This thesis examines the role and relationship of standardization and advocacy in humanitarian aid planning processes within the emergent field of education and instability. Standardization refers to the aid industry’s increasing emphasis on establishing ‘universal’ principles and normative frameworks. Advocacy refers to transnational-policy-network activities that move forward the global standardization agenda. The study focuses on the purposes and practices of knowledge creation by an education-and-instability ‘epistemic community’: the Inter-Agency Network for Education in Emergencies (INEE). Drawing on global-level interviews with key figures, participant observations, and documentary analysis, the research explores how this epistemic community promotes its core tenets: that education is an inherent human right and that educational provision should be a frontline humanitarian response on par with food distribution and shelter construction. The thesis analyzes the consensus-making process that resulted in the publication of the 2004 INEE Minimum Standards handbook, the then-epitome of the epistemic community’s knowledge. Next, the thesis examines the local application and adaptation of such global standardization processes in post-conflict Uganda. The case study presents the relationships among international and local ‘development partner’ institutions concerned with educational planning as a complex and contradictory story of power dynamics and knowledge circulation. These ‘partnerships’ are characterized by a shared quest for adherence to the knowledge encapsulated within standardized global frameworks and their normative principles. For Ugandan institutions, fluency in this discourse is a powerful tool to appropriate for their own ends. For international institutions, the knowledge is at once a technical resource and a means to bring ever more stakeholders into the wider epistemic community concerned with humanitarian aid. I argue that, through judicious use of standardization and advocacy mechanisms, INEE seeks to legitimize the education sector’s existence within the humanitarian aid industry and expand support for (or ‘conversion’ to) the education-and-instability epistemic community’s core beliefs.

During post-conflict reconstruction, various roles are bestowed on teachers to manage the effects of violence such as peace educator, conflict resolution expert, counsellor and so on. However, there are no empirical studies that examine what teachers actually do when faced with the challenges of post-conflict schooling. More importantly, most policies often neglect the fact that teachers are not necessarily neutral in conflict. Whilst being professionals, many are also political and social beings that come from the community they serve. Surely the tension between their personal beliefs and professional practice has some impact on how teachers deal with the effects of conflict. This research investigates how teachers, who maintain a reflexive relationship with their community, feel about transforming their role to manage the effects of ethnic conflict. The case of Kenya offers a suitable context in which to research this particular phenomenon because of its continuous association with conflict, consequent corrosion in ethnic relations, and increasing ethnic segregation in education systems. Employing a case study strategy, data was collected using semi-structured interviews and document analysis. The sample size consisted of twenty head teachers and seventy teachers and counsellors from government secondary schools in Nakuru and Kericho. Analysis of the data suggests that ethnic tensions have seeped into schools affecting not only peer relationships but also teacher-student interactions. These tensions and fears continue to impair teachers from actively participating in schools and assuming the role of managing the effects of the conflict. Aside from this, various other factors in their classroots realities shape the manner in which they deal with the effects of the conflict. Some of these factors include external support, professional capacity, their purpose and motivation as well as the school culture. This research concludes that teachers require adequate support and guidance from their head teacher in order to conceptualise their role in relation to managing the effects of violence. While the focus of external institutions is on relaying concepts of ‘peace’ and ‘conflict resolution’ to the students, there is merit in taking a more gradual approach and equipping teachers with the necessary skills and knowledge to teach these concepts. Moreover, teachers too require space to confront their own biases and prejudices towards other groups in order to assume these new roles. Finally, the creation of support networks is essential during post-conflict reconstruction as it ensures that teachers and students are provided with the necessary guidance, knowledge, and assistance in the absence of support from the state.

One of the common lessons learned from the 11 September Terrorist Attacks in 2001, Southeast Asia Tsunami in 2004 and Hurricane Katrina in 2005, was there were major command and control (C2) and information challenges during the crisis response efforts. The Department of Defense (DoD) is currently transitioning to face these global threats of terrorism and natural disasters, as well as support the goals of the new National Strategy, by developing new plans and procedures to improve the coordination, communications and operations between DoD and other entities when responding simultaneously to such complex humanitarian disasters (CHD). In searching for a mobile and adoptable communication solution for military operations, the DoD should consider a C2 system that utilizes advanced commercial-off-the-shelf (COTS) technology. Hastilyformed networks (HFN) could provide a global broadband network node with internet, voice, video and data capability in a rapidly deployable manner, which offer significant advantages to military and other crisis response activities. The focus of this thesis concentrates on the financial aspects of HFNs in support of humanitarian assistance and/or disaster relief (HA/DR) efforts by U.S. armed forces. This research and analysis of HFNs could present prospective benefits to DoD, which include cost-savings, enhanced emergency response capabilities and improved interagency/international relations. Additionally, this study will provide a recommended model methodology and iterations for future military-use of HFNs in support of the DoD's vision of "transformation."

