INTRODUCTORY OBSERVATIONS: THE REGION,NUTRITION, AND HEALTH

Geography and culture only loosely define the Middle East and there are differing opinions as to which countries should be included in the region. International agencies also use the terms “Near East,” “Eastern Mediterranean,” and “West Asia and North Africa” each with a somewhat different definition. The region has shown a greater than average increase in food availability in recent years and projections for 2010 show these trends progressing. Significant differences, however, exist between the individual countries since they range from some of the poorest in the world to some of the richest. As a consequence the nutritional and health conditions found, vary from those associated with poverty to those associated with affluence. Nutritionally related chronic diseases such as heart disease, diabetes mellitus, hypertension, and osteo-arthritis are now major contributors to morbidity and mortality in the industrialized world. However, in many countries of the Middle East, micronutrient malnutrition, especially iron, iodine, and vitamin A deficiencies as well as general child undernutrition coexist with the newer diet related chronic diseases. The papers in this volume, originating from Egypt, Kuwait, Lebanon, Saudi Arabia, and Syria reflect our desire to highlight these twin sets of problems in the region.     

Malaysian Foodways: Confluence and Separation

This paper discusses the concept of “hybridity” as applied to nonya cuisine, the long-established fusion cuisine between Fujian Chinese and Bumiputra (Malay) cuisines in Malaysia. “Hybridity” is shown to be an inappropriate concept, because nonya cooking is simply one aspect of the millennia-old interaction within East and Southeast Asia's single, if highly diverse, food region.     

Children: Rights, education and equal opportunity

The point of departure in this paper is the concept of RIGHTS. Whereas most countries accept that children have rights as is evidenced in the UNO Declaration of Rights of the Child (1959), such rights are statements, not laws. Statements advocating benefits, care, love, education etc. are goals or beliefs. Few countries have legalised rights; consequently, children may be at risk. In countries where there is discrimination of some degree in respect of race, colour, sex, religion, national or social origin, financial standing in society, level of education and so on, the right to “rights” as stated in the UNO Declaration is further jeopardised. The implications for educational provision from early childhood and onwards in countries where “rights” are not entrenched in statutes or where child advocacy is not forceful enough for all people are examined in this paper. Consequently, the chances for equal opportunity in life are reduced in situations where the child did not receive the benefit of education. Such a child may not perish as he might as a result of being deprived of food, but “the deprivation and injustice, the degradation of an individual and the setting of his vital interests at naught would at least approach in gravity the act of allowing him to die for the want of food” (1981, Wringe). In this paper, the author argues for the Rights of the Child, particularly where discrimination and inequalities exist and where provision for early education has to contend with excessive population growth.     

Forms of knowledge, the curriculum and the young child

Children need to learn many matters, but not all their learning is of the same epistemological kind.There are something like eight fundamental and fundamentally different ways in which human beings encounter the world: Knowledge of Mathematics and Logic, Empiricist Knowledge, Scientific Knowledge, Knowledge of Persons and their Minds, Moral Knowledge, Knowledge and Experience in the Aesthetic Domain, Religion, Philosophy. These Forms structure children's learning, understanding, and experience both formal and informal, at all ages.Moreover they structure not just “scholarly knowledge and experience”, but also, “commonsense knowledge and experience”.

A suitable curriculum will be one which in one way or another provides diverse experiences of these Forms. Because there is no “transfer of training” between Forms as such, children need to be introduced to them all and to be shown how they differ. To say this is not to beg any questions about the best way in which to teach young children: no matter how we decide to organize a curriculum,we are still able to use a range of modern methods.

Although much learning in pre-school and early elementary school ought not to be directly concerned for the deliberate acquisition of the Forms as such, much of the casual learning in schools (and outside them) does indeed involve the Forms-with examples drawn from the child world.

In introducing children to the Forms, those who care for and who teach young children have an enormous responsibility.     

Consumer characteristics, food related attitudes and consumption of meat and meat products

Consumer respondents (203) in the metro-Atlanta statistical area answered a detailed questionnaire pertaining to their attitudes and perceptions of different food groups and food uses. Factor analyses resulted in five food attitude, two food item and three food-use appropriateness factors. The food attitude factors were “Like to Cook”, “Organizational”, “Adventurous”, “Convenience driven” and “Nutrition conscious but casual meal planner”. Food item factors were “Main dish” and “Snack”, Food-use appropriateness factors were “Social”, “Satiety” and “Casual”. A significant correlation between nutrition knowledge and nutrition concern, but not food attitude scores, was found. The “Organizational” factor correlated with the most numbers of variables and “Like to Cook” the least. Results of the respondents in this study indicate that consumers in this sample are leading mobile, dynamic and service oriented lifestyles.     

