The problems of land resources degradation as a result of misuse of arable land for non agricultural development and lack of appropriate methods and guidelines for land resources assessment are currently evident in Eritrea. These problems, have called for an urgent need for an appropriate land resources assessment in Eritrea. In response to this, a land capability classification in the areas around Asmara city that covers about 11742.7 ha was conducted. The intended aim was to properly assess the potential of the land resources in the study area and classify the capability of the land so as to designate the land according to its capability and foster appropriate land use. All the available natural resources in the study area were carefully assessed. A detailed soil survey was conducted and soil units were examined, described, classified and mapped out. Several criteria for the limitations were selected from the reviewed literature mainly USDA and RSA Land Capability Classification systems and in consultation with the soil survey and natural resources experts of the Ministry of Agriculture in Eritrea. In formation on land and soil characteristics, and the specified limitations and criteria were captured in a spatial digital format and then analysed within a GIS. Based on the specified parameters, different land capability units, subclasses, classes and orders were identified and mapped out. Finally, the sub classes were grouped to create,land capability classes ranging from Class I to Class VII and consequently the capability classes were grouped and mapped out at the level of land capability orders. The results revealed seven land capability classes (Class I to VII). Class III land in the study area covers 4149.43 ha (36.9 percent of the total area). The largest portion of this class is found in the central, southern and south eastern parts of the study area. However, classes I and II are very limited and cover 1562.95 ha (13.9 percent) of the study area. These classes are found mainly in the southern and central parts of the study area. Most of the gentle and steep sloping lands in the north and north eastern parts of the study area are classified as classes IV and VI. These classes have an area of 2652.08 ha (23.6 percent) and 2594.87 ha (23.1 percent) of the study area, respectively. Classes V and VII are very limited. These classes cover 221.53 ha (2 percent) and 57.55 ha (0.5 percent), respectively. The largest portion of class V land is found in the central part of the study area. Class VII land is mainly confined to the north eastern, western and southern corners of the study area. Four land capability orders were arrived at ranging from (high to moderate potential to non-arable land). The high to moderate potential arable lands are largely found in the southern and central parts of the study area. These lands cover 5715.39 ha (50.8 percent) of the study area. However, low potential arable (marginal productive) and non-arable lands have a considerable area of 2652.08 ha (23.6 percent) and 2652.42 ha (23.1 percent) of the study area, respectively. The largest portion of these lands is found in the north, north eastern and eastern parts of the study area. A small portion of the lands in the study area is classified as seasonally wetland. This land has an are~\ of 221.53 h~{2 percent) of the study area and is mainly found in the central part of the study area. It was concluded that nearly 50 percent of the land in the study area is classified as of moderately to high agricultural potential whereas the rest of the land is classified as marginal to non-arable land. However, the steady growth of demand for land for nonagricultural development due to the increasing population that depend on farm production in the study area, renders the prime arable lands as too limited to support the current population in the study area. Hence, protecting the prime arable lands and properly using such lands based on their sustained capacity can only secure the livelihood of the community. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

Diss. (sammanfattning). Uppsala : Sveriges lantbruksuniv. / Härtill 4 uppsatser.

Thesis (D. Miss.)--Western Seminary, Portland, Or., 1998. / Abstract. Includes bibliographical references (leaves 342-352).

This essay aims to illustrate how a country like Sweden, that seems to be driven by humanism, can potentially act in a way that is completely different to their humanitarian image. This is illustrated by exploring the problematic features of the migration process Eritreans face in Sweden today, that requires them to seek out Eritrean embassies in order to obtain identity documents. This has been accomplished through a text analysis of the international regulations that are being violated in the Eritrean case. The result has then been analyzed and explained with the help of a framework based on Gidden’s structuration theory. The research shows that there has been a violation of human rights, the Refugee Convention as well as a UN resolution. The structuration theory explains this as a result of binding laws that constitute the structure of society, but the Swedish Migration Agency’s conduct in the Eritrean case also works as a form of reinforcement of the structure today. In other words, the structure is a prerequisite and a result of the agency’s action.

The work is concerned with political problems in the Horn of Africa region (Somalia, Ethiopia and Eritrea). It is focused on the course of politics, analysis and future development of both regional and mutual conflicts. First part provides general characteristics of the region as the whole. Next parts deals in detail with each state separetely. There is also given special space to the Ethiopia-Eritrea and Somalia-Ethiopia conflicts.

No description available.