Approved for public release; distribution in unlimited. / Natural as well as man-made disasters have become commonalities of daily life in recent decades for a large portion of the world's population. This growing trend reflects the worldwide proliferation in recent years of Complex Humanitarian Emergencies (CHEs) and peace operations. Humanitarian emergencies and peace operations are a complex mix of related activities that require the combined efforts of the UN, military, International Organizations (IOs) and Non-Governmental Organizations (NGOs). Given the nature and similarities of their missions, there is an ongoing need for these organizations to have access to accurate, current, and comprehensive information about field conditions and each other's movements. In several of the CHEs and peacekeeping operations of recent years, a recurring problem has been poor communication due to inadequate equipment, non-compatibility of equipment and a non-standardized communications infrastructure. This thesis explores the impact and possible benefits that wireless technology can provide to help bridge the communication gap that exists among the UN and the NGOs who participate in CHEs and peacekeeping operations. / Lieutenant Commander, Supply Corps, United States Navy / Lieutenant, United States Navy

Introdução A realização de ações educativas aos profissionais dos serviços hospitalares de urgência é de grande relevância, considerando seu papel estratégico para o Sistema Único de Saúde. A despeito dessa relevância, ainda carecem de maior consistência na avaliação de seus resultados e impactos. Diante disso, este projeto teve como Objetivo geral avaliar um processo formativo voltado para o desenvolvimento gerencial de profissionais atuantes na linha de atenção às urgências. Método Trata-se de um estudo de caso, cujo material de análise constituiu-se de 146 avaliações do módulo Introdutório, 972 avaliações dos outros dez módulos, 895 autoavaliações dos participantes e 26 projetos gerenciais elaborados pelos participantes do processo formativo de 26 hospitais e de três regiões metropolitanas brasileiras. Destes 26 hospitais, dois foram selecionados para participar de dois encontros de grupo focal cada, com oito integrantes por grupo, a fim de avaliar a percepção de impacto e suporte à transferência. A análise dos dados foi realizada pela estatística descritiva, inferencial e análise fatorial que resultou em três fatores na avaliação da satisfação do módulo Introdutório e quatro nos demais módulos; na autoavaliação, dois fatores. Resultados As escalas utilizadas apresentaram evidências de validade expressas pela variância superior a 50% e Alpha de Cronbach superior a 0,9. As médias da avaliação da satisfação, com valor máximo 6,0, variaram de 5,3 a 5,6 do módulo Introdutório e 4,7 a 5,6 dos demais módulos; das autoavaliações de 4,5 a 5,7. Quanto à avaliação da percepção de impacto e suporte à transferência, realizada em dois hospitais, a maioria das ações propostas nos projetos gerenciais foi implementada. Foram encontradas diferenças significativas entre as regiões nos Fatores 1 (p<0,001) e 3 (p<0,01) da avaliação de satisfação do módulo Introdutório; nos Fatores 1 (p=0,005) e 2 (p<0,0001) das autoavaliações; nos critérios apresentação do hospital e diagnóstico situacional da avaliação dos projetos gerenciais (p<0,05); entre os módulos do processo formativo nos fatores 1 (p=0,04), 3 (p<0,0001) e 4 (p<0,001), da avaliação de satisfação. Os projetos gerenciais foram bastante distintos quanto à estrutura e conteúdo, em especial, no detalhamento da análise situacional e Planejamento Estratégico Situacional, indicando fragilidade na coleta e análise crítica de dados e proposição de intervenções de modo estruturado. Os fatores que favoreceram a implementação estavam relacionados ao apoio da diretoria e dos colegas. Já os fatores dificultadores, foram relativos a