When, How and Why Child Caregivers Respond to Children's Behaviors

In a qualitative study, 42 child caregivers participated in one of six focus groups. They were asked to address three questions in open-ended discussion. “What child behaviors are of concern to you?”, “How do you respond to these behaviors?”, and “How do you make the decision about your response?” Responses were analyzed and categorized to examine when, how, and why caregivers discipline young children. Results showed that aggression, not listening, and sexually-related behaviors were most often mentioned by caregivers as behaviors of concern to them. The most frequently mentioned disciplinary strategies were time-out, explanation, and redirection. The question related to how caregivers make decisions about responding to misbehaviors was analyzed in terms of attributions made by caregivers about misbehaviors. The majority of caregivers indicated that their response was dependent of the circumstances. Most frequently mentioned attributions were about the children themselves, for instance, their age, gender, or state. Also mentioned were home and family, society, caregiver emotion, and the child care setting. Results also showed that caregivers with higher levels of early childhood education and more experience, and those working with smaller group sizes and smaller adult-to-chiid ratios provided more thoughtful answers that were more congruent with developmental appropriateness.     

Norgestrel and carbohydrate-lipid metabolism: Glucose, insulin and triglyceride changes during six months time of use

The metabolic effects of the daily oral administration of 0.075 mg of Norgestrel were studied in 89 women utilizing a prospective research design. Three-hour oral glucose tolerance tests were performed before and after six months of drug usage and both blood glucose and plasma insulin levels were measured. In addition, fasting plasma triglyceride concentrations were measured. It was found that the use of the steroid was associated with significant elevations of both glucose and insulin. In addition, there was a significant increase in the mean weight during the six months and this was positively correlated with the altered carbohydrate metabolic parameters. Approximately 10% of “normal” glucose tolerance tests deteriorated to either “borderline abnormal” or “abnormal” types. There was a significant decrease in the fasting triglyceride levels during the six months and this was unrelated to the circulating insulin changes. These data are discussed as a prelude to the “mini-pill” era and as an aid to further understanding of the carbohydrate and lipid metabolic effects of steroid contraceptives.     

Feinstein and study design

Dr. Alvan Feinstein saw himself as the father of “clinical epidemiology” in the modern meaning of this term, of this “new intellectual domain of modern medical science.” In this role, he saw himself as drawing from his “clinical sophistication” and from “the rigorous scientific demands” to which “clinicians are accustomed,” while “public health” epidemiologists “often use a more arbitrary set of standards.” His conception of the scope of clinical epidemiology was remarkably Catholic and the same was the case in respect to cause-effect research in it. In the latter, he was firmly committed to the randomized-trial paradigm, including in his teachings on study design in etiologic research. Characteristically original, many of Dr. Feinstein's study-design ideas remain controversial.     

“Potentially” contaminating behavioural practices in the preparation, feeding and storage of “ogi” — an infant cereal in a rural Nigerian community

Thirty households with children aged 6-18 months from four villages in the Badagry Local Government Area of Lagos State, Nigeria were studied. Open-ended unstructured ethnographic interviews were used to collect information on “potentially” contaminating food handling behaviour with particular reference to the preparation, feeding and storage of “ogi” an infant cereal. Focus group studies were conducted for women aged 18-45 years in the four villages to obtain more information.

Improper handwashing, widespread acceptance and use of feeding bottles, long storage and safety of place of storage were some of the “potentially” contaminating behavioural patterns identified.

Intensive health education on the dangers of feeding bottles, improper hand-washing and long storage of cooked “ogi” to the health of infants and young children is strongly recommended.     

Tea drinking, passive smoking, smoking deception and serum cotinine in the Scottish heart health study

Following a recent claim that the use of cotinine in body fluids, to assess passive smoking and smoking “deception”, was confounded by metabolic individuality, and by non-tobacco sources of dietary nicotine, particularly tea, data were examined from a large cross-sectional survey in a tea-drinking population. In 3383 men and women aged 44–59 years from the Scottish Heart Health Study, defined as non-smokers, both by self-report and by low thiocyanate and expired air carbon monoxide levels, serum cotinine showed minimal association with self-reported daily average tea consumption. However, there was a strong correlation between degree of self-reported passive tobacco smoke exposure and median serum cotinine level. In the same survey, serum cotinine in 4144 self-reported non-smokers and in 3326 smokers showed entirely different distributions, but the same range, suggesting heavy nicotine intake in some “non-smokers”. These analyses confirm that cotinine levels in true non-smokers reflect far more the nicotine in inhaled ambient tobacco smoke than they do nicotine in tea. Some smoking “deceivers” have the same degree of exposure to nicotine as heavy smokers. Despite individual variability, the claim of confounding is poorly supported, and cotinine is confirmed as an indicator both of passive smoking and of smoking deception.     

