scholarly journals Is It Possible to Become a Nurse in a Refugee Camp?

Author(s):  
Olga María López-Entrambasaguas ◽  
Jose Manuel Martínez-Linares ◽  
Manuel Linares-Abad ◽  
María José Calero-García

The history of the Western Sahara has been marked by several events that have contributed to the protracted refugee situation in which the Sahrawi people have found themselves since 1975: the Spanish colonization and the subsequent decolonization process, the armed struggles between the indigenous population and the states of Morocco and Mauritania to occupy Western Saharan territory, assassinations and repression of the Sahrawi population, and the economic interests of external agents with regards to mineral resources. Twenty-five years ago, in the hostile environment of the Sahrawi refugee camps, a nursing school was founded. Essentially depending on foreign aid, this school has been responsible for training nursing professionals to meet the healthcare needs of the population. The aim of this paper is to provide an approach to the origin and evolution of nursing education for the Sahrawi refugee camps. The Sahrawi are the only refugee camps in the world to host such nursing schools.

Brittonia ◽  
1988 ◽  
Vol 40 (1) ◽  
pp. 47 ◽  
Author(s):  
Jeanne Goode ◽  
Agnes Arber

1978 ◽  
Vol 4 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Nick Roddick

The aims and ambitions of this article are initially fairly limited. I want to examine a series of events which occurred at the Comédie-Française in April and May of 1765, leading to a complete disruption of normal performances at the theatre, to the imprisonment of most of the company's leading actors, and to the temporary withdrawal from performance of what might otherwise have been eighteenth-century France's biggest ‘box-office hit’, Le Siège de Calais, a patriotic tragedy by Pierre-Laurent Buirette de Belloy. In themselves these events, sometimes known as l'affaire Dubois after the actor most directly involved in them, are little more than a bizarre and sporadically scurrilous footnote to the theatrical history of France in the eighteenth century. But the more one examines them, the more they illuminate certain rather murky areas of literary and social history, two areas in particular: firstly, the social relations of the acting profession at a time when it was, despite considerable pressure from numerous sources, still barred en bloc from the sacraments of the Catholic church; and secondly, the degree of autonomy which could be said to have existed for a company which was, legally, a kind of workers' co-operative but which, at any rate at that stage, operated within a rather ill-defined administrative limbo (it was simultaneously autonomous and totally subject to noble whim). The strike which brought about the cancellation of performances of Le siège de Calais in April 1765 is, then, a specific and in no way typical event, but one which draws together a number of historical strands – literary, theatrical, economic, moral and political – in a particularly interesting way. I want, in the course of this article, to deal with two questions – questions to which I do not really feel able to give definitive answers but which may, when examined, cast doubt upon one or two familiar preconceptions about the nature of the eighteenth-century theatre as a profession, and at the same time open up certain areas of enquiry with regard to the theatre as a material reality rather than a predominantly literary or artistic form. The questions are in themselves quite simple: why did the sociétaires of the Comédie-Française refuse, on Monday, 15th April 1765, to perform a play which, given its enormous success earlier in the year, it was very much in their economic interests to present? And why did the resulting situation become so irreducible that, far from the usual discreet pressures being brought to bear on the relevant authorities to resolve the dispute, it led to the imprisonment of three of the most popular ‘stars’ of the century, and to an effective lockout lasting for almost a month?


2018 ◽  
Vol 27 (2) ◽  
pp. 135-140
Author(s):  
Katelyn K. Jetelina ◽  
Jennifer Reingle Gonzalez ◽  
Michiko Otsuki Clutter ◽  
Corron Sanders ◽  
Sweety Baidhya ◽  
...  

2001 ◽  
Vol 82 (4) ◽  
pp. 693-712 ◽  
Author(s):  
Peter Simmonds

The spread and origins of hepatitis C virus (HCV) in human populations have been the subject of extensive investigations, not least because of the importance this information would provide in predicting clinical outcomes and controlling spread of HCV in the future. However, in the absence of historical and archaeological records of infection, the evolution of HCV and other human hepatitis viruses can only be inferred indirectly from their epidemiology and by genetic analysis of contemporary virus populations. Some information on the history of the latter may be obtained by dating the time of divergence of various genotypes of HCV, hepatitis B virus (HBV) and the non-pathogenic hepatitis G virus (HGV)/GB virus-C (GBV-C). However, the relatively recent times predicted for the origin of these viruses fit poorly with their epidemiological distributions and the recent evidence for species-associated variants of HBV and HGV/GBV-C in a wide range of non-human primates. The apparent conservatism of viruses over long periods implied by these latter observations may be the result of constraints on sequence change peculiar to viruses with single-stranded genomes, or with overlapping reading frames. Large population sizes and intense selection pressures that optimize fitness may be the factors that set virus evolution apart from that of their hosts.


2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.


1994 ◽  
Vol 160 ◽  
pp. 77-94
Author(s):  
Ľ. Kresák

The definition, population, extent, origin and evolution of the individual subsystems of comets and transitions between them are discussed, together with presentation of the relevant statistical data and their changes with time. The largest outer subsystems are unobservable, but their existence is documented by the necessity of progressive replenishment of the observable populations, with limited survival times. There is persuasive evidence for two different evolutionary paths, one from the Oort cloud and another from the Kuiper belt. While the extent and accuracy of the data available is increasing rapidly, the Jupiter family of comets is the only one for which the evolutionary time scales do not exceed by many orders of magnitude the history of astronomical observations. The individual comet populations differ from one another not only by the distribution of orbits, but also by the size distribution and aging rate of their members. Their dynamical evolution is coupled with disintegration processes, which make it questionable whether the present state can be interpreted as a long-term average.


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