Imam al-Sajjad ('a), during one of the most critical periods in Islamic history—the post-Karbala era under the despotic rule of the Umayyad regime—took significant steps to preserve and expand the school of Shi‘ism through the strategic use of taqiyya (dissimulation). With a profound understanding of the prevailing political and social pressures, he employed taqiyya not merely as a means of personal protection but as a calculated method to safeguard Shi‘a teachings, preserve the knowledge of the Ahl al-Bayt ('a), and lay the cultural and intellectual foundations for future generations. This study, based on a descriptive-analytical approach and library research method, examines the role of taqiyya in Imam al-Sajjad’s ('a) struggle and illustrates how he utilized this approach to counter political and ideological oppression while promoting religious teachings, training disciples, and compiling elevated Islamic knowledge. In the final section, the paper addresses a common Sunni objection regarding the apparent contradiction and duality in taqiyya-related traditions, providing a documented and analytical response. Ultimately, this research seeks to demonstrate that taqiyya, in the context of Imam al-Sajjad’s ('a) life, functioned not only as a defensive tactic but also as part of an active, deliberate cultural and religious strategy.
1 . Introduction
Imam Alī ibn al-Ḥusayn (ʿa) played a crucial role in preserving and reinforcing the foundations of Shiism during one of the most tumultuous and repressive periods in Islamic history. In the aftermath of the tragic events of Karbala and amidst the brutal oppression and extensive surveillance enforced by the Umayyad regime, Imam Al-Sajjād (ʿa) implemented a series of deliberate and strategic measures to protect the ideological, religious, and cultural heritage of the Shia community. Central to his approach was the practice of Taqiyyah—a form of precautionary dissimulation employed under duress—which not only ensured his personal safety and that of his followers, but also facilitated the discreet transmission and consolidation of Shia teachings in highly restrictive circumstances.
This article aims to explore in depth the ways in which Imam Al-Sajjād(ʿa) utilized Taqiyyah as a core strategy to ensure the survival, resilience, and subtle expansion of the Shia school during an era marked by political tyranny and religious distortion. By examining the historical, theological, and sociopolitical dimensions of the Imam’s actions, this study illuminates how Taqiyyah functioned not merely as a defensive tactic, but as a proactive and purposeful method for cultural and doctrinal preservation.
Drawing on both Shiite and Sunni textual sources, the research employs a descriptive-analytical methodology within a library-based framework to critically assess the multifaceted applications of Taqiyyah in the life and legacy of Imam Sajjād (‘a). The study illustrates how this principle enabled him to engage in religious education, develop spiritual literature, and train a discreet yet influential group of students and narrators, all while avoiding direct confrontation with the ruling authorities.
Furthermore, the article addresses one of the key polemical concerns frequently raised by Sunni scholars regarding the perceived duplicity in the practice of Taqiyyah. By contextualizing these critiques within both theological discourse and historical necessity, the paper clarifies that Taqiyyah, as employed by Imam Al-Sajjād (‘a), was neither hypocritical nor deceptive but rather a rational and principled response to the existential threats faced by the Shia community.
Ultimately, this study emphasizes that the practice of Taqiyyah during the Imamate of Imam Al-Sajjād (‘a) was a sophisticated and multidimensional instrument of resistance. It not only protected lives and religious identity but also facilitated the long-term endurance and intellectual development of Shiism during one of its most vulnerable phases. By reevaluating this strategy through a fresh academic lens, the article contributes to a deeper understanding of the Imam’s campaign and the broader role of Taqiyyah in shaping Islamic history.
Research Question(s)
What is Taqiyyah, and what strategy did Imam Al-Sajjād ('a) employ in its implementation?
What are the narrations from the Imams throughout history concerning the practice or non-practice of Taqiyyah?
What accounts for the discrepancies in the narrations regarding Taqiyyah?