Children drawing: Are young children really scribbling?

Most research on children's drawing concerns itself with analyzing configural end products, whilst all that precedes them is dubbed “scribbling”, and has received scant attention. This paper, based on detailed longitudinal and cross-sectional studies, puts forward evidence which suggests that the child builds iconography on a substratum of symbolizations which are as much to do with movement and time as they are with configuration. The paper describes how the child experiments with 2D representation much earlier than has been commonly accepted, before and during the “scribbling stage”. Investigations made by the child at this time include those which monitor and represent the movement of imagined objects through space and time. Differing, interacting modes of representation are described, hitherto ignored by most investigators, which are mutually reciprocal in their contribution to the foundations of later iconography. More than this, these experiments aid the child in understanding the nature of the world.

The discussion is placed within a developmental context which starts from the child's early mark-making experience, where drawing defines basic axes and trajectories of body dynamism. From there, the emergence of different modes of representation leads to depictions of a topological nature. Transition from topological space to early (and rather startling) configural representation is described, as this is based on discoveries made by the child in the so-called “scribbling stage”. Implications for childcare and education are considered.     

Education and young people in care

The Oxford Dictionary defines Education as the, “systematic instruction, development of character and mental powers”. To “Educate” is referred to as, “to train or to instruct intellectually”. Teachers and Tutors use education to pass on their own acquired knowledge, knowledge which will either be interesting or useful for those entering into the workplace. This article will look at the issues surrounding a young person in care and their education, it will also examine why other sections of society also tend to neglect their schooling. “Good practice” will also be highlighted and recommendations put forward for both discussion and implementation in the workplace.     

Attachment Style of Foster Carers and Caregiving Role Performance

This study assessed the adult attachment styles of 111 male and female foster carers of children who have been abused and neglected in the Mackay/Whitsunday region of Queensland, Australia. It was hypothesised that those foster carers with secure attachment or with “earned” secure attachment status are better able to cope with the challenges of caring for children who have been abused and neglected, or have attachment difficulties. The Attachment Style Questionnaire was used to categorise foster carers in terms of relationships as secondary, confidence, need for approval, discomfort with closeness, or preoccupation. The research findings were explored in relation to attachment style of foster carers, role performance as assessed by senior foster care professionals in the region, and life experiences leading to secure or “earned” secure adult attachment. Many of the foster carers had overcome early disadvantage through their adult attachment relationships. Attachment style of foster carers as measured by the Attachment Style Questionnaire was not found to be related to the quality of care provided to children. The findings have implications for the selection of foster carers, and for the specialised support of those carers with unresolved attachment issues.     

Social skills and attitudes associated with substance use behaviors among young adolescents

Purpose: To examine how adolescents’ attitudes and social skills affect current substance use and intentions to use substances in the future.

Methods: An anonymous questionnaire was administered to 2646 seventh graders in their classrooms. The questionnaire was developed to measure the frequency of tobacco, alcohol, and other substance use, anticipated use, positive attitudes toward drug use, self-efficacy to say “no,” decision-making skills, advertising-viewing skills, anxiety-reducing skills, communication skills, drug-resistance skills, perception of peer substance use, and weapon-carrying behavior. Ethnicity classified respondents as “white” or “students of color” and family structure indicated one vs. two-parent families. Data were analyzed with Spearman’s r, analysis of variance, and multiple linear regression.

Results: Forty-one percent of students were minority, 50.6% female, over 90% were either 12- or 13-year-olds, and 69.9% lived in two-parent families. A multiple linear regression model demonstrated that self-efficacy to say “no, positive attitudes toward drug use, perception of peer substance use, male gender, weapon-carrying, and fighting accounted for 51% of the variation in the current use multiple substance scale. Anticipated substance use during the subsequent year was significantly associated with current substance use, positive attitudes toward drug use, self-efficacy to say ”no, drug-resistance skills, weapon-carrying, and fighting behavior. This model accounted for 73.9% of the variance in anticipated substance use.