problemas estruturais como déficit de pessoal, recursos materiais e financeiros. Conclusões Foi possível concluir que as escalas de avaliação aplicadas são confiáveis. Os participantes mostraram-se satisfeitos com o processo formativo, tendo se envolvido nas atividades e desenvolvido competências, segundo sua autoavaliação. Embora a aquisição de habilidades tenha se expressado, de modo geral, pouco consistente nos projetos gerenciais, a maioria das ações propostas pelos hospitais foram desenvolvidas, tendo havido apoio dos pares e da diretoria. O entrave esteve relacionado à ausência de elementos estruturais. / To conduct educational actions targeting professionals of emergency hospitals is of major importance, considering their strategic role for the Brazilian Unified Health System. Despite their importance, educational actions still lack consistency in assessing their outcomes and impacts. Therefore, the General Objective of this study was to assess a formative process for management development of professionals in leadership positions in emergency care units. Method This is a case study that analyzed evaluations and management projects developed during a formative process by participants of 26 hospitals, from three Brazilian metropolitan regions: 146 evaluations of the introductory module; 972 evaluations of ten modules; 895 self-evaluations; and 26 management projects. In addition, participants of two of the 26 hospitals were chosen to take part in two focus groups meetings; each group was formed by eight participants, with the purpose of assessing the perception of the impact and support to knowledge application. The data analysis used both descriptive and inferential statistics, and factor analysis that resulted in: three factors for satisfaction evaluation of introductory module; four factors for the ten modules; and two factors for self-evaluation. Results The scales used showed evidence of validity indicated by variance above 50% and Cronbachs Alpha above 0.9. The averages of the satisfaction evaluation, with maximum value of 6.0, varied from 5.3 to 5.6 for the introductory module; 4.7 to 5.6 for other modules; and 4.5 to 5.7 for self-evaluations. In relation to the assessment of the perception of the impact and support to application, which was performed in two hospitals, the majority of the proposed actions presented in the management projects were implemented. Significant differences among the regions were found in both Factors 1 (p<0.001) and 3 (p<0.01) of the satisfaction evaluation of introductory module; in both Factors 1 (p=0.005) and 2 (p<0.0001) of self-evaluations; in both criteria hospital presentation and situational diagnosis of the management projects evaluation (p<0.05); among the formative process modules in Factors 1 (p=0.04), 3 (p<0.0001) and 4 (p<0.001) of satisfaction evaluation. The management projects were very distinct concerning structure and contend, especially in the development of the situational analysis and Situational Strategic Planning, indicating some fragility in data collection and critical analysis, as well as in proposing interventions in a structured way. The factors that contributed to the implementation were related to the directors and staffs support. By the other hand, the factors that complicated were related to the structural problems, such as insufficient number of staff, material and financial resources. Conclusions The scales of the evaluations were found reliable. The participants expressed satisfaction with the formative process, showed commitment to the activities, and developed skills, according to the self-evaluations. Although, in general, skill acquisition was not so consistent in the management projects, the majority of the actions proposed by the hospitals were developed, counting with the support of teammates and directors. The constraint was related to the lack of structural elements.