Literature Review
Various studies have explored the life of Imam Al-Sajjād ('a) and examined his religious, social, and educational dimensions. However, a comprehensive and coherent analysis of the use of Taqiyyah as a combat strategy in the context of the political and social conditions of his time has not yet been undertaken. This study aims to investigate, based on reliable historical and narrative sources, one of the most significant combat methods employed by Imam Al-Sajjād ('a) through Taqiyyah. It will demonstrate how he effectively preserved the Shiite school from numerous threats and fortified its scientific and cultural foundations during critical circumstances by leveraging this strategic tool. Additionally, this study addresses a prevalent concern among Sunnis regarding the perceived duality in the hadiths of Taqiyyah, an issue that has not been rigorously examined to date.
Methodology
This research employs a library methodology and a descriptive-analytical approach to examine Shia and Sunni traditions.
Results
In the challenging political and social climate during the Umayyad rule, Imam Al-Sajjād (ʿa) played a crucial role in preserving and expanding the Shiite school of thought. He employed the doctrine of Taqiyyah and utilized indirect methods such as prayer, mourning, freeing slaves, and educating students. Through these efforts, he not only safeguarded Shiism from potential destruction but also, by nurturing a new generation of scholars and loyal followers, laid the foundation for a significant scientific and cultural movement that flourished during the reigns of the subsequent Imams ('a). Overall, Imam Al-Sajjād (ʿa) strategy during the era of Taqiyyah stands out as one of the most effective and astute approaches for preserving the Shiite school against oppressive regimes. This strategy remains a valuable lesson for navigating difficult circumstances and safeguarding religious principles today. The narrations attributed to Imam Al-Sajjād ('a) address both the permissibility and non-permissibility of Taqiyyah. The presence of these seemingly conflicting narrations has raised doubts among some religious groups. It is essential to note that, in the view of the Imam of Imams ('a), Taqiyyah is a conditional and limited practice; these narrations do not indicate a contradiction but rather highlight its various contexts. Consequently, Taqiyyah is obligatory in certain situations and may be abandoned in others. A proper understanding of these parameters is key to resolving any ambiguities.
Gifty Serwah Mensah , Ernest Kwesi Klu, Ndishunwani Vincent Demana
et al.
This study explored the teachers’ challenges in using local history projects to develop learners’ historical skills. Despite the importance of local history projects in developing learners’ historical skills and knowledge, there is evidence that teachers are struggling to teach and administer them effectively. The study used critical pedagogy as a critical framework, along with an interpretive paradigm, to guide the qualitative approach to achieve the aim and objective of the study. The study purposefully sampled five participants from five different schools in the Motheo Education District, Free State Province. Semi-structured interviews were used as a data collection strategy. Thematic analysis was used to make sense of the data. The researchers’ findings show that social science teachers who participated in the study faced many challenges in teaching local history projects to develop learners’ historical skills. To mitigate these challenges, the Department of Education should develop strategies to organize workshops to empower teachers, specifically in teaching local history projects, using available resources. The paper also recommends a collaborative effort of relevant stakeholders to come together to assist the schools. State the contribution of this study to scholarship. The study is contributing to research on social sciences education by assisting teachersto be aware of challenges that impacts on the teaching of local history project. It is anticipated this with this knowledge Social Science teachers will be able to minimise or circumvent these challenges.
Introduction. The article examines modern models of teaching regional history in the school education system.The goal is to identify possible models for the implementation of regional history in the general education system.Materials and methods. The study is based on an analysis of scientific literature to highlight modern models of teaching regional history at school. When writing the article, the modeling method was used to build models for the implementation of regional history in general education, and the deductive method was used to build options for the implementation of regional history within the framework of updated regulatory documentation. As part of the study, a comparative method was used to draw up the structure of a comprehensive and integrative approach to the implementation of regional history in school using the example of the educational course “History of Kabardino-Balkaria”.Results and discussion. In the course of the work, the absence of unified approaches to teaching regional history was discovered, for example, in the issue of regulating the time and volume that are necessary for studying regional material. This negatively affects the perception of general historical material, which necessitates the need for additional comprehensive measures in the regions to regulate the teaching of regional historical material and improve its status in the school education system. The scientific novelty of the research is the construction of a comprehensive model for the implementation of regional history in school and the development of a structure for integrating regional material on the history of Kabardino-Balkaria into the Federal work program for the academic subject “History”.Conclusion. The conducted research allows us to draw conclusions that the Federal educational programs have ample opportunities for the implementation of regional history. The constructed complex model assumes the use of single-subject and complex options for its implementation. The choice of approaches depends on the federal curriculum, which is taken as the basis for organizing the educational process at school.
