Cette étude a pour objectif d'élaborer des recommandations pour des programmes de pré et de postvention contre le Vih/sida en Guadeloupe. Pour mener à bien cette recherche, nous avons choisi d'analyser les représentations sociales du Vih/sida et des personnes vivant avec le Vih/sida. Nous avons retenu les Antilles françaises et plus particulièrement la Guadeloupe, car peu de travaux en sciences sociales ont été menés alors que la prévalence du sida dans ce département français est l'une des plus élevée au niveau national. Nous interrogeons, ici, la construction culturelle et sociale des frontières qui départagent la population non infectée de la population infectée par le Vih. Plus encore, nous nous interrogeons sur ce que gère la population guadeloupéenne derrière le Vih/sida. Sur cette base, nous sommes à même de repérer les valeurs, les limites et les interdits culturels à prendre en compte dans les programmes de santé.

Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2005-2006 / L'objectif principal de ce mémoire est de mieux comprendre ce qui retient certains anglophones au Québec. L'identité a-t-elle un impact sur la décision des anglophones de rester? Une étude générationnelle a permis d'étudier les changements s'opérant au sein de la communauté anglophone de la région de Québec. Une analyse typologique d'entrevues qualitatives a mené à la conclusion suivante : même si d'autres facteurs expliquent ce qui retient certains anglophones, il reste que l'identité est au c?ur de l'explication de cette rétention. Plus encore, ce mémoire pose l'hypothèse d'un changement identitaire entre les nouvelles générations anglophones et leurs prédécesseurs.

Thesis (M.J.) - Carleton University, 2007. / Includes bibliographical references (p. 147-159). Also available in electronic format on the Internet.

The topic of this final work is Czech coming out writers. An introductory chapter briefly summarizes some basic questions. However, the biggest attention is paid to Czech debutants who started to create between years 2001 and 2005. At the same time they won the category Revelation of the Year in a literary competition called Magnesia Litera. That is why debuts of Hana Androniková, Petra Hůlová, Jonáš Tokajský and Martin Šmaus are deeper analysed. Finally, all important findings are summed up in a conclusion.

Student Number : 9110316P - M Ed research report - School of Education - Faculty of Humanities / This study seeks to establish if teaching Grade 7 Algebra accords with Outcomes Based Education [OBE] in a sample of three state primary schools in a province, South Africa. Following the methods of illuminative evaluation the researcher looked for ‘matches’ and ‘mismatches’ between what was planned in an OBE text with what ‘actually happens’ in classroom teaching to gauge if the shift to outcomes has taken place in teaching Mathematics in these schools, and make recommendations to improve. Data was collected using document analysis to establish how percentages was planned to be taught by teachers and using naturalistic observations with follow-up probing interviews to establish how this teaching actually took place in classrooms. The data was checked by questionnaire data seeking the views of educators doing this teaching. The data showed 5 Patterns in this teaching, one only according with planned OBE teaching, 2 other Patters where teaching was more-or-less as intended, and 2 further Patterns where teaching failed to accord with the OBE text. Just over half the teachers or 58% of the sample seemed to have shifted to OBE, and less than half or 42% of educators seem not to have done so. Primary amongst the findings is that educators failed to teach Mathematics conceptually first as planned, preferring in a variety of ways to omit conceptual explanations by way of introduction to lessons in favour of ‘guiding examples’, ‘group work’ and ‘report back’, ‘teacher and learner assessment’ and ‘concluding exercises’, the six categories which emerged for teaching in these lessons. The study recommends primarily that educators re-claim teaching Mathematics conceptually first, and prior to completing examples and giving exercises to learners. It concludes that fewer educators than expected seem to have shifted towards OBE teaching in these Mathematics classrooms, 6 years into the national innovation, C 2005.

