Among the many problems of Africa there is none that has attracted more discussion, and indeed more controversy, than that of the type of education which should be given to the African." 1 Thus stated William Malcolm Hailey in his famous report An African Survey: A Study of Problems Arising in Africa South of the Sahara published in 1938.

stiffness and pulse wave velocity / Aorta and carotid arteries 137 (0.94 to 1.01) p = 0.096; Obesity OR = 0.47 (0.29 to 1.77) p = 0.003 and Diabetes OR = 2.41 (1.15 -5.05) p = 0.020. Conclusions: According to the results obtained, genetic polymorphisms variables were not in the multivariate analysis equation to determine the increase of the PWV, which can be explained either by being included in the selected variables such as hypertension, or on the other hand, they may not have enough strength to remain in the equation. So, according to this study, PWV has much more to do with behaviors and traditional risk factors than the genetic heritage.P883 Endothelial dysfunction, pulse wave velocity and augmentation index are correlated in subjects with systemic arterial hypertension?

After the Second World War, development and welfare abounded in the political imagination of European colonial empires. Efforts to rejuvenate their colonial projects entailed the redefinition of “native policies” on health, labor, and education. In relation to these, imperial states and colonial administrations sought varying levels of cooperation, recuperating some initiatives from past decades. This chapter studies how one of the institutional expressions of the will to collaborate through the circulation of ideas, plans, and experts, the Commission for Technical Cooperation in Africa South of the Sahara (CCTA), an inter-imperial organization created in 1950, addressed the problem of colonial education (focused on “native” communities). Colonial “native” education was used to foster forms of “enlightened neo-colonialism,” sustaining the language and repertoires of late colonial developmentalism and arguments legitimizing colonial rule. This text shows how this was done by focusing on a particular moment: the 1957 Inter-African Conference on Industrial, Commercial and Agricultural Education, in Luanda (Angola).

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