Les nombreux travaux sur les migrations forcées ont souvent porté une attention particulière sur les conditions existentielles des réfugiés et les nombreuses « ruptures sociales » qui caractérisent leur exil. Que ce soit dans les camps ou dans les périphéries des grandes villes en Afrique ou en Europe, que certains ont qualifié de « non-lieux », ils sont souvent présentés comme étant au « bord du monde ». Sans nier ces réalités, il convient toutefois de relativiser ce tableau, en montrant que les réfugiés savent mobiliser des ressources qui leur permettent non seulement de surmonter les aléas de l’exil, mais aussi de produire du lien social par rapport aux situations qui se présentent à eux. Prenant à contre-pied les allégations sur le manque de liens sociaux des réfugiés, ce travail s’attache donc à examiner comment, à partir des modalités positives ou négatives, les réfugiés congolais construisent du lien social non seulement entre eux, mais aussi avec les autochtones et les institutions étatiques et internationales, à Libreville, au Gabon. Il s’agit, dans une perspective interactionniste, de saisir la structure globale du lien qui les unit. Deux schèmes organisent les rapports des trois catégories d’acteurs. Alors que le schème « réfugiés congolais » structure les liens entre ces migrants forcés, le schème « parents ennemis » quant à lui, organise les relations entre ces derniers, l’Etat et les autochtones. Ces deux schèmes sont donc des « liants » en situation. / The numerous studies on forced migration often focused attention on the existential conditions of refugees and the many "social disruption" that characterize their exile. Whether in camps or in the outskirts of major cities in Africa and Europe, which some have called "non-places", they are often presented as the "edge of the world." Without denying these realities, it should however put this table, showing that refugees know mobilize resources that enable them not only to overcome the vagaries of exile, but also to build social ties in relation to the situations that arise to them. Taking up against the allegations about the lack of social ties refugees, this work therefore seeks to examine how, from how positive or negative, Congolese refugees build social ties not only among themselves but also with indigenous and state and international institutions, in Libreville, Gabon. It is in an interactional perspective, with contributions from fields such as history, sociology, psychology and political science, to understand the overall structure of the bond that unites them. Two schemes organize the reports of the three categories of actors. When the scheme "Congolese refugees' structure links between Congolese exiles, the scheme" parents enemies "meanwhile, organizes the relations between them, the State and indigenous peoples. These two schemas are thus "sociable dispositions"("binders") in situation.

African curricular reforms indicate major inherent structural defects because only the contents of the curriculum were changed. As a result, the Western cultural influences embedded in the curriculum foundations are transmitted to the students, causing the curricular material to be irrelevant and unrelated to their culture and philosophy. The focus of this study was on making the basic education curricula relevant to the socio-cultural and structural context of the Gamo ethnic group of Ethiopia. The main aim of the study was to critically analyse how the indigenization approach is conceptualized and reflected in the policies and curricula, and in the implementation of the curricula at basic education level since the adoption of the 1994 Education and Training Policy, and to produce a model suited to indigenizing the basic education curricula for the Gamo ethnic group. To this end, the study employed a critical perspective to investigate the problem. The approach and design consists of a qualitative multiple case study. The country‟s constitutions, policies and strategies were treated as one case, while two cases, one from the Gamo Gofa Zone and another from the Addis Ababa City Administration, were treated similarly, so as to study the basic education curriculum planning and implementation process. The findings of the field study disclosed that the indigenization from the ethnic group‟s perspective has some strength, but major deficiencies. In order to keep the strengths up and avoid the weaknesses, a stand-alone indigenization approach, which calls for rooting the curriculum on indigenous foundations, theories, principles and ideas derived from the culture, and a blending approach, which allows for intercultural dialogue, were suggested as feasible. The researcher believes that this approach is an alternative that could contribute towards ensuring the relevance of the basic education curriculum for the Gamo ethnic group. A model which will assist in materialising the curriculum indigenization from the Gamo ethnic group‟s perspective was suggested. The salient features of the constitutional, policy and strategy provisions were outdone by their favour for a standardization approach. They will have to be revisited, either in favour of indigenization, or the standardization thesis, since these paradigms are opposite poles. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Yes / This study investigated the relationship of ethnicity to the differences between blood pressure (BP) measured in a clinic setting and by ambulatory blood pressure monitoring (ABPM) in individuals with a previous diagnosis of hypertension (HT) and without a previous diagnosis of hypertension (NHT). A cross-sectional comparison of BP measurement was performed in 770 participants (white British (WB, 39%), South Asian (SA, 31%), and African Caribbean (AC, 30%)) in 28 primary care clinics in West Midlands, United Kingdom. Mean differences between daytime ABPM, standardized clinic (mean of 3 occasions), casual clinic (first reading on first occasion), and last routine BP taken at the general practitioner practice were compared in HT and NHT individuals. Daytime systolic and diastolic ABPM readings were similar to standardized clinic BP (systolic: 128 (SE 0.9) vs. 125 (SE 0.9) mm Hg (NHT) and 132 (SE 0.7) vs. 131 (SE 0.7) mm Hg (HT)) and were not associated with ethnicity to a clinically important extent. When BP was taken less carefully, differences emerged: casual clinic readings were higher than ABPM, particularly in the HT group where the systolic differences approached clinical relevance (131 (SE 1.2) vs. 129 (SE 1.0) mm Hg (NHT) and 139 (SE 0.9) vs. 133 (SE 0.7) mm Hg (HT)) and were larger in SA and AC hypertensive individuals (136 (SE 1.5) vs. 133 (SE 1.2) mm Hg (WB), 141 (SE 1.7) vs. 133 (SE 1.4) mm Hg (SA), and 142 (SE 1.6) vs. 134 (SE 1.3) mm Hg (AC); mean differences: 3 (0-7), P = 0.03 and 4 (1-7), P = 0.01, respectively). Differences were also observed for the last practice reading in SA and ACs. BP differences between ethnic groups where BP is carefully measured on multiple occasions are small and unlikely to alter clinical management. When BP is measured casually on a single occasion or in routine care, differences appear that could approach clinical relevance.

Made available in DSpace on 2011-05-04T12:36:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2010 / Informações coletadas em um censo demográfico podem dizer muito a respeito das condições de vida de uma população e são amplamente utilizadas na formulação e implementação das políticas públicas sociais. Quanto maior a qualidade dos dados censitários, mais fidedigno será o painel da realidade da população. Baseando-se em microdados do Censo Demográfico 2000, o presente estudo trata de descrever as freqüências de domicílios cujos responsáveis se auto classificaram como indígenas e que foram classificadas como coletivo ou improvisado pelos recenseadores na área rural dos municípios brasileiros. Para este tipo de classificação não são coletados dados que caracterizam os domicílios, tais como perfil socioeconômico e condições de saneamento. Na análise para os grupos de cor / raça, os indígenas foram os que tiveram as maiores freqüências de domicílios classificados como coletivos (4,4 por cento) em relação aos não indígenas (0,1 por cento). A classificação como coletivo foi mais freqüente na macrorregião Centro Oeste, especificamente no estado de Mato Grosso (mais de 40 por cento deste tipo de classificação ocorreu em apenas cinco municípios de MT). Os domicílios indígenas classificados como improvisados (3,5 por cento) também foram superiores aos não-indígenas (1,3 por cento) e ao contrário dos coletivos, ocorreram em diferentes regiões do Brasil, com destaque para municípios da macrorregião Sul (6,6 por cento) e o estado de Mato Grosso do Sul (17,9 por cento). Para os municípios que estavam fora dos limites da Amazônia Legal houve 1,5 mais domicílios indígenas classificados como improvisados do que na Amazônia Legal. Nestes municípios constatou-se que quanto mais desenvolvido, maiores foram as proporções medianas de domicílios indígenas improvisados, e que neles estavam as menores extensões de terras indígenas. Foi possível concluir que há necessidade de um censo específico, com treinamento adequado dos recenseadores, para que sejam levadas em consideração as diferenças e particularidades de cada comunidade indígena. Acredita-se que somente ao considerar a diversidade étnica que há no Brasil, será possível diminuir as desigualdades e conseqüentemente, a invisibilidade demográfica e epidemiológica que insistem em acompanhar os indígenas. / Census data can say a lot about the living conditions of a population and are widely used in the formulation and implementation of public social policies. The higher the quality of census data, the more reliable will be the picture of the reality of the population. Based on microdata from the 2000 Demographic Census, this study describes the frequency of households whose heads self-classified as indigenous and which were classified as collective or improvised by the enumerators in rural municipalities. For households in these categories, additional data are not collected to characterize the households with respect to such aspects as socioeconomic profile and sanitation. In the analysis of color and race categories, indigenous people were those with the highest frequency of households classified as collective (4.4%) compared to non-indigenous people (0.1%). Classification as a collective was more frequent in the Central-West macro-region, specifically in the state of Mato Grosso (over 40% of households classified as collective nationally occurred in only five municipalities of MT). The number of indigenous households classified as improvised (3.5%) was also higher than for non-Indigenous households (1.3%). Unlike collective households, improvised households occurred in different regions of Brazil, especially in municipalities in the South macro-region (6.6% ) and in the state of Mato Grosso do Sul (17.9%). There were 1.5 times more households classified as improvised in municipalities located inside than outside the Legal Amazon. In this region, it was found that the more developed the municipality, the greater the median proportions of indigenous improvised households and the smaller the area of indigenous lands. It was concluded that there is need for a specific census, with proper training of enumerators, to take into consideration the differences and particularities of each indigenous community. It is believed that merely considering the ethnic diversity of Brazil will reduce inequalities and, therefore, the demographic and epidemiological invisibility that stubbornly accompanies indigenous people.

This study analyses the practice implemented by the government of Mozambique immediately after independence, from 1975 to 1985, of placing secondary school teachers around the country. Such practice consisted of putting teachers born in the south of the country to teach either in the central, or in the northern region, on the one hand; on the another, those who were born in the centre of the country were being placed to work or in the south, or in the north; and those born in the north were being sent to teach in the central or southern part of the country. The government’s arguments in so doing were to mould a nation. The study explores whether this practices was a deliberate policy. The presupposition that it may have been a formal policy comes from the fact that during the struggle for the liberation of Mozambique, the then movement leading the war, Frelimo, had as its guiding principle to ‘kill the tribe for the nation to be born’; so people from different regions of the country were compelled to work closely together in every activity of the movement. The theoretical framework includes a discussion of the concepts of ‘ethnic group’, ‘nation’, ‘nationalism’ and ‘nation-state’. Throughout the literature review, the way nations have been historically constituted worldwide, the way African leaders tried to build their nations, the philosophy behind the idea of ‘nation-states’ they developed are discussed at length. Given that education has been considered as a key pillar to achieve this specific end, the contribution of this sector to the processes of building a nation is brought to the fore. The study is a qualitative analysis and exploratory in essence. Fifty persons – including high ranking officials and teachers – who designed and implemented or were involved in the practice, were interviewed as the main foundation of the research. The outcomes of the analysis as well as the analogy itself are multidisciplinary. It concludes that the practice was not a policy in the classical meaning, that is a core of written principles and practices approved by a competent social institution and followed in a certain community, it existed only in speeches. Secondly, that in fact the practice contributed to the nation building process, people involved in it gained awareness of the vastness and ethnic diversity of the country. Finally, it reveals that de facto the policy had unintended interpretations. Given that the majority of the people sent throughout the country were southerners – something which the headmasters of the practice apparently were not aware of –, the unbalance of educated cadres that began during the colonial period were simply perpetuated and not critically addressed. As a result, “Southern dominance” in the administration of the country (in this instance the education system) provided the basis for dissatisfaction in other areas of the country. The study agrees with Connor (1990) that nation-building is a process, and concludes that Mozambique is on the road to nation formation, to which the practice contributed to a considerable degree. / Dissertation (M (Social Science in Sociology))--University of Pretoria, 2006. / Sociology / unrestricted