Damian Alberto Lampert, Darío Marcelino Cabezas, Silvia Porro
Este trabajo realiza una indagación sobre los intereses y las actitudes del estudiantado sobre temas de alimentación. Para ello, se toma como referencia el cuestionario ROSES-2021 y se han agregado otros ítems asociados a una taxonomía de educación alimentaria (EA) desarrollada en Argentina. Los intereses que obtuvieron un mayor porcentaje de aceptación son aquellos asociados a los aspectos jurídicos de los alimentos, la alimentación de las mascotas, los temas ambientales y su asociación con la producción de alimentos, y la dependencia entre la salud humana, animal, vegetal y del ambiente. Estos resultados permiten resaltar la importancia de la educación Ciencia, Tecnología, Sociedad (CTS) y, en especial, de la incorporación de metaconocimientos, como lo es la geografía, para poder abordar a la alimentación desde la perspectiva de Una Salud: englobando aspectos ambientales, humanos, vegetales y animales.
Education (General), Theory and practice of education
ABSTRACT Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia’s U.S. History Standards and Curriculum Framework. Drawing from theories of BlackCrit and Feeling Power, three findings emerged from this study: The standards only describe fear as an emotion possessed by white people, the inclusion of Black suffering does not lead to Black fear, and Black people do not fear. This work illuminates the importance of examining emotions, particularly fear, in social studies education and has implications for both K–12 teachers and teacher education.
Adam Eckart, Amir Bhochhibhoya, James Stavitz
et al.
Background: Some individuals adopt vegetarian or plant-based diets to improve their health. Observational evidence suggests diets composed of higher amounts of animal-source foods (ASFs) are associated with increased risk for disease and early mortality. In many of these studies, those who ate fewer animal-source foods reported fewer disease risk factors and unhealthy behaviors, which could indicate bias. Purpose: This study aims to examine the relationships between ASF consumption, health behaviors, and cardiovascular disease (CVD) prevalence in a population-representative sample of U.S. civilians controlling for confounders. Methods: Respondent data were collected from the National Health and Nutrition Examination Survey (NHANES) 2013–2016 collection years. Collected data included demographics, ASF intake, healthy lifestyle variables, body mass index, and blood lipids. Results: There was a higher proportion of those with CVD history who consumed red meat (61.3%; C.I. 41.7%–77.8%), but the proportion was lower for white (23.3%; C.I. 12.6%–39.0%) and processed meat (15.4%; C.I. 6.5%–32.3%). When adjusted for sex, the odds of CVD history increased for red meat compared to processed meat consumption (OR 2.95; C.I. 1.14–7.66). Unhealthy lifestyle increased the odds of CVD history by nearly 8-fold (OR 7.8; C.I. 3.44–17.7). Individual factors including age, smoking history, body mass index, and blood lipids, and demographic factors, including education level, race, and income, were also associated with increased odds for CVD history. ROC analysis revealed 77.2% AUC for CVD history classified by individual factors (BMI ≥30 kg/m**2, ≤ 30 min moderate physical activity, smoker, fiber intake ≤25 g, dental visit more than two years ago, and age above 60 years). Three or more factors moderately predicted CVD history when optimized for sensitivity (73.4%) and specificity (71%). Adjusted for sex, the relationship between CVD and moderate physical activity became stronger possibly reflecting lifestyle changes. Despite evidence of lifestyle changes, modifiable risk factors persisted in the CVD group. CVD diagnosis in males was substantially delayed compared to females concerning the sex-specific age cutoff associated with higher risk. The healthy lifestyle group was characterized by earlier CVD diagnosis and fewer overall risk factors compared to the unhealthy lifestyle group. Conclusion: CVD history was strongly associated with demographic, lifestyle, and dietary factors. Future research should focus on multidimensional models for disease risk stratification and prevention, including individual, behavioral, and sociodemographic factors.