Discussões sobre prevenção e controle de Infecção Relacionada à Assistência à Saúde (IRAS) deve ser irrestrita e ampliada a outros estabelecimentos de saúde. A literatura sobre controle de infecção é tradicionalmente fundamentada na prática do contexto hospitalar, e há uma lacuna quando se trata de atendimento pré-hospitalar. Além dos profissionais da área saúde, outros profissionais compõem a equipe entre eles, bombeiros e policiais militares, rodoviários e outros, que não tiveram em sua formação profissional conteúdo específico que lhes fornecesse conhecimento sobre a prevenção e o controle de infecções nas situações de atendimento a vítimas com potencial risco de contaminação por fluidos biológicos, sendo a educação, portanto, a arma contra a disseminação de doenças infecciosas. Objetivo: avaliar a eficácia de uma intervenção educativa utilizando mapas conceituais e indicadores de conformidade para higienização das viaturas móveis do Atendimento Pré-Hospitalar de uma capital da região centro-oeste do Brasil. Método: Estudo de natureza quantitativa, quase-experimental, a coleta de dados foi de julho de 2014 a janeiro de 2015. Participaram do estudo 34 bombeiros do Batalhão de Salvamento em Emergência (BSE) do Corpo de Bombeiros Militar do Estado de Goiás (CBMGO) que atuam nas viaturas de suporte básico e avançado de vida. O estudo foi desenvolvido em quatro fases: Elaboração e validação de conteúdo do indicador de conformidade para higienização das viaturas; Avaliação da conformidade da higienização das viaturas antes da capacitação; Intervenção Educativa e Avaliação da conformidade da higienização das viaturas após intervenção. Foi aplicado um questionário antes da intervenção e 30 dias depois. Os indicadores de conformidade foram validados por um corpo de oito juízes com cálculo do Índice de Validade de Conteúdo (IVC 70%). A avaliação da eficácia da capacitação foi feita pelo teste de McNemar, sendo considerado p 0,05. A capacitação dos profissionais foi baseada na teoria da aprendizagem significativa de David Ausubel e da construção de um mapa conceitual idealizado por Joseph Novak. Resultados: Dos 71 indicadores de conformidade, foram excluídos 26, totalizando 45 indicadores. Na avaliação pré-intervenção, somente um (2,9%) socorrista sabia definir limpeza, quatro (11,8%) sabiam o conceito de desinfecção, 14 (41,2%) sabiam da importância de se higienizar a viatura e do uso de EPI. Após intervenção no total três (8,8%) bombeiros sabiam conceituar limpeza, cinco (14,7%), desinfecção, quanto à importância da limpeza e desinfecção 16 (47,1%) e em relação à importância do uso de EPI foram 15 (44,1%) A observação do procedimento de higienização melhorou quanto aos parâmetros de secagem da viatura após a lavagem (p=0,004) e desinfecção da viatura (p=0,002). Os dados mostram que após o curso teve uma ligeira melhora no número de questões corretas, sendo estatisticamente significativa (p=0,021). Conclusão: a intervenção educativa utilizando uma metodologia ativa com a construção de mapas conceituais não se mostrou totalmente eficaz. A observação dos procedimentos de higienização das viaturas manteve-se no mesmo padrão, exceto para secagem e desinfecção; os bombeiros socorristas não melhoraram o conhecimento da definição de limpeza e desinfecção e o entendimento da importância de se higienizar a viatura e o uso de EPIs. / Discussions on prevention and control of infection Related to Health Care (IRHC) should be unrestricted and expanded to other health care facilities. The literature on infection control is traditionally based on the practice of hospital context, and there is a gap when it comes to pre-hospital care. In addition to health care professionals, other professionals make up the team, firefighters, police officers and others who have not taken their training specific content to provide them with knowledge about prevention and control of infections in situations with potential risk of contamination by biological fluids, therefore, education is the weapon against the spread of infectious diseases. Objective: To evaluate the effectiveness of an educational intervention using concept maps and compliance indicators for cleaning of mobile cars of Prehospital care from a capital of the midwestern region of Brazil. Method: quantitative study, quasi-experimental, data collection was from July 2014 to January 2015. The study included 34 firefighters Rescue Battalion Emergency (BSE) of the Fire Brigade of the State of Goiás working in basic and advanced life support vehicles. The study was developed in four phases: Development and content validity of compliance indicator for cleaning of vehicles; Conformity assessment of the cleaning of vehicles before training; Educational Intervention and Conformity assessment of the cleaning of vehicles after intervention. A questionnaire was applied before the intervention and 30 days after. Compliance indicators were validated by an 8 experts judge with Content Validity Index (IVC 70%). The evaluation of training effectiveness was taken by McNemar test, being considered p 0.05. The training of professionals was based on the theory of meaningful learning of David Ausubel and the construction of a conceptual map designed by Joseph Novak. The data show that after the course there was a slight improvement in the number of correct questions, being statistically significant (p = 0.021) and that the course brought a homogenization knowledge given to reducing the standard deviation. Results: Of the 71 indicators of compliance, 26 were excluded, totaling 45 indicators.The pre-intervention assessment, only one (2.9%) rescuer knew cleaning definition, four (11.8%) knew the concept of disinfection, 14 (41.2%) knew the importance of sanitize the vehicle and the use of PPE. After intervention a total of three (8.8%) firefighters knew conceptualize cleanliness, five (14.7%), disinfection, on the importance of cleaning and disinfection 16 (47.1%) and of the importance of the use of PPE were 15 (44.1%). The observation of the cleaning procedure improved regarding these parameters drying after washing (p=0,004) and disinfection of the vehicle (p=0,002) Conclusion: The educational intervention using an active methodology and the construction of conceptual maps was not fully effective. The observation of the vehicles cleaning procedures remained the same pattern, except for drying and disinfecting rescuers firefighters have not improved the knowledge of the definition of cleaning and disinfection and understanding of the importance of sanitizing the vehicle and the use of PPE.

