Thesis (M.S.)--University of Michigan, 1995.

Thesis (M.S.)--University of Michigan, 1995.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 426-441). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 426-441). Also available on the Internet.

Thesis (M.S.P.H.)--University of South Florida, 2009. / Title from PDF of title page. Document formatted into pages; contains 68 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 1995. / Includes vita. Includes bibliographical references (leaves 146-154).

Thesis (Ph.D.)--University of Texas at Austin, 2003. / Title from PDF t.p. (viewed on Feb. 15, 2006). "May, 2003." Includes bibliographical references.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3251778."

Three studies were conducted to explore the notion of intelligence in Mexican ethnic groups. Results of the first study showed that mestizo and nahua teachers defined child intelligence in technological terms, as in industrialized countries. However, indigenous teachers, defining intelligence from the ethnic viewpoint, stressed its social in the same proportion as its technological aspects. In the second study, the concept of intelligence of nahua mothers emphasized the importance of social aspects of intelligence. In the third study, bilingual teachers from different ethnic regions defined intelligence in equivalent terms as nahua teachers from the first study. Conclusions from the three studies point to a concept of intelligence related to the leve! of cultural contact of the person defining it. / Se realizaron tres estudios dedicados a explorar las nociones de inteligencia en etnias mexicanas. Los resultados del primer estudio indicaron que los profesores mestizos y nahuas definen la inteligencia infantil en términos tecnológicos, propios de países industrializados. Sin embargo, cuando los profesores nahuas la definieron desde la perspectiva étnica incluyeron proporciones equivalentes de conceptos sociales y tecnológicos. En un segundo estudio se indagó el concepto que poseían las madres nahuas, quienes subrayaron la importancia de los aspectos sociales de la inteligencia. En el tercer estudio, profesores indígenas de diferentes regiones étnicas definieron el concepto de inteligencia congruentemente con los profesores nahuas del primer estudio. De los tres estudios, se concluye que las nociones de inteligencia se relacionan con el grado de contacto cultural de quien la define. Three studies were conducted to explore the notion of intelligence in Mexican ethnic groups. Results of the first study showed that mestizo and nahua teachers defined child intelligence in technological terms, as in industrialized countries. However, indigenous teachers, defining intelligence from the ethnic viewpoint, stressed its social in the same proportion as its technological aspects. In the second study, the concept of intelligence of nahua mothers emphasized the importance of social aspects of intelligence. In the third study, bilingual teachers from different ethnic regions defined intelligence in equivalent terms as nahua teachers from the first study. Conclusions from the three studies point to a concept of intelligence related to the level of cultural contact of the person defining it.

Magister Legum - LLM (Public Law and Jurisprudence) / With approximately 450 tribes and 250 ethnic groups in a territory of 2 345 095 km2,1the Democratic Republic of Congo (DRC) is one of the world's largest, populous, and multiethnolinguistic countries. Since the departure of the Belgian coloniser in 1960, this Member State of the Southern Africa Development Community (SADC) is facing a myriad of institutional crises, bloody conflicts and wars, mainly caused by the design of political institutions and the side-lining of some ethnic groups from political institutions. For many decades, Congolese provinces have seen numerous violent ethnic-driven conflicts, which led to institutional instability, political crisis, secessions, massacres and wars. The bloodiest of them all were the first and second Congolese wars. From 1996 to 2002, these so-called "African first world war" cost the DRC the lives of millions of people, divided it into many small "republics" and destroyed the few political and economic infrastructures that survived four decades of institutional instability and dictatorship.