Se trata de una inmersión en el MAR - Museo de Arte de Rio, Río de Janeiro, Brasil. El propósito de esta inmersión era entender cómo un museo permite conexiones entre educación y arte a través de prácticas educativas inventivas. Educación, mediación y prácticas educativas inventivas se convirtieron en las nociones para operar esta investigación. Los resultados de la investigación han ayudado a comprender que las prácticas educativas inventivas, construidas por educadores/mediadores de museos, pueden producir nuevas experiencias de enseñanza y aprendizaje. Además, posibilitaron pensar el museo como un espacio susceptible de producir experiencias de mediación y aprendizaje con sus públicos. Finalmente, cabe señalar que ésta investigación se llevó a cabo en consonancia con el Grupo de Investigación de Currículo, Espaço, Movimento (CEM); y fue apoyada por la Coordinación de Mejoramiento del Personal de Educación Superior (CAPES, por sus siglas en portugués).
Education (General), History of scholarship and learning. The humanities
Sanchidrián Blanco, C., Mañas Valle, J.A., López Mestanza, M.
El Museo Andaluz de la Educación, MAE, está en Alhaurín de la Torre (Málaga), en el Valle del Guadalhorce, a 17 Km de Málaga. Se formó a partir de las donaciones de Jesús Asensi (sobre todo libros pedagógicos, libros infantiles y manuales escolares) y José Antonio Mañas (especialmente instrumentos y libros para la enseñanza de las ciencias desde el siglo XIX, y objetos y textos escolares de todo tipo). Su colección está compuesta de más de 5.000 libros, más de 800 instrumentos científicos y más de 1.200 objetos escolares. Desde su inauguración, el 21 de noviembre de 2019, ha desarrollado una intensa actividad. En este texto nos acercamos a su génesis, estructura, contenido y situación actual
A magyar művelődéstörténetben nagy hagyománya van a disputációk kutatásának. Az alábbiakban bemutatandó kötet ahhoz segít hozzá, hogy megérthessük, hogyan értékelik
a német történészek a disputációk szerepét a kora újkori művelődésben.
Objective To understand the current prevalence of cervical and breast cancers and their influencing factors in women aged 30-64 years in Xiangyang city. Methods A questionnaire survey was conducted to collect information of demographic characteristics, past medical history, family tumor history, menstrual and reproductive history and the prevalence of common gynecological diseases among married women aged 30-64 years in Xiangyang. Cervical cancer screening was performed primarily by high-risk HPV typing detection, followed by Thinprep cytologic test, colposcopy and pathological examination. Breast cancer screening was performed through visual inspection, palpation and color Doppler ultrasonography, followed by X-ray mammography and pathological examination. Results A total of 318067 women participated in the screening in 2017, among which 91143(28.66%) cases had non-HPV genital tract infection and 91143(28.66%) cases had benign uterine disease; 826(259.69/105) cases had cervical precancerous lesions, including 385 cases of CINⅡ, 425 cases of CINⅢ and 16 cases of adenocarcinoma in situ; 79(24.84/105) cases were cervical cancer, including 18 cases of microinvasive carcinoma and 61 cases of invasive cancer; 44097(13.86%) cases had benign breast disease and 80(25.27/105) cases were breast cancer. Multivariate regression analysis indicated that age, family history of cervical cancer, multiple pregnancies, delayed menopause and reproductive tract infection may be risk factors for cervical cancer, while age, high level of education and family history may be risk factors for breast cancer. Conclusion The incidence of cervical and breast cancers in Xiangyang city is at a moderate level. Regular screening and active control of high-risk factors are of great significance to the prevention and treatment of cervical and breast cancers.