Estudo descritivo, metodológico que teve como objetivo construir e validar os Marcos de Competências e as Entrustable Professional Activities (EPAs) para formação e avaliação de enfermeiros na assistência de pacientes adultos na abordagem das vias aéreas, ventilação e circulação, e avaliar o uso das EPAs em ambientes clínicos simulados. Após aprovação do Comitê de Ética e Pesquisa da Escola de Enfermagem de Ribeirão Preto e da Comissão Ética da Unidade de Investigação em Ciências da Saúde: Enfermagem da Escola superior de Enfermagem de Coimbra. O estudo contou com a participação de experts que atenderam os critérios adaptados de Fehring e se desenvolveu em três sub-estudos: na primeiro realizou-se uma revisão de literatura para avaliar os ganhos percebidos dos enfermeiros com o uso da simulação clínica nas atividades de urgência e emergência. No segundo realizou-se uma oficina em uma Universidade pública localizada em uma cidade no interior do estado São Paulo, composta por sete experts para a construção dos marcos de competências; na segunda fase desse sub-estudo participaram 15 experts para a validação de aparência e conteúdo por meio da Snowball Technique e a Técnica Delphi, a terceira fase ocorreu após a análise de conteúdo das considerações e sugestões realizadas pelos experts ao material a ser validado. Após a organização dos dados e análise, uma nova versão dos marcos de competências foi emitida e, posteriormente, uma segunda rodada de opiniões foi solicitada. Os 15 experts participantes receberam um novo correio eletrônico com os marcos de competências reformulados, participaram dessa fase 13 experts, caracterizando a concordância do material apresentado. Após foi realizado uma análise de conteúdo das sugestões realizadas e calculado o Índice de Validação de Conteúdo (IVC) para aferir a concordância dos juízes quanto à representatividade de cada item. Com a análise de conteúdo das sugestões recebidas dos experts, chegou-se à conclusão que houve um consenso sobre o conteúdo apresentado, resultando nos quadros dos marcos de competências. A concordância dos juízes quanto à representatividade dos itens em relação ao conteúdo dos quadros resultou na análise final em todos os itens com um IVC >= 85%. No terceiro sub-estudo, construiu-se as EPAs para desenvolver e avaliar no ambiente clínico simulado os marcos de competências construídos e validados. Assim, diante dos marcos de competências e baseados no referencial teórico os autores construíram 21 EPAs. A validação das EPAs quanto ao conteúdo, aparência e aplicabilidade em cenários clínicos simulados em situações de urgência, ocorreu através da participação de nove experts. Para validação utilizou-se quatro cenários clínicos simulados no qual cinco EPAs foram validadas. Embora o número de experts participantes em todas as fases do estudo possa ser considerado em fator limitante, acredita-se que os resultados podem contribuir de maneira efetiva, sendo fonte de estímulo para discussões e mudanças positivas no ensino, na formação e capacitação em enfermagem / This is a descriptive methodological study with the aim to construct and validate milestones of competencies and entrustable professional activities (EPAs) for the education and evaluation of nurses in the delivery of care to adult patients in the approach to their airways, ventilation, and circulation, and to assess the EPAs in simulated clinical environments. The research project was approved by the Research Ethics Committee of the Ribeirão Preto College of Nursing at the University of São Paulo and by the Ethics Committee of the Health Sciences Research Unit of the Higher School of Nursing of Coimbra. The study had the participation of experts who complied with the criteria adapted by Fehring and was developed in three sub-studies. A literature review was conducted in the first study to assess the benefits perceived by nurses with the use of clinical simulation in urgency and emergency activities. In the second study a workshop was developed in a public university located in a city in the state of São Paulo, with the participation of seven experts for the construction of milestones of competencies; in the second stage of this sub-study 15 experts participated in the face and content validation through the snowball and the Delphi techniques; and the third stage took place after analysis of content of the considerations and suggestions made by the experts to the material to be validated. After data organization and analysis, a new version of the milestones of competencies was designed and, later, a second round of reviews was requested. The 15 participating experts received a new e-mail with the reformulated milestones of competencies, and 13 of them participated in this stage, characterizing agreement with the material presented. Analysis of content of the suggestions was conducted and the content validity index (CVI) was calculated to measure the agreement of the experts as regards the