The aim of this research has been to investigate the UK Home Office, Country Policy and Information Notes (CINP) in the asylum-seeking process, through investigating the case of Eritrean CINP documents from 2010 until 2018. This single case study aimed to confirm its theoretical background of Lukes 2005 three-dimensional view of power theory. A pattern-matching analysing technique was implemented to address the research questions with the effort of trying to find overlapping patterns between the theory and the observed patterns in the data. The result shows there are some similarities between patterns. The connection between the three dimensions of power and the three overlapping patterns are then broadly discussed.

Since the inception of the modern state, civil-military relationships have been an important and critical factor of stability for the state. The nature and quality of the relationship between the civilian and military leaders can assist a state with bringing forth a peaceful environment or plaguing the citizens of that state with endless suffering which is synonymous with armed conflicts. As we can witness in our world, in Africa, Europe, Latin America or the Middle East armed conflicts have been an integral part of politics and international relations between states    In this thesis, I shall examine the civil-military relationship within the Eritrean armed forces. I will use the state of Eritrea as my case study. The fundamental rationale for me selecting Eritrea as my case for this study is based upon the miniscule amount of academic research regarding the civil-military relationship within the Eritrean armed forces. This thesis will strive to generate a broader understanding of the relationship between the civilian leaders and military leaders of the state of Eritrea and how that relationship affects the Eritrean armed forces on the battlefield. The theoretical framework I shall apply to inquire into the civil-military relationship within the Eritrean armed forces, will be the theories of Objective civilian control and Subjective civilian control. While applying a qualitative case study method for this thesis. The thesis finds that the civil-military relationship structure within the Eritrean armed forces have been revolving around the president, Isaias Afwerki. Afwerki routinely micromanages the affairs of the military.

This study compares adult education systems in Sweden and Eritrea using a qualitative method based on document analysis. The research fills a gap in the literature by examining the similarities and differences in adult education policies of the two nations. The researcher will look for information on the purposes, legal bases and providers of adult education in Sweden and Eritrea before coming up with an explanation of the parallels and differences he discovered throughout his research. The study covers basic and upper secondary levels of adult education and uses relevant laws, regulations, legislation, and publications. The findings show that adult education is primarily used to foster civic competence, employable skills, and environmental awareness in both countries. However, there are differences between the two nations, such as Sweden's unique non-formal program called popular adult education and Eritrea's focus on literacy and life skills (Integrated functional adult education). Despite these differences, both countries view adult education as essential for fostering a democratic political culture.

Studien söker kunskap om hur svenska elever, som haft slöjd från årskurs 3 i grundskolan, med elever som är nyanlända från Eritrea, upplever ämnet slöjd. Som nyanländ elev får man tidigt delta i de praktiskt-estetiska ämnena såsom slöjd. De nyanlända eleverna som intervjuades har haft en studiehandledare med sig under sina slöjdlektioner. Syftet med denna studie är att utveckla förståelse för och jämföra hur elever på högstadiet från Sverige och Eritrea upplever ämnet slöjd i Sverige. För att genomföra studien valdes kvalitativa intervjuer som metod. Totalt intervjuades sex högstadieelever. Tre nyanlända elever från Eritrea samt tre elever som läst slöjd sedan årskurs tre i grundskolan. Eleverna intervjuades individuellt med öppna frågor. Båda elevgrupperna upplevde slöjden som rolig. Samtliga elever såg slöjden som viktig ur nyttosynpunkt, för att t ex kunna laga en möbel i sitt hem, och/eller för att kunna laga något klädesplagg som gått sönder. De nyanlända eleverna har kommit i kontakt med olika hantverkstekniker genom praktiskt arbete i sina hushåll, medan de svenska eleverna upplever att de enbart gör enklare uppgifter hemma hos sig, som att sy fast en knapp t ex. Eleverna upplevde att det skedde mycket kommunikation under slöjdlektionerna, speciellt med hjälp av kroppsspråket. Både de svenska och de eritrianska eleverna som intervjuades tyckte att det var lättare att få förståelse för ett material när de får handskas med materialet. Detsamma gäller när de ska utföra en hantverksteknik.De tycker att det är bra när läraren först visar hur man gör och sedan får utföra momentet på egen hand. Detta speglas i att den största likheten mellan elevgrupperna är att de anser lära sig mest av att få utföra ett moment praktiskt. Den största skillnaden är att de svenska eleverna inte utför lika mycket praktisktarbete i sina hem som de eritrianska eleverna.