El trabajo de investigación denominado “La Implementación del Programa de Reparaciones Económicas a los afectados del conflicto armado interno: Huamanga, Ayacucho. Periodo 2005 – 2013” se ha realizado con la finalidad de generar información que recoja la experiencia en la provincia de Huamanga perteneciente al departamento de Ayacucho. Este programa se implementa por las secuelas que trajo consigo el conflicto armado interno ocurrida entre el año 1980 y el año 2000 donde Ayacucho y el Perú en general vivió este periodo que tuvo secuelas fatales para la sociedad, dejando de acuerdo al Informe Final de la CVR más de 69 mil víctimas (muertas y desaparecidas). El departamento de Ayacucho tuvo la mayor cantidad de víctimas. / Tesis

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<p>Examensarbetet handlar om berättartraditioner i Sydafrika och om hur lärarna, i en skola i Sydafrika, använder sig av sagor i sin undervisning. För att förstå hur de lever, i en före detta kåkstad i Sydafrika, och hur ursprungsbefolkningens skolsituation ser ut har jag även skrivit om Sydafrikas historia och om skolans utveckling där. Intervjuer och observationer har gjorts med lärarna på deras skola i Sydafrika.</p><p>Resultatet av undersökningen visar att samtliga, av de fyra lärarna, använder sig av sagor i skolan. I de lägre klasserna berättar lärarna sagor från deras egen kultur medan de bland de äldre barnen även läser konstsagor. Många av de afrikanska sagorna är fabler. Lärarna anser att det är viktigt med sagor i skolan, för att det är en del av deras kulturarv, och för att man genom generationer har använt sig av sagor för att bilda och uppfostra barnen.</p><p>Nyckelord</p><p>Berättartraditioner</p><p>Curriculum 2005</p><p>Sagor</p><p>Sydafrika</p> / <p>This is a paper about traditions of storytelling in South Africa and how the teachers in a school in South Africa use storytelling in their teaching. To understand how they live in a former shanty town in South Africa and what their school situation is like I have also written about South African history and about the school development for the African people. Interviews with teachers and classroom observations have been carried out in their school in South Africa.</p><p>The result of the study shows that all four teachers use storytelling in school. The teachers in the lower classes tell mostly traditional African stories and when the pupils get older the teachers also use stories with known authors. Many of the African stories are fabels. The teachers think that storytelling in school is important because it is a part of the culture passed on through the generations and because stories have long been used in educating and bringing up their children.</p><p>Keywords</p><p>Curriculum 2005</p><p>South Africa</p><p>Storytelling</p><p>Traditions of storytelling</p>

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Examensarbetet handlar om berättartraditioner i Sydafrika och om hur lärarna, i en skola i Sydafrika, använder sig av sagor i sin undervisning. För att förstå hur de lever, i en före detta kåkstad i Sydafrika, och hur ursprungsbefolkningens skolsituation ser ut har jag även skrivit om Sydafrikas historia och om skolans utveckling där. Intervjuer och observationer har gjorts med lärarna på deras skola i Sydafrika. Resultatet av undersökningen visar att samtliga, av de fyra lärarna, använder sig av sagor i skolan. I de lägre klasserna berättar lärarna sagor från deras egen kultur medan de bland de äldre barnen även läser konstsagor. Många av de afrikanska sagorna är fabler. Lärarna anser att det är viktigt med sagor i skolan, för att det är en del av deras kulturarv, och för att man genom generationer har använt sig av sagor för att bilda och uppfostra barnen. Nyckelord Berättartraditioner Curriculum 2005 Sagor Sydafrika / This is a paper about traditions of storytelling in South Africa and how the teachers in a school in South Africa use storytelling in their teaching. To understand how they live in a former shanty town in South Africa and what their school situation is like I have also written about South African history and about the school development for the African people. Interviews with teachers and classroom observations have been carried out in their school in South Africa. The result of the study shows that all four teachers use storytelling in school. The teachers in the lower classes tell mostly traditional African stories and when the pupils get older the teachers also use stories with known authors. Many of the African stories are fabels. The teachers think that storytelling in school is important because it is a part of the culture passed on through the generations and because stories have long been used in educating and bringing up their children. Keywords Curriculum 2005 South Africa Storytelling Traditions of storytelling