representativeness of each item. This content analysis showed that there was a consensus among the experts on the content presented, resulting in charts with the milestones of competencies. Experts\' agreement as regards the items\' representativeness in relation to the content in the charts resulted in the final analysis of all items with a CVI >= 85%. In the third sub-study, the EPAs were constructed to develop and assess the validated milestones of competencies in the simulated clinical environment. Thus, the authors constructed 21 EPAs in face of the milestones of competencies and based on the theoretical framework. The validation of the EPAs regarding content, face, and applicability in simulated clinical environments in emergency situations took place with the participation of nine experts. Four simulated clinical settings were used in the validation of five EPAs.. Although the number of experts participating in each study stage may be considered a limitation, the authors believe that the results of this study can contribute effectively to encourage discussions and positive changes in nursing teaching, education, and qualification

Made available in DSpace on 2016-01-26T12:51:18Z (GMT). No. of bitstreams: 1 andressastortinevesdeazevedo_dissert.pdf: 295649 bytes, checksum: 929515ac40cae0a0879d8e0c82ef4e90 (MD5) Previous issue date: 2007-10-21 / In hospitals, work division is the reproduction of the development according to the model of capitalist production. As Nursing is inserted in hospital settings and the increase of its complexity; this institution becomes a company of accounting services. Nursing work is accomplished by different categories of professionals that suffer tension, besides long work days, short remuneration, double job and insalubrity conditions of the work environment, resulting absenteeism. Objective: The objective of this study was to characterize Nursing professionals performing in the Emergency section of a school general hospital in the municipality of São Jose of Rio Preto, in the year of 2006 according to the function and section that perform, the socioeconomic and health conditions of this population. Material and method: A questionnaire was applied to the Nursing technicians and auxiliaries of the Emergency section. With the data, a database was constructed, and tabulations were produced for information that characterized these professionals. Results: Most of the studied population has been working more than 8 hours a day, mainly during the day, and 82.8% were Nursing auxiliaries, while only 9.2% were hired as Nursing technician. Female sex was predominant, and 46.0% were aged between 21 and 30 years. We observed that 46% lived in union; 44.8% did not have children; 52.9% were catholic. Finally, 72.4% reported to work only in one job and 75.8% were feeling well in relation to the health. It was surprising the fact that 34.5% of these professionals were overweighed. Conclusion: We concluded that this professional category is highly female, working more than eight hours a day in an environment considered unhealthy; in spite of this, they claimed to feel well in relation to their health. / A divisão do trabalho em um hospital é a reprodução do desenvolvimento de acordo com o modelo de produção capitalista. Com a Enfermagem inserida no hospital e o aumento da complexidade da instituição, esta torna-se uma empresa prestadora de serviços. O trabalho da Enfermagem é realizado por diferentes categorias de profissionais que sofrem tensão, juntamente com as longas jornadas de trabalho, pouca remuneração, duplo emprego e condições de insalubridade do ambiente de trabalho, levando ao absenteísmo. Objetivo: Este estudo tem como objetivo caracterizar os profissionais de Enfermagem atuantes no setor da Emergência de um Hospital Geral de ensino do município de São José do Rio Preto, no ano de 2006 quanto a função e setor que atuam, a condição sócio-econômica e de saúde dessa população. Material e Método: Foi aplicado um questionário aos técnicos e auxiliares de Enfermagem do setor da Emergência. Com os dados foi construída uma base de dados e produzidas tabulações das informações que caracterizavam os profissionais. Resultados: A maioria da população estudada trabalha mais de oito horas por dia, predominantemente no período diurno; 82,8% exercem a função de auxiliar de Enfermagem, enquanto, apenas 9,2% são contratados como técnicos de Enfermagem. O sexo predominante é o feminino, e 46,0% têm idade entre 21 e 30 anos. Observamos que 46,0% vivem em união e que 44,8%, não têm filhos; 52,9% afirmam ser católicos. Por fim, 72,4% relataram trabalhar em apenas um emprego e 75,8% destes estão se sentindo bem em relação à saúde. Chama a atenção o fato que 34,5% estão acima do peso. Conclusão: Concluímos que esta categoria profissional é predominantemente feminina, trabalha mais de oito horas por dia num ambiente considerado insalubre e, apesar disso, referem se sentir bem em relação à sua saúde.

