scholarly journals Different approaches and cultural considerations in third world prosthetics

1995 ◽  
Vol 19 (3) ◽  
pp. 176-180 ◽  
Author(s):  
S. Meanley
Keyword(s):  
Cultural Differences ◽  
Third World ◽  
Major Objective ◽  
Cultural Considerations ◽  
The Third ◽  
Skilled Personnel ◽  
The Subject ◽  
The Third World ◽  
Term Benefit

The major objective of prosthetics the world over is the same, i.e. to restore the amputee to as functional a capacity as possible in his cultural environment, whilst attaining as good a cosmetic result as can be achieved. At first glance it would seem that this would mean there would be very little difference in approach to the subject in western and in third world countries. Availability of materials, resources and skilled personnel, together with a variety of cultural differences, however, make third world prosthetics a subject in itself. This paper reviews the literature available on the subject, examines some different approaches to prosthetics in the third world, gives an overview of some materials and designs used and considers adaptations for cultural differences. It concludes that, whilst direct transfer of western prosthetics technology is useful in the short term, for long term benefit to the poorer amputees in the third world, culture-specific designs and materials are more appropriate.

Wanted: A Comparative History of the Modern Mediterranean

2012 ◽  
Vol 46 (1) ◽  
pp. 47-53
Author(s):  
Edmund Burke
Keyword(s):  
Sixteenth Century ◽  
Third World ◽  
Dominant Role ◽  
The West ◽  
The Third ◽  
History Of ◽  
The Mediterranean ◽  
The Third World

There is something seriously flawed about models of social change that posit the dominant role of in-built civilizational motors. While “the rise of the West” makes great ideology, it is poor history. Like Jared Diamond, I believe that we need to situate the fate of nations in a long-term ecohistorical context. Unlike Diamond, I believe that the ways (and the sequences) in which things happened mattered deeply to what came next. The Mediterranean is a particularly useful case in this light. No longer a center of progress after the sixteenth century, the decline of the Mediterranean is usually ascribed to its inherent cultural deficiencies. While the specific cultural infirmity varies with the historian (amoral familism, patron/clientalism, and religion are some of the favorites) its civilizationalist presuppositions are clear. In this respect the search for “what went wrong” typifies national histories across the region and prefigures the fate of the Third World.

World setting: paradoxical constraints on engineering

1986 ◽  
Vol 316 (1537) ◽  
pp. 211-216 ◽  
Keyword(s):  
Food Production ◽  
Third World ◽  
Developing Nations ◽  
Technical Training ◽  
Scientific Training ◽  
The Third ◽  
The Poor ◽  
The Third World ◽  
Developed Nations

Hundreds of millions of people are suffering from m alnutrition and starvation in the Third World, the largest of our worlds. Tens of millions die each year from these causes. Population grow this exponential; growth of food production, at best, is in arithmetic progression, and the gap is rapidly widening. W e need more than scientific training if such immense problem s are to be solved. In fact, our scientific and technical training may have left us with some flawed tools. Droughts are implicit in m any of our volatile climates; persistent droughts are also a characteristic of nature and famine is their consequence. W e need to be able to show and to feel that food is worth growing. Aid by the developed nations to the developing nations will not work in the long term without considerable changes in the cultures and technical skills of the poor.

Web-Based Teaching

2000 ◽  
pp. 33-41
Author(s):  
Dushyanthi Hoole ◽  
S. Ratnajeevan H. Hoole
Keyword(s):  
Third World ◽  
The West ◽  
Web Based ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Internet Connections ◽  
The Third World ◽  
Industrialised Countries ◽  
The Web

The use of educational technologies is widely recognised as beneficial (IEEE, 1998; Hoole, 1988). However, cogent arguments have been made by those who have invested much time in the development of courseware for teaching (Hoberg, 1993; Vanderplaats, 1993) that the use of the technology dominates the class so much that the subject being taught tends to get lost. In this milieu, the appearance of the Internet and the Web, and following that, Web-based teaching, offers new opportunities with caution as a caveat. Unlike courseware where an individual instructor sits down and writes programs for his class, the difference with the Web is that demands in terms of infrastructure are heavy. Not only that, while in the West, things such as a networked campus, Internet connections, etc. are taken for granted, in the Third World (defined for the purposes of this article as those countries that are not a part of North America, Europe, Australia and the newly industrialised countries of Asia such as Singapore, Japan, Korea, and Taiwan), these facilities are rare. Simply asking for all the relevant infrastructure one needs for teaching will often not produce the funds. As a result, Third World instructors wishing to embark on Web-based teaching must create a wide demand based on needs that go beyond simply teaching for these facilities and, thereby try to get what they want. They must also improvise and produce new ways of teaching with the Web. This chapter spells out the attempts by the authors, still experimental, in producing new ways of teaching with the Web and the attempts by which an infrastructure for Web-based teaching was created at the Open University of Sri Lanka.

The Case against the C.I.A.

1979 ◽  
Vol 9 (1-2) ◽  
pp. 21-23
Author(s):  
John Stockwell
Keyword(s):  
United States ◽  
National Security ◽  
Third World ◽  
The United States ◽  
International Terrorism ◽  
The Third ◽  
The World ◽  
The Third World ◽  
Intelligence Service

Following several years of shocking revelations about the United States intelligence service, we now have a unique opportunity to rethink our objectives in the Third World, especially in Africa, and to modify our intelligence activities to complement rather than contradict sound, long term policies. The revelations, and their related publicity, have been a healthy exercise, making the American public aware of what enlightened people throughout the world already knew, that CIA operations had plumbed the depths of assassination, meddlesome covert wars, and the compulsive recruitment of foreign officials to commit treason on our behalf; activities which, if they did not border on international terrorism, certainly impressed their victims as harsh and cruel, whatever their bureaucratic authentication and national security justification in Washington.