Neoplasms. Tumors. Oncology. Including cancer and carcinogens
In developing countries such as Pakistan, bioethics has not been included in mainstream thinking in medical education. The authors’ experiences suggest that current methods of teaching bioethics are problematic as students are unable to translate theory to practice. Alternative pedagogies, such as just-in-time learning (JiTL) using mobile devices, may be able to foster the development and implementation of ethical reasoning among nurses, doctors, and medical and nursing students. This research was conceived to determine the effectiveness of mobile JiTL – anytime, anyplace learning through mobile devices – for teaching bioethics. After obtaining ethical clearance, a participatory design (PD) approach was adopted to ensure input from all stakeholders for the design of ‘EthAKUL’, comprising a mobile app, five modules and just-in-time pedagogy. The name of the app is an acronym evoking ethics, learning and the university where the project originated. As a part of the design process, three PD workshops were held with junior doctors, nurses, nursing students, medical students and bioethics teaching faculty, and five meetings were held with faculty members, to discuss functional specifications and user-acceptance testing of the app. The feedback related to the nature of common ethical issues encountered in clinical settings, the existing process of teaching and learning bioethics, and the requested features of the app were recorded. These data sets were analyzed and synthesized into functional and technical specifications for the mobile app. The software programmers developed the app with the close involvement of the stakeholders. The development of teaching content continued alongside this process. While this enabled EthAKUL’s developers to incorporate needs of all stakeholders, challenges were encountered in the process relating to the pragmatic and conceptual aspects of JiTL, ML and PD. We discuss the implications of this research in bringing about transformative changes in higher education.
How to cite this article:
NASEEM, Azra; GHIAS, Kulsoom; BAWANI, Sohail; SHAHAB, Mohammad Ali; NIZAMUDDIN, Sameer; KASHIF, Waqar; KHAN, Kausar S; AHMAD, Tashfeen; KHAN, Murad. Designing EthAKUL: a mobile just-in-time learning environment for bioethics in Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 36-56, Apr. 2019. Available at:
https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=70&path%5B%5D=40
This work is licensed under the Creative Commons Attribution 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Education, History of scholarship and learning. The humanities
The purpose of this paper is to examine and conduct a historical overview of special education in Saudi Arabia. Special education has existed in Saudi Arabia since 1958 and has made considerable progress in providing services to students with disabilities. However, there is still a need for improvement in educating students with disabilities and in the movement toward inclusive education. Providing free and appropriate public education for such students should be the purpose guiding special education in the country. This paper discusses the areas that need to be improved in order to ensure that students receive the best possible education within inclusive learning environments.
Gonzalo de Amézola, Carlos Dicroce, María Cristina Garriga
et al.
The subject Didactic Planning and Practices of teaching in History is part of the last cycle of Teacher Training in History of the National University of La Plata. Within the framework of the course, educational outings are proposed, among other activities, as an educational activity that enriches the teaching process. These are a methodological strategy that opens the debate around other ways of „inhabiting‟the University and the school to promote pedagogical didactic alternatives that interpellate the established academic and school format and invite future teachers to propose them in their own classes, both in the residence and in their next professional practice. They make it possible to approach how museums and the different urban spaces with their monuments and their brands are vehicles of memory. They do not ensure by themselves the contents to be transmitted nor the meanings with which they will be interpreted, since these depend on the recipients, on the readings and appropriations that they make.The route we propose involves reflecting on the marks of memory and looking with different eyes at the spaces lived and traveled daily. The work develops the shared experiences in the Museum of Natural Sciences of the City of La Plata and the Ethnographic Museum of the City of Buenos Aires.
Theory and practice of education, History (General)
Hepatitis C is one of the important causes of liver disease in the world. It seems that HCV will emerge as the leading cause of viral hepatitis-related advanced liver diseases and death in the near future. There are approximately 71 million chronically infected individuals worldwide, many of whom are unaware of their infection (1).