Today, millions of people are living in poverty and in emergency situations with lack of basic needs. This thesis will look into cash transfers in emergencies in Kenya and Kenya’s cash transfer program; Hunger Safety Net Program. Cash transfers are money transfers from organizations/donors to households that intent to provide the beneficiaries with the opportunity to purchase basic needs, in order to assist them to get out of poverty and to address Sustainable Development Goal 1; No poverty.  The aim of the thesis is to get a larger understanding of when cash transfers intervention are appropriate during emergencies and to get a view of the current image of cash transfers in Kenya. The thesis will have the following research questions;  When it is appropriate to deliver cash transfer in emergencies?   What is the image of Hunger Safety Net Program and cash transfers in emergencies perceived by different actors? To be able to answer the research question in this thesis, information was gathered through semi-structured interviews and focus groups from four different actor groups; funding sources, implementing agencies, local chief in Lodwar and beneficiaries in two different location in Turkana county. The thesis provides information that cash transfers has a positive impact on the beneficiaries and the local communities. Moreover the findings from the thesis suggests that the cash transfers should be transferred in prevention stage along with other intervention steps, in line with the theoretical frameworks of sustainable livelihood and WHO conceptual framework for the role of cash transfer.  The thesis also provides findings that the image is diverse, however the findings from beneficiaries are that they do not receive their money they are entitling to. The funding source and the implementing agencies claim the opposite and praise the monitoring system that is in place. The thesis findings and conclusions are based on perceptions and therefore no physical evidence is proven, it is up to further research and organizations to investigate where the money is and who is benefitting from the program. The thesis contribution to knowledge are; the cash is appropriate to deliver in prevention stage and at the moment the cash from the Hunger Safety Net Program appears to not reach the beneficiaries, therefore the findings are highly important for knowledge to various stakeholders and for the public.

This thesis combines ethnographic methods with feminist political analysis to examine Congolese young people’s decision-making roles in families, households, communities and policy spaces in Kampala and Kyaka II refugee settlement, Uganda. As refugees and young people, research subjects face many structural constraints. However, their diverse experiences defy homogenising discourses of marginality as an inherent, fixed characteristic. Instead, this thesis develops and applies a conceptual framework of political marginalisation as a dynamic process in multiple spaces. Research findings show that young people’s decision-making roles vis-à-vis resource distribution and division of labour are relational and contextual. Their multiple subject positions and relationships in overlapping networks affect differential decision-making roles. In particular, social age and gender are major axes of decision-making processes. Analyses of inter-linkages across patterns of relationships reveal that research subjects in peer networks and intergenerational household networks with independent resources have more decision-making opportunities at household, community and policy levels than their counterparts in intergenerational family networks. This contradicts assumptions that young people without their biological parents are inherently ‘marginalised’, and highlights the political importance of decision-making processes in perceived ‘private’ spaces, such as families and households. Structure and power relationships thus situate decision-making processes and affect available choices, but they cannot solely explain political roles and behaviour. This thesis also stresses the importance of agentic beliefs, intentions and aspirations. As actors in dynamic marginalisation processes, some young people attempt to access central spaces through education, remunerated formal employment and physical mobility. Others use marginal and transitional spaces to provide alternatives to the status quo. Such creativity and productivity occasion possibilities of political change. However, UNHCR’s protection and assistance responses do not facilitate these transformative processes because of their focus on perceived essentialist characteristics of monolithic ‘marginals’. This thesis offers an alternative approach that recognises refugee young people’s political agency, as well as the structural and power dynamics that constrain their decision-making opportunities.