The Peruvian Experiment in Retrospect

1987 ◽  
Vol 39 (2) ◽  
pp. 280-296 ◽  
Author(s):  
Jane S. Jaquette ◽  
Abraham F. Lowenthal
Keyword(s):  
Latin America ◽  
Soviet Union ◽  
Third World ◽  
Western Europe ◽  
The United States ◽  
Science Writing ◽  
The Third ◽  
The Soviet Union ◽  
The Subject ◽  
The Third World

NO country in Latin America, and few anywhere in the third world, was the subject of more social science writing during the late 1970s and early 1980s than Peru. Books, monographs, articles, and dissertations poured forth from Peru itself, from elsewhere in Latin America, and from the United States, Western Europe, and even the Soviet Union and Japan.

Education and National Development in the European Socialist States: A Model for the Third World?

1975 ◽  
Vol 17 (3) ◽  
pp. 326-348 ◽  
Author(s):  
Walter D. Connor
Keyword(s):  
Elementary Education ◽  
Third World ◽  
National Development ◽  
Skewed Distribution ◽  
Rapid Expansion ◽  
Educational Systems ◽  
Perceived Needs ◽  
The Third ◽  
The Subject ◽  
The Third World

The problems created by rapid expansion of educational systems in the underdeveloped states of Asia, Africa and South America are the subject of a large and diverse literature.1 Familiar to even the most cursory student of this literature are several themes: (1) the ‘devaluation’ of elementary education, which no longer affords entry into white-collar positions as it did in the late colonial periods; (2) the persistent and diffuse ‘elite’ connotations of higher (and even secondary) education, the supply of which, while increasing, remains relatively short; (3) the skewed distribution, within higher education, toward ‘traditional’ disciplines—notably law and the humanities—reflecting the values of the colonial system and running against perceived needs for technological skills; and finally, the concern over the ‘destabilizing’ consequences of a growth in educational access and aspirations disproportionate to the economy's ability to ‘fit’ much of tne-educated-manpower into the system.

scholarly journals The Coatlicue’s State in The Mixquiahuala Letters: A Postmodern Interpretation on How to Reach the Mestiza Consciousness

2020 ◽  
pp. 181-192
Author(s):  
Mariela Aguilar ◽  
Keyword(s):  
Third World ◽  
Feminist Movement ◽  
Miguel De Cervantes ◽  
The Third ◽  
Anais Nin ◽  
Mestiza Consciousness ◽  
The Subject ◽  
Self Discovery ◽  
The Third World ◽  
Literary Renaissance

During the Chicana Literary Renaissance of the 1980s, Chicana writers–influenced by the Third World Feminist Movement–revealed new forms of representation of the Chicana experience. While concentrating on the subversive reading of the subject-object duality in Ana Castillo’s novel, The Mixquiahuala Letters (1985), Gloria E. Anzaldúa’s theory of the mestiza consciousness is also reviewed. Castillo represents the mestiza consciousness through her protagonist in a process of self-discovery through the reflection of autohistoria-teoría within the forty letters. The dichotomies of patriarchal ideologies that divide her from the Other are examined through the Coatlicue State, as inflected by such writers such as Julio Cortázar, Anaïs Nin and Miguel de Cervantes. Castillo creates a postmodern hopscotch style novel in which the reader is fundamental to the subversive interpretation of the three reading options (the conformist, the cynical, and the quixotic).

scholarly journals Saving books during the Great Patriotic War: Stories of forgotten heroes

2017 ◽  
pp. 109-122
Author(s):  
Alexander Mazuritsky
Keyword(s):  
Third World ◽  
The Third ◽  
Great Patriotic War ◽  
Occupied Territories ◽  
Research Findings ◽  
The Subject ◽  
The Russian Federation ◽  
The Third World ◽  
War Stories ◽  
Culture Education

In his essay on librarians’ saving library books on the USSR’s occupied territories in the Russian Federation, Belorussia, Ukraine during the Great Patriotic War (WW2), the author emphasizes that there are few document sources on the subject. He presents his own research findings, narrates on the stories of characters after the Great Patriotic War. The paper is based on the lecture delivered at the Third World Professional Forum “The Book. Culture. Education. Innovations” - “Crimea-2017”.

Unethical Promotion in the Third World Countries: Understanding the Consequences

1988 ◽  
Vol 18 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Barry A. Bleidt
Keyword(s):  
Third World ◽  
Drug Information ◽  
Primary Source ◽  
Pharmaceutical Companies ◽  
Promotional Material ◽  
The Third ◽  
Unethical Practices ◽  
The Third World ◽  
A Company

One of the antecedent processes to drug giving or drug taking is an action (promotion) by pharmaceutical companies to influence these behaviors. In most countries, especially Third World countries, the promotional material is a primary source of drug information to practitioners. When this material is intentionally biased or is accompanied by other unethical practices, company ethics are rightly questioned. Third World pharmaceutical promotional practices are examined, along with some of the consequences that occur as a result of the discovered improprieties. Several factors that impact on public's view of the pharmaceutical industry are discussed as well as their influence on member firm's reputation. The more that a company understands these factors and incorporates this knowledge into their strategic planning, the greater will be its potential for long-term growth and sustained profitability.

Sign in / Sign up

Export Citation Format

Share Document