This study is base on the concept of social capital to discuss the dispersion and integration of social capital in different community actions. And try to understand the elements of social capital by the survey of the residents in community action. Further more, to indicate the background, status, participation and role to community organization and activities of all residents. Also, what all can be used in community action, include human, finance and other resources. This study tries to looking for the model of dispersion and integration of social capital through the mobilization of resources in different community action. The purposes of this study are,(1) to research the model and origin of social capital in community, (2) discussing the way to get social capital by the different kind of residents, and how it make the dispersion and integration to social capital, (3) to research why the dispersed social capital integrated to community elites. For these purposes, Chi-San Town is choice to be the area for empirical survey. In the discussion of relative theory, the concepts of social capital, community action theory and social network theory will help to analysis the mobilization of social capital. Through the demand and need to public affair, the assistant network is established in the survey of 214 residents in Chi-San Town. This network is the base structure and relation of the mobilization of social capital. Furthermore, it will be used to examine the effect and degree of resources mobilization in different community actions. The assistant network of public affair can be used to observe the dispersion and integration of social capital. When community action is processing, social capital will be integrated to the elite of residents. Residents will give the resources what the community action can use to the persons who used to assist in the demand for public affair. Through this network, community action will be more efficiency. Different community action will result in different mobilization model and degree for social capital. By this way, social capital can be observed. The social capital embedded personal relationship can be used when community act and integrate to the elite of residents.

During the Second World War, training was the Canadian Army’s longest sustained activity. Aside from isolated engagements at Hong Kong and Dieppe, the Canadians did not fight in a protracted campaign until the invasion of Sicily in July 1943. The years that Canadian infantry units spent training in the United Kingdom were formative in the history of the Canadian Army. Despite what much of the historical literature has suggested, training succeeded in making the Canadian infantry capable of succeeding in battle against German forces. Canadian infantry training showed a definite progression towards professionalism and away from a pervasive prewar mentality that the infantry was a largely unskilled arm and that training infantrymen did not require special expertise. From 1939 to 1941, Canadian infantry training suffered from problems ranging from equipment shortages to poor senior leadership. In late 1941, the Canadians were introduced to a new method of training called “battle drill,” which broke tactical manoeuvres into simple movements, encouraged initiative among junior leaders, and greatly boosted the men’s morale. The Canadians participated in numerous military exercises of varying sizes that exposed problems with their senior leadership. The replacement of unsuitable officers greatly enhanced the fighting potential of Canadian units and formations. As time went on, infantry training became more rigorous and realistic, and tactical concepts became increasingly sophisticated. By the time of the invasion of Normandy in June 1944, infantry training was intense, suited to units’ assigned tasks, and highly technical, which belied the false prewar assumption that the infantry was an unskilled arm. By the time Canadian divisions entered battle, they were as prepared as they would ever be. The exception to this was the training of the overseas reinforcement units, which reached an acceptable standard only in the last months of the war. This study ultimately represents a substantial contribution to understanding the history of the Canadian Army and its role in the Second World War.

Cette recherche étudie les processus de médiation à l’œuvre dans l’appropriation des directives internationales dans un pays qui a été soumis à diverses influences exogènes au cours de son histoire, influences qui prennent leurs origines dans la colonisation et se poursuivent, sous d’autres formes, voire s’intensifient avec les politiques de mondialisation : celui du Gabon et de son école moyenne. L’analyse des politiques éducatives dans ce contexte conduit à questionner la pertinence d’une certaine « forme scolaire » imposée à une société dont les logiques d’éducation peuvent être antinomiques à celles importées. Comment les politiques nationales d’éducation au Gabon se construisent-elles dans un contexte dominé par le télescopage permanent entre nécessité de construction nationale, histoire coloniale et contraintes internationales ? En faisant le choix de porter l’analyse sur les processus de définition curriculaire notamment sur le curriculum formel d’histoire, la recherche opère un rapprochement épistémologique entre les outils analytiques de la sociologie du curriculum et de l’éducation comparée à partir de la mise en perspective des concepts d’externalisation et de mobilisation des ressources. L’approche méthodologique est double : documentaire et empirique ; elle repose sur une analyse diachronique des programmes et manuels scolaires d’histoire dans le premier cycle de l’enseignement secondaire général (collège) et d’une mise à l’épreuve du curriculum formel à partir des discours d’acteurs pédagogiques que sont les enseignants et les conseillers pédagogiques. Dans le contexte du Gabon, notre recherche met en évidence le financement de la construction de plusieurs infrastructures scolaires par les instances comme la BAD ou la Coopération Française et ses effets. La médiation des politiques internationales au Gabon révèle également la constante inadaptabilité d’un corps éducatif dont le système de pensée et les valeurs qui le sous-tendent sont exogènes à la culture locale. Les efforts d’appropriation du système dans un contexte aux prises à toutes sortes d’influences (interne et externe) s’avèrent particulièrement délicats. Questionnant ces phénomènes sous tension, la recherche montre que la position sur l’échiquier international détermine largement l’action ou l’inertie, de façon décisive. Ainsi, le Gabon n’étant pas en mesure de « naviguer à contre courant », a en quelque sorte, épousé l’agenda éducatif universel au détriment de la maturation de son propre projet de construction nationale. La recherche permet enfin de se rendre compte que le curriculum formel au collège est essentiellement « bipolaire », et ce depuis le début des années 70 et sans évolution réelle. Les deux pôles étant L’Afrique et l’Europe, les autres parties du monde ne faisant que de brèves apparitions. Il en est de même pour le traitement de la culture locale par les programmes et manuels. La recherche révèle aussi que le curriculum formel d’histoire est assez stable dans l’école moyenne et qu’il existe une certaine forme d’inertie curriculaire, que nous analysons à partir des données recueillies. / This research studies the processes of mediation implemented in the appropriation of the international directives in a country which was subjected to various exogenic influences during its history, influences which take their origins in colonization and continue, in different forms, even become intensified with the policies of globalization: that of Gabon and its junior high school. The analysis of educational policies in this context leads to question the relevance of a certain "form school" imposed on a society whose logics of education may be contradictory to those imported. How can the national policies of education in Gabon be built in a context dominated by the permanent telescoping between need for national construction, international colonial history and constraints? By choosing to focus the analysis on the processes of curricular definition and particularly on the formal curriculum of history, research brings together, epistemologically speaking, analytical tools of sociology curriculum and of comparative education starting from the putting in perspective the concepts of for the concepts of “outsourcing” and “resources mobilization”. The methodological approach is twofold: documentary and empirical. It is based on a diachronic analysis of school curricula and history textbooks in the first cycle of junior high school and a testing of the formal curriculum from the speeches of educational actors such as teachers and educational advisers. In the context of Gabon, our research highlights the financing of the construction of several school infrastructures by the authorities like the “BAD” or the “Coopération Française” and its effects. The mediation of the international policies in Gabon also reveals the constant inadaptability of an educational body whose system of thought and values which underlie it are exogenic with the local culture. The efforts of appropriation of the system in a context dealing with all kinds of influences (internal and external) are particularly tricky. Questioning these phenomena under tension, research shows that the position on the international chessboard largely determines the action or inertia, in a decisive way. Thus, as Gabon is not able to “go against the current”, it adopts, to some extent, the universal education agenda at the expense of his own maturation of nation-building project. Research finally makes it possible to realize that the formal curriculum in junior high school is “bipolar”, since the beginning of the Seventies and with no real evolution since then. The two poles are Africa and Europe, other parts of the world making only brief appearances. It is the same for the treatment of the local culture through school curricula and textbooks. Research also reveals that the formal curriculum of history is rather stable in junior high school and that there is some form of curricular inertia, we analyze from the data collected.