Conclusions: In today’s world, where drug use is common, building adolescents’ drug-resistance skills and self-efficacy, while enhancing decision-making capacity, may reduce their use of illegal substances.     

The Contextuality of Children's Communication Difficulties in Specialist Practice: A Sociological Account

This paper reports findings from fieldwork in situations that brought young children and child welfare practitioners together with the aim of diagnosing and treating children's communication difficulties. The findings suggest that communication difficulties tend to be treated as a property of the individual child rather than as an emergent, contextual property of interaction. The attention will be steered from clinical definitions of “impairment” and “disability” to dynamics of social interaction, where understandings of “good” and “normal” communication play a central role. The findings have implications for current recommendations for good practice, which derive from needs-led, rights-led and skills-led approaches.     

Parenting Practices in Northern Ireland: Evidence from the Northern Ireland Household Panel Survey

The impact of parental child-rearing practices on child outcomes has been the subject of much research and debate for many years. Studies carried out within a variety of disciplines and across a number of different countries in the world have indicated that parents tend to use a different pattern of rearing their sons than their daughters, and that child-rearing practices are related to the gender of the parent, as well as to the age and developmental stage of the child. However, there has been little research in Northern Ireland on child-rearing behaviours. In order to address this shortfall, this paper presents an analysis of parents' perceptions of their interactions with their children. Data from Wave 3 of the Northern Ireland Household Panel Survey were analysed to explore aspects of “negative” parenting practices (arguing, yelling and use of physical punishment) as well as “positive” parenting practices (talking, praising and hugging). The participants were all parents (aged 16 years and over) with children under the age of 16 years living in the same household. Each parent reported his/her interaction with each child (up to a maximum of six children), and in total 1,629 responses were recorded. The results of the research supported previous findings from the United Kingdom and elsewhere, and indicated that the parenting styles of respondents in Northern Ireland were indeed related to the gender and age of the children and to the gender of the parents. The survey found that parents in Northern Ireland tend to have a harsher, more negative style of parenting boys than girls and that children in their teenage years have fewer positive interactions with their parents than younger children. The same parents and children will be followed up in 2007 in order to provide a longitudinal analysis of parent/child relationships in Northern Ireland.     

A qualitative study of caregivers' attitudes about child care

Thirty-one caregivers and directors involved in various types of day care for young children were interviewed. Qualitative methods were used to assess their role identity constructs and attitudes toward parents and the child care profession. Caregivers thought of themselves as “mothers,” “grandmothers,” or “teachers.” These social role identities clustered with attitudes about parents and professional role (e.g., “mothers” tended to see parents as neglectful, while “teachers” felt parents failed to reinforce progress made in day care). The authors concluded that conflict over attachment issues contributed to problems between parents and caregivers.     

Features of the Arab health service as exemplified in Lebanon

The Arab health service profile on Lebanon example, one of the Middle East countries is presented in this article. Nowadays the world becomes a global village, a free flow of people appears, who travel professionally as well as touristically. In situations of health and life hazards, in cases of diseases and injuries caused by traumas arisen in foreign countries it seems to be important to get to know problems concerning a health service condition in the region of the world being a place of work or rest. For a long time region of the Middle East have been situated in the center of interests of the world public opinion. On the one hand it is an attractive place because of tourist reasons, on the other hand take place an escalation of military conflicts in individual Arab and Muslim countries. Because of this situation permanent information on the subject of health care status in the countries of temporary stay where occurs unstable political and military situation it seems to be a necessity.     

Children's Ways of Experiencing Peer Interaction

Educational practice in age integrated child groups rests on the assumption that children learn from their peers. The benefits of age integrated teaching is to enhance the value of heterogeneity in child groups. The fact that children are different from each other with different experiences is seen as an asset, which both children and teachers can benefit from. 22 children in a school class with children of mixed age; ranging from 7-9 years, were interviewed about their conceptions of peer interaction. How do children conceive peer collaboration, and what does it mean to children to teach someone something? A phenomenographic research approach is being used to discern the variation in ways of thinking about how children do when they teach someone something, and how they conceive peer collaboration at school. Children are conscious about the fact that they are able to teach their peers, and they can express this in different ways. Children also shift in their roles as “teacher” and “learner”. In some examples it is the “teacher” who plays the active role, in others it is the “learner” who has to be active by imitating the model/teacher.