Nouakchott et Khartoum sont des villes-capitales situées entre monde arabe et Afrique noire. Cette position charnière est source d'enjeux et conflits : les deux villes s'inscrivent dans des contextes de forts antagonismes identitaires. A travers une étude comparée, cette recherche tente d'expliquer comment se fabriquent ces entités spatiales et interroge les interactions qui existent entre les logiques politiques (la capitale comme instrument du pouvoir) et les dynamiques sociales (la ville appropriée par les habitants). En Mauritanie et au Soudan, les dirigeants étatiques ont utilisé ces territoires politiques pour asseoir leurs velléités arabisantes. Les capitales sont devenues des supports de l'arabité au détriment d'une importante composante noire africaine, accentuant la rupture entre les différents groupes sociaux. Face à cette fabrique urbaine idéologique, les habitants reconstruisent leur propre ville – éloignée de la capitale arabe rêvée – et développent une nouvelle urbanité.

This dissertation explores the theoretical and methodological implications involved in the policy framework needed to intensify urban residential areas in a developing country. Metropolitan Khartoum, Sudan, has been chosen as a case study. The aim of the study is to further our understanding of the implications of transforming a sprawling city form to an intensified form. The objectives are: to identify the factors that have shaped Sudanese urban form in general and Metropolitan Khartoum in specific; to identify the policies that can intensify the urban residential neighborhoods in Metropolitan Khartoum; and, to influence both the demand and requisite housing needs for this intensified form. This research is qualitative in its nature: the complexity of the study problematic required the adoption of a constructivist paradigm as the fundamental set of beliefs. Inductive arguments are used in conjunction with a wide range of methods, including detailed descriptions of Sudan and metropolitan Khartoum, with special emphasis on how local environment, urban challenges, policy, legislation and practices affect the study problematic. The theoretical premises of intensification are reviewed along with development issues, urban infrastructure challenges and opportunities in developing countries and local acceptability of intensification. The different forces that can shape urban forms have been described and the suitability of metropolitan Khartoum, with different general urban intensification policies and practices and of urban management tools in large African cities has been investigated. The outcome of the study provides detail for a discussion of results that work to explain some of the cause and effect of urban sprawl in Metropolitan Khartoum. It also suggests possible change in both policy and regulation to induce successful city reform towards intensification. / QC 20110121

<p>This dissertation explores the theoretical and methodological implications involved in the policy framework needed to intensify urban residential areas in a developing country. Metropolitan Khartoum, Sudan, has been chosen as a case study. The aim of the study is to further our understanding of the implications of transforming a sprawling city form to an intensified form. The objectives are: to identify the factors that have shaped Sudanese urban form in general and Metropolitan Khartoum in specific; to identify the policies that can intensify the urban residential neighborhoods in Metropolitan Khartoum; and, to influence both the demand and requisite housing needs for this intensified form. This research is qualitative in its nature: the complexity of the study problematic required the adoption of a constructivist paradigm as the fundamental set of beliefs. Inductive arguments are used in conjunction with a wide range of methods, including detailed descriptions of Sudan and metropolitan Khartoum, with special emphasis on how local environment, urban challenges, policy, legislation and practices affect the study problematic. The theoretical premises of intensification are reviewed along with development issues, urban infrastructure challenges and opportunities in developing countries and local acceptability of intensification. The different forces that can shape urban forms have been described and the suitability of metropolitan Khartoum, with different general urban intensification policies and practices and of urban management tools in large African cities has been investigated. The outcome of the study provides detail for a discussion of results that work to explain some of the cause and effect of urban sprawl in Metropolitan Khartoum. It also suggests possible change in both policy and regulation to induce successful city reform towards intensification.</p>

The recent advances in information and communication technologies (ICTs) over the past two decades have influenced many aspects of live ([19] and [7]). These advances make the issue of acceptance of ICTs a topic of increasing importance, particularly in educational research and practice [18]. Many studies have been conducted to understand, explain, and predict the issue of acceptance and use of new technologies. Fortunately, these studies have resulted in several serious theoretical developments [9]. Overall understanding of the role of culture and social norms in influencing acceptance and use of education technologies, particularly collaborative and interactive technologies such as the internet, can facilitate the successful implementation and use of these technologies in the educational context. This study concentrates on providing insight into the influence of culture and social processes on staff members’ acceptance and use of educational technology, namely the internet at Khartoum state universities (KSUs). Specifically, the study aims to identify the influential role of these factors on acceptance and the use of the internet as a helpful collaborative educational technology. To achieve this aim, the study adopts technology acceptance model (TAM), which is modified (i.e. extended) with Hofstede’s cultural dimensions (mainly uncertainty avoidance and masculinity). With the help of a structural equation model (SEM), the data assessment demonstrates the validity of the model and proves that social influence process and cultural factors have significant (direct and moderate) influence on staff members’ acceptance and use of internet technology for teaching and academic activities – i.e. the authors are able to assert that community matters in the adoption of these new ICTs. The article concludes by offering important implications and recommendations for both research and practice.

The recent advances in information and communication technologies (ICTs) over the past two decades have influenced many aspects of live ([19] and [7]). These advances make the issue of acceptance of ICTs a topic of increasing importance, particularly in educational research and practice [18]. Many studies have been conducted to understand, explain, and predict the issue of acceptance and use of new technologies. Fortunately, these studies have resulted in several serious theoretical developments [9]. Overall understanding of the role of culture and social norms in influencing acceptance and use of education technologies, particularly collaborative and interactive technologies such as the internet, can facilitate the successful implementation and use of these technologies in the educational context. This study concentrates on providing insight into the influence of culture and social processes on staff members’ acceptance and use of educational technology, namely the internet at Khartoum state universities (KSUs). Specifically, the study aims to identify the influential role of these factors on acceptance and the use of the internet as a helpful collaborative educational technology. To achieve this aim, the study adopts technology acceptance model (TAM), which is modified (i.e. extended) with Hofstede’s cultural dimensions (mainly uncertainty avoidance and masculinity). With the help of a structural equation model (SEM), the data assessment demonstrates the validity of the model and proves that social influence process and cultural factors have significant (direct and moderate) influence on staff members’ acceptance and use of internet technology for teaching and academic activities – i.e. the authors are able to assert that community matters in the adoption of these new ICTs. The article concludes by offering important implications and recommendations for both research and practice.