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The writing formulas in official letters in Modern Hebrew are often identical or similar to the formulas revealed in the Geonic letters. This article presents these similar formulas with two purposes in mind: 1) to illustrate the significance of the Interim Period for the formation of Modern Hebrew; 2) to show that the continuity of the use of the Hebrew language throughout history was a major factor that allowed the revival of Modern Hebrew. [ABSTRACT FROM AUTHOR]

This article deals with the continuity between Modern Hebrew and its previous stages, and highlights the important role played by the Hebrew of the Interim period, the period in which the Hebrew was not a spoken language, in the crystallization of Modern Hebrew. The main claim in this article is that when examining whether any linguistic phenomenon in Modern Hebrew is new or continues the previous periods -- the Interim period should not be ignored. Examining the origins of the phenomenon only in Classical Hebrew misses the point, and may lead to erroneous conclusions. The article focuses on the presentative particles hinneni and hareni. These presentatives underwent many changes in the Interim period: their classical functions gradually waned, and other functions became dominant. The syntactic distribution of the forms changed as well, and a new construction, hinneni + infinitive, became quite common. With the advent of Modern Hebrew, the constructions and functions that had prevailed in the Interim period persisted. Conversely, the Classical constructions and functions of the presentatives made their way into Modern Hebrew only if they continued to be used in the Interim period. The process undergone by these presentatives illustrates the continuity between Modern Hebrew and its Interim period sources, and demonstrates the importance of studying this period for understanding the development of Modern Hebrew, and the linguistic processes that occurred during its crystallization. [ABSTRACT FROM AUTHOR]

Abstract Background While the importance of promoting equity to achieve health is now recognised, the health gap continues to increase globally between and within countries. The description that follows looks at how the Cape Town Equity Gauge initiative, part of the Global Equity Gauge Alliance (GEGA) is endeavouring to tackle this problem. We give an overview of the first phase of our research in which we did an initial assessment of health status and the socio-economic determinants of health across the subdistrict health structures of Cape Town. We then describe two projects from the second phase of our research in which we move from research to action. The first project, the Equity Tools for Managers Project, engages with health managers to develop two tools to address inequity: an Equity Measurement Tool which quantifies inequity in health service provision in financial terms, and a Equity Resource Allocation Tool which advocates for and guides action to rectify inequity in health service provision. The second project, the Water and Sanitation Project, engages with community structures and other sectors to address the problem of diarrhoea in one of the poorest areas in Cape Town through the establishment of a community forum and a pilot study into the acceptability of dry sanitation toilets. Methods A participatory approach was adopted. Both quantitative and qualitative methods were used. The first phase, the collection of measurements across the health subdistricts of Cape Town, used quantitative secondary data to demonstrate the inequities. In the Equity Tools for Managers Project further quantitative work was done, supplemented by qualitative policy analysis to study the constraints to implementing equity. The Water and Sanitation Project was primarily qualitative, using in-depth interviews and focus group discussions. These were used to gain an understanding of the impact of the inequities, in this instance, inadequate sanitation provision. Results The studies both demonstrate the value of adopting the GEGA approach of research to action, adopting three pillars of assessment and monitoring; advocacy; and community empowerment. In the Equity Tools for Managers Project study, the participation of managers meant that their support for implementation was increased, although the failure to include nurses and communities in the study was noted as a limitation. The development of a community Water and Sanitation Forum to support the Project had some notable successes, but also experienced some difficulties due to lack of capacity in both the community and the municipality. Conclusion The two very different, but connected projects, demonstrate the value of adopting the GEGA approach, and the importance of involvement of all stakeholders at all stages. The studies also illustrate the potential of a research institution as informed 'outsiders', in influencing policy and practice.

Background: In the lives of women, puberty is marked by the onset of menarche. From this stage onwards until menopause, reproductive health and menstrual hygiene are important aspects of women's lives. In Zambia's Western Province, the natural process of menstruation is a taboo and dealt with secretly. Information and knowledge about menstruation and menstrual hygiene among adolescent girls is inadequate. This paper explores the factors influencing the understanding, experiences and practices of menstrual hygiene among adolescent girls in Mongu District, Western Province of Zambia.Methods: An explorative study design was used by means of six focus group discussions conducted with 51 respondents, aged 13-20 years, from three secondary schools. Their age at menarche was 11-15. For data analysis thematic content analysis was used.Results: The paper shows that the girls suffer from poor menstrual hygiene, originating from lack of knowledge, culture and tradition, and socio-economic and environmental constraints, leading to inconveniences, humiliation and stress. This leads to reduced school attendance and poor academic performance, or even drop outs, and ultimately infringes upon the girls' human rights.Conclusion: To address these shortcomings, a 'super setting approach' is recommended, in which a Health Promoting School could improve the girls' individual and group needs, and a community setting which would address the broader socio-economic, cultural and environmental conditions. This would enable creating a supportive environment for the girls to manage their periods. To successfully utilize the approach, all stakeholders (parents, teachers, children, governments and communities) should cooperate to generate context-specific solutions for creating safe menstrual care, and better and dignified conditions for adolescent girls. Therefore, this calls for comprehensive, strident advocacy for policy changes at national level, and mediation and involvement at community level. [ABSTRACT FROM AUTHOR]