It has been estimated that the prevalence of HCV in the Iranian general population is less than 0.5%. In Iran, the average prevalence of HCV is among thalassemia patients (16.6%), hemophilia patient (54%), individuals under dialysis (8.3%) and among injection drug users (51.4 percent).
After screening of blood donors for HCV in Iran, the burden of HCV infection decreased significantly in hemophilia, thalassemia and patients on hemodialysis. Unfortunately, injecting illicit drugs still continues to be a major source of infection in Iran (2, 3).
Iran has the lowest prevalence for HCV infection in the Middle East. Countries such as Pakistan and Azerbaijan with high prevalence of HCV infection are neighbors of Iran (2).
The main populations at risk of HCV infection in Iran include intravenous drug users (IDUs) followed by people with tattoos, use of common razor, multi partner, homosexuality, receiving blood, and patients on hemodialysis (2).
Clinical care for patients with hepatitis c infection has advanced considerably thanks to an enhanced understanding of the pathophysiology of the disease and because of developments in diagnostic procedures and improvement in therapy and prevention, and HCV elimination has been considered by the World Health Organization till 2030 (2,3).
Screening and treating patients is necessary to eradicate HCV, So, EIA test is used for initial screening and detecting antibody against hepatitis C. Rapid diagnostic tests (RDTs) using serum, plasma, finger stick, whole blood or saliva as matrices can be used for initial screening. If anti-HCV antibodies are detected, the presence of HCV RNA or alternatively HCV core antigen in serum or plasma should be determined to identify patients with ongoing infection. Although the sensitivity of the core antigen assay is less than HCV RNA assay, but because of low cost and good sensitivity, it is a valuable test for HCV. The positive Anti HCV by EIA and negative PCR may be occurred by following reasons: 1-false positive 2-spontaneous viral clearance 3- treatment –induced viral clearance, 4- low levels of virus DNA in the Blood that is not determined by PCR. Following spontaneous or treatment –induced viral clearance, anti HCV antibodies may be persist lifelong. Thus, the follow of treated patient use of PCR or core Ag is necessary (1). HCV has a high rate of genetic heterogeneity (1-7 genotype), therefore, no vaccine to prevent this infection today. Genotype 1a and 3a are the most prevalent genotypes in Iran. HCV reinfection can occur after spontaneous or treatment induced viral clearance, essentially if patient at high risk of infection and re exposure (4).
Strategies to promote diagnosis, screening, and treatment should be targeted to high-risk groups rather than the general population. Annual screening is recommended for Individuals with a history of injecting illicit drug. In the past, treatment of HCV was interferon and ribavirin for 24 to 48 weeks. This treatment regimen associated with low response to treatment, high drug complication and high drug cost. In 2011, protease inhibitors, the first generation of DAAs (Telaprevir and Boceprevir), were emerged as the third component of the standard of care. These drugs had a lot of complications such as drug-drug interactions, severe skin rashes/pruritus and anemia. In 2013, Sofosbuvir, a new DAA, was introduced for treatment of HCV infection. SOF-containing regimens had a shorter duration of therapy, with fewer side effects in comparison with protease inhibitor-based triple therapy (5).
At present, in Iran, the basis of treatment is sofosbovir 400 milligram that combined with second drug daclatasvir (60 mg) or velpatasvir in pan genotype and or ledipasvir (90 mg) in genotype 1a. These drugs exist in separated or combination form with different brand names. In fact, the patient with hepatitis C in both treatment-naive and non-cirrhotic, taking a combination pill daily for 12 weeks associated with high treatment response. However, in cirrhotic patients or patients with previous treatment experience, treatment prolongs 24 weeks or ribavirin (1000 -1200 mg, 5-6 200mg tablets) is added to 12 weeks of treatment according patient weight. Accurate assessment of liver fibrosis and cirrhosis is essential for predicting prognosis and for planning treatment duration and adding RBV to the standard therapy of patients with chronic HCV infection. So, percutaneous liver biopsy or elastography non-invasive methods have been considered as the gold standard for assessing hepatic fibrosis. If biopsy or elastography not available, platelet count, liver sonography and liver enzyme level is helpful for determination of liver fibrosis (6).
