive breast cancers are associated with a better prognosis than oestrogen receptor negative breast cancers as they are more responsive to hormonal therapy. Breast cyst fluid (BCF) is known to be a rich source of steroid hormones and growth factors. These substances may have significant effects on mammary epithelial cell growth and oestrogen metabolism in the breast and may, thus, play important roles in the pathophysiology and development of breast cancer. Oestrone sulphate acts as a large reservoir of active oestrogens in the breast and is converted to oestrone by the enzyme oestrone sulphatase. The aims of the present study were to assess the effects of BCF on cell growth of, and oestrone sulphatase activity in the MCF-7 oestroge

    The Path of Undergraduate Medical Education in Sudan

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    Background: Sudan’s experience with undergraduate Medical Education (UME) stated in 1924 with one school, currently there are about 66 medical schools. During this period many local and global socioeconomic events took place and molded UME. This study was set to document the course and influencing factors that shaped Sudanese UME. Methods: An extensive literature search was conducted, all the relevant articles and websites were accessed, hard copy documents were reviewed and personal communications with eminent Sudanese figures in the field were conducted. Results: Sudanese UME is meagerly documented and its history can be described in four phases. The establishment phase (1924-1974) one school was founded and it was influenced by the Flexner’s era and Sudanese independence. The Provincial expansion phase (1975-1990) was influenced by Sudan’s commitment to Al-Ma Ata recommendations and current educational innovations. Revolution in Higher Education (1991–2004,) led to mushrooming of public and private UME, was influenced by global trend in privatization and local sociopolitical turbulence. Quality assurance and accreditation phase (2005-2019) was influenced by contradicting local factors and strong international directions. `Conclusion: Sudan’s history and experience with UME is almost one century old during this time it experienced triumphs and setbacks. Numerous lessons were learned and can contribute to facing the challenges of UME here and beyond. After December Mighty Revolution which changed the old political regime, the country entered a transitional stage devoted to rebuilding and repair in all sectors including education. Studies such as this one will provide the needed data for reforming UME

    Identification and inheritance of aphid (Aphis gossypii Glover )resistance in melons ( Cucumis melo L.)

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    The cultivated cucurbits represent an important group of vegetables grown and consumed throughout the world (Munger and Robinson, )1991). In the Sudan, watermelon (Citrullus lanatus Thunb) is the most important (Cucuntis melo Var. felexuosus). The immature fruits of snake Ion are utilized in salads in place of the more universally distributed under. Land rases of melon used to dominate over most of the major wing areas, particularly those along the White Nile banks stretching between Dueim, Rabak, Kosti and Gebellein
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