Ce mémoire est une étude sur le développement local comme stratégie de lutte contre la pauvreté en Haïti. C'est une étude de cas sur une stratégie qui a été implantée par la WVI dans plusieurs communautés pauvres en Haïti, le Programme de Développement de zone (PDZ). Nous avons cherché à savoir comment le PDZ a permis de mettre en place un projet de développement local de lutte contre la pauvreté dans ces communautés. Plus spécifiquement, nous avons analysé, à l'aide de la perspective de Klein et al. (2011), le type de stratégie de développement local auquel le PDZ correspond et vu comment il implique les communautés visées. En effet, plusieurs dimensions, dont la majorité proposée par Klein et al. ont été analysées : le transfert de la stratégie aux leaders locaux ; le processus de leadership local (individuel, organisationnel et socio-territorial) ; la mobilisation des ressources endogènes et exogène ; l'utilisation créative des programmes publics ; la gestion locale des conflits et apprentissage collectif ; et la construction d'une identité positive et d'un sentiment d'appartenance. Ce mémoire fait ressortir une critique souvent adressée à l'endroit des interventions des ONGI, à savoir que la situation de dépendance qu'elles engendrent compte tenu de l'approche assistentialiste sur laquelle elles sont souvent échafaudées. Particulièrement, l'étude du PDZ, nous renseigne que dans un contexte de grande pauvreté, de cumulation de désavantages (en termes de ressources humaines, économiques, politiques), ou d'obstacles objectifs, le développement par initiatives locales soulève des défis et enjeux majeurs. Les données montrent que la stratégie du PDZ __ bien qu'elle soit parvenue à développer un leadership local ; à favoriser une circulation limité de ressources économiques ; à permettre la construction d'une identité positive chez certaines personnes ; __ ne permet pas une mobilisation locale co-construite qui viendrait maintenir les actions mises de l'avant en faveur des priorités dégagées par les communautés elles-mêmes. Enfin, à travers l'analyse nous avons pu conclure qu'elle correspond à un modèle top-down. / This thesis examines the issues of local government as a strategy to fight against poverty in Haiti. As a study case of a strategy that the World Vision established in many poor rural communities- The Area Development Program-, we want to understand and clarify how the PDZ was able to help in building a local project development for fighting poverty in these communities. More specifically, we analyze, with the help of Klein and al. (2011) perspective, the type of strategy of local development which best describes the PDZ and we determine how these communities get involved in this strategy. Thus, we focus on many aspects that were mainly suggested by Klein and al. : the transfer of the strategy to the local authorities ; the process of local leadership (individual, organizational and socio-territorial) ; the mobilization of endogenous and exogenous resources ; creative use of public programs ; local conflict management and collective learning ; positive identity and community feeling construction. This research highlights criticism leveled against NGOs operations, about the dependency situations that arose as a result of assistance-based approaches of their aid. The PDZ study particularly teaches us that development through local initiatives raises daunting challenges and major issues, in the context of extreme poverty, cumulative disadvantages (in term of human, economic and political resources) or objectives obstacles. The facts show us that the PDZ strategy doesn’t allow a local mobilization that could sustain the initiatives inspired by the community`s self-defined needs, although the PDZ strategy succeeds in developing local leadership, in promoting limited movement of capital and enabling some people to construct a positive identity. Finally, we will conclude that the PDZ strategy refers to a top-down model.