In EASL Recommendations on Treatment of Hepatitis C 2018, other drugs of DAAs like pibrentasvir, glecaprevir, elbatasvir and grazoprevir are recommended. Also 8, 16 and 28 weeks of treatments are suggested in special cases and treatment without sofosbovir is mentioned (1).
Determination of viral load by quantitative PCR and genotyping of HCV recommend before the treatment, if viral load and genotyping is not available, qualitative PCR without genotyping is sufficient for treatment with pan genotyping drugs (1, 5).
New treatments are free-INF and these drugs have low cost and low adverse effect (5, 7). Todays, HCV is treated very simply by consuming only one pill daily for 12 weeks. Sustained viral response (SVR) that defined negative PCR 12-24 weeks after discontinuing treatment occurred in more than 90% of patients (1, 4). In patients with cirrhosis, despite SVR, sonography of liver and αFP level test for screening of liver malignancy is recommended every 6 months (1).
It seems that the best strategy for HCV prevention in the community is increasing case finding and therapy with the ultimate goal of stopping the vicious cycle in the community. Todays, there is no vaccine for HCV prevention yet. The incidence of HCV infection should be reduced by providing safe blood transfusion and medical procedures in hospitals and out-patient clinics, increasing people awareness and public education regarding the risks of exposure such as unsafe tattooing and unsafe sexual contacts and finally implementation of harm reduction for IDUs (1, 5).
Trata-se de resenha do livro Educação rural no Brasil: do ruralismo pedagógico ao movimento por uma Educação do Campo, de autoria de Luiz Bezerra Neto. Publicado em 2016 pela Navegando Publicações, esse livro é resultante da Tese de Doutorado do autor, intitulada Avanços e retrocessos da educação rural no Brasil, defendida em 2003, na Faculdade de Educação da Universidade Estadual de Campinas, sob orientação do Prof. Dr. José Claudinei Lombardi.
José Augusto da Silva Neto, Gisela Eggert Steindel
O objeto deste estudo são as associações auxiliares da escola, com o foco nos Clubes de Leitura e Bibliotecas nos Grupos Escolares em Santa Catarina a partir de 1944, pautados Decreto Lei nº2.991. Analisa-se os mecanismos de vigilância presentes na cultura escolar no período da Escola Nova. A investigação tem aporte na História Cultural tendo Roger Chartier como um dos interlocutores. Já a questão da hierarquização das diretrizes escolares têm como aporte teórico os escritos de Michael Foucault. Os resultados apontam para o caráter nacionalista, hierárquico e vigilante das diretrizes analisadas com o objetivo de expandir através de decretos oficiais a pedagogia da Escola Nova.
BackgroundWith the adoption of the English language in medical education, a gap in clinical communication may develop in countries where the native language is different from the language of medical education. This study investigates the association between medical education in a foreign language and students’ confidence in their history-taking skills in their native language.MethodsThis cross-sectional study consisted of a 17-question survey among medical students in clinical clerkships of Lebanese medical schools. The relationship between the language of medical education and confidence in conducting a medical history in Arabic (the native language) was evaluated (n = 457).ResultsThe majority (88.5%) of students whose native language was Arabic were confident they could conduct a medical history in Arabic. Among participants enrolled in the first clinical year, high confidence in Arabic history-taking was independently associated with Arabic being the native language and with conducting medical history in Arabic either in the pre-clinical years or during extracurricular activities. Among students in their second clinical year, however, these factors were not associated with confidence levels.ConclusionsDespite having their medical education in a foreign language, the majority of students in Lebanese medical schools are confident in conducting a medical history in their native language.