Tesis doctoral--Universidad de Oviedo, 1998. / Bibliogr. p. 231-253.

Tesis doctoral--Málaga, 1977. / Bibliogr. p. 13-27 (vol. 1). Notes bibliogr.

La thèse examine quatre romans de l'écrivain ivoirien Ahmadou Kourouma sous le prisme de l'incertitude. L'étude analyse les rapports entre les textes et les discours hégémoniques à la source de l'insécurité ontologique et de la confusion des valeurs. Elle aborde aussi la représentation narrative et temporelle du thème de l'incertitude dans l'esthétique romanesque kouroumaïenne soulignant la difficulté de déchiffrer le "dit" et la confusion de la parole. La thèse attire enfin l'attention vers les notions de l'absurde, du désenchantement et de la nausée post-coloniale autour du concept du "bâtard", figure symbolique et angoissante de l'incomplétude de l'être, et du sujet africain face aux drames de l'histoire / The dissertation examines four novels by Amadou Kourouma through the perspective of uncertainty. It analyses the connections between texts and the ruling discourses at the foundation of ontological insecurity and values confusion. It also tackles narrative and temporal representation of uncertainty in Kourouma's novelistic style, underlying the difficulty to fathom discourse and its confused form. Finally, the work highlights the notions of absurdity, disenchantement and postcolonial nausea dealing with the concept of bastardy, which symbolizes anguish and unefficiency in the african being facing the tragedies of history

This PhD thesis (totaling approximately 55,000 words) argues for the value of biometric studies of domesticates as a means by which to examine controversial questions in archaeological research. Taking the Greek colonisation of southern Italy and the Adriatic coast of Croatia as case studies faunal material was examined from Greece and both of these areas to determine what data domesticates could provide as to the scale and process of Greek colonisation in these regions. Distinct varieties of sheep and cattle were identified from Greece through bone measurements. These Greek livestock could then be traced to colonies in Italy, although not necessarily in Croatia. It was argued from the scale of evidence for domesticate translocation it Italy that a substantial majority of settlement in these colonies came from settlement relocation of families or groups from Greece, but that some indigenous or “other” variety livestock were included in the domesticate makeup of each colony site. Some provisional data from Archaic and later indigenous sites from Italy suggested that Greek livestock varieties were traded throughout the colonial landscape. Data from Croatia was less clear, as no conclusive evidence for Greek livestock translocation to colonies could be found. Likewise, no evidence was found of trade in Greek livestock varieties with indigenous settlements.

Doctor Educationis / This thesis examines the way in which the recognition of diversity can be applied as a strategy in South African education to erode the bitter legacy of colonial education. The establishment of formal education, built on a western foundation, was set up against a background of colonisation as a process aimed at political subjugation and economic exploitation. It is especially how education was utilised as a tool of colonisation in order to facilitate the above-mentioned subjugation and exploitation through a process of cultural subjugation that will be placed under the spotlight. In chapter three, the process of cultural subjugation outlined in chapter two, is related to the establishment and development of colonial education in South Africa and also how Apartheid was a form of internal colonialism with apartheid education continuing the process of cultural subjugation for political control and economic exploitation. Colonial subjugation was, however, not passively accepted by the subjugated. From the outset, subjugation spawned resistance and would eventually grow into large-scale opposition aimed at the overall casting off of the colonial yoke. This opposition eventually led to the political freedom of 1994. The political freedom of 1994 and the judicial framework for the dismantling of the legacy of colonial education would not, on its own or overnight, be able to dismantle the effects of centuries of subjugation. The dismantling of the inheritance of colonialism, together with colonial education, requires deliberate and constructive action. Such a process will have to include putting an end to the subjugation of the numerous voices characteristic of South Africa. Ending this subjugation

Les infections digestives à Clostridium difficile nécessitent une première étape de colonisation de l’écosystème intestinal. Avant l’âge de deux ans, la colonisation par C. difficile est fréquente mais paradoxalement le plus souvent asymptomatique. Nous avons montré que plus d’un tiers des enfants de 0-3 ans, et plus de 70% de ceux de 7 à 9 mois (15% pour les souches toxinogènes), étaient porteurs sains de C. difficile à l’hôpital et dans la communauté. Deux périodes d’acquisition de C. difficile ont été identifiées : néonatale ou 3-6 mois. Les souches infantiles de C. difficile étaient identiques aux souches isolées chez l’adulte, faisant du jeune enfant un réservoir potentiel de souches infectieuses. Nous avons également montré par méthode moléculaire que des changements en espèces dominantes du microbiote étaient associés à la colonisation par C. difficile. Bifidobacterium longum caractérisait le microbiote des enfants non colonisés, et pourrait participer à la résistance à la colonisation par C. difficile. / Gastrointestinal infections with Clostridium difficile require a first step of colonization of the intestinal ecosystem. Under the age of two years, C. difficile colonization is frequent but paradoxically most often asymptomatic. We have shown that more than a third of children 0-3 years and more than 70% of those from 7 to 9 months (15% for toxigenic strains) were healthy carriers of C. difficile in the hospital and in the community. Two C. difficile-acquisition periods were identified: neonatal or 3-6 months. The C. difficile strains from infants were identical to strains isolated from adults, making infants a potential reservoir of infectious strains. We also showed by molecular method that changes in dominant species of the microbiota were associated with colonization by C. difficile. Bifidobacterium longum characterized the microbiota of children not colonized by C. difficile, and could be involved in the colonization resistance process.

Cette thèse de doctorat traite la problématique de l’école au Cameroun pendant les périodes coloniales allemande et française, ainsi que leurs retombées sur la situation actuelle. Il s’agit d’une analyse approfondie de la place et des formes de l’enseignement au Cameroun sous les jougs coloniaux allemand et français. Elle tient compte des différents objectifs politiques et des conceptions de l’Homme propres à chacune de ces deux puissances colonisatrices. Un accent particulier est mis sur l’enseignement féminin dans chacune des parties de ce travail. L’analyse comparative des systèmes d’enseignement coloniaux allemand et français fait ressortir les différences et les similitudes entre les deux politiques éducatives et leurs applications concrètes. Notre travail ne se limite pas à cette approche comparative, mais va au-delà. Il montre que le système éducatif camerounais actuel porte essentiellement les marques du passé colonial français, tandis que les vestiges de la colonisation allemande sur le plan scolaire sont quasiment absents. / This thesis deals with the school issue in Cameroon during the German and French colonial periods, as well as their impact on the current situation. This is a thorough analysis of the place and forms of education in Cameroon under the German and French colonial yokes. It takes into account the different political objectives and conceptions of man, specific to each of the two colonial powers. It specifically underlines feminine education in each part of this work. The comparative analysis of the German and French colonial educational systems highlights the differences and similarities between the both educational policies and their concrete applications. Our work is not restricted to this comparative approach but goes beyond this. It shows that the educational system in Cameroon is now essentially marked by the French colonial past, whereas the remains of German colonization academically are almost absent.

Thesis--University of Chicago. / Includes bibliographical references (p. 185-204) and index.

Texte remanié de: Th. doct.--Hist.--Paris--EHESS, 1999. / En appendice, choix de documents. Bibliogr